Exploring Challenges and Possibilities in Pre-Service Teacher Education

Language Education ◽

Analytical Skills ◽

Twenty years after the war (1992-1995) in Bosnia and Herzegovina the country is still very fragile, dysfunctional and continues to face numerous political and socio-economic challenges. Ethnically fragmented and exclusivist approaches to education in Bosnia and Herzegovina are anathema to the development of critical thinking and analytical skills necessary to open young minds, reduce intolerance and question the ethnic status quo narrative (Perry, 2015). This paper will try to present a good example of academic and social successes achieved with students who are attending an English language teacher education program at the University of Sarajevo in the context of challenging teaching and learning environments. The paper will explore the possibilities and challenges for using a critical pedagogy framework and intercultural approach to foreign language education in pre-service teacher education courses that emphasizes reflection, critical thinking, empathy, multiperspectivity along with other aspects of intercultural communicative competences which are integrated in this course.

Cases on Teaching Critical Thinking through Visual Representation Strategies - Advances in Educational Technologies and Instructional Design ◽

A Case on Teaching Critical Thinking and Argument Mapping in a Teacher Education Context

10.4018/978-1-4666-5816-5.ch005 ◽

2014 ◽

pp. 119-139

Author(s):

Yasemin Oral

Keyword(s):

Teacher Education ◽

Critical Thinking ◽

English Language ◽

English Language Teaching ◽

State University ◽

Large Size ◽

Argument Mapping ◽

Turkish State ◽

This chapter is based on the classroom work of a course on critical thinking designed as part of a pre-service teacher education program in English language teaching at a large-size Turkish state university. With its dual focus on both modernist and postmodern approaches to critical thinking, the course offers scope for classwork that concentrates on the skills to identify the parts and structure of arguments. To this end, argument mapping has been utilized to enhance understanding of the components of arguments and to facilitate the analysis of arguments. This chapter seeks to illustrate the materials and activities used when argument maps have been constructed during the class sessions. Furthermore, drawing from the data gathered from students' journal entries, I argue for a high interplay of the perceived efficacy of argument mapping with the content, length, and complexity of arguments as well as the anxiety evoked by these factors.

Development of Pre-Service Teacher Education Program for Enhancing Infant-Teacher Interaction Competency

korean Jouranl of Early Childhood Education ◽

10.15409/riece.2019.21.3.4 ◽

2019 ◽

Vol 21 (3) ◽

pp. 61-85

Author(s):

Tae-Hee Oh ◽

Sung-Hee Lee

Keyword(s):

Teacher Education ◽

Education Program ◽

Teacher Interaction ◽

INVESTIGATING THE ACCEPTANCE OF MOBILE E-PORTFOLIO AS AN E-LEARNING TOOL BY PRE-SERVICE TEACHER EDUCATION PROGRAM STUDENTS

EurasianUnionScientists ◽

10.31618/esu.2413-9335.2020.1.80.1089 ◽

2020 ◽

Vol 1 (11(80)) ◽

pp. 8-14

Author(s):

K. Urazbaev

Keyword(s):

Teacher Education ◽

Education Program ◽

Linear Regression Analysis ◽

Ease Of Use ◽

Perceived Usefulness ◽

Intention To Use ◽

Perceived Ease Of Use ◽

The aim of the research was to conduct quantitative analysis of mobile e-portfolio acceptance by pre-service teacher education program students. Technology Acceptance Model developed by Davis was used in the study to identify the influence of perceived ease of use, perceived usefulness, attitude towards the use of e-portfolio on the intention to use it. 136 respondents from three different higher education institutions took part in the survey. The data obtained in the survey was analyzed by applying linear regression analysis. Findings of the research suggest that perceived ease of use, perceived usefulness and attitude to the use of e-portfolio have a significant impact on students’ intention to use the e-portfolio. Among them, attitude towards the use of e-portfolio was the most significant factor that influences the intention to use mobile e-portfolio.

Using Mead's Theory of Emergence as a Framework for Sociological Inquiry into Pre-Service Teacher Education

Sociological Research Online ◽

10.5153/sro.1948 ◽

2009 ◽

Vol 14 (5) ◽

pp. 14-26 ◽

Cited By ~ 1

Author(s):

Jeanne Allen ◽

Mark Sinclair ◽

Richard Smith

Keyword(s):

Teacher Education ◽

Beginning Teacher ◽

Theory And Practice ◽

Role Taking ◽

Sociological Inquiry ◽

Focus Group Data ◽

Theory Practice Gap ◽

In this paper we take up Chang's (2004) challenge to apply Mead's theory of emergence in sociological inquiry. Largely overlooked by scholars, this theory is shown to prove explanatory in one field where limited solutions have been found to date. Specifically, the theory sheds light on how the theory-practice gap is created and sustained in pre-service teacher education. The argument is that under current institutional arrangements the trainee/beginning teacher encounters different and oft-times conflicting environmental, social and cultural conditions in the two ‘fields of interaction’ (Mead, 1934: 249) of their training program, namely, the on-campus pre-service program and the school. The argument draws on interview and focus group data collected via a study of first-year graduate teachers of an Australian pre-service teacher education program. We conclude that the Meadian mechanisms of role taking and self-regulated behaviour within the two environmental fields of interaction inhibit the trainee/beginning teacher from exercising the power of agency to implement theory learned at university in practice in the classroom. In this sense Mead's theory of emergence predicts the obduracy of the gap between theory and practice in teacher education.

Building the capacity of Indonesian education universities for ICT in pre-service teacher education: A case study of a strategic planning exercise

Australasian Journal of Educational Technology ◽

10.14742/ajet.811 ◽

2012 ◽

Vol 28 (6) ◽

Cited By ~ 5

Author(s):

Cher Ping Lim ◽

Paulina Pannen

Keyword(s):

Teacher Education ◽

Strategic Planning ◽

Professional Learning ◽

Holistic Approach ◽

Asia Pacific ◽

Curriculum Assessment ◽

Ict In Education Competencies ◽

This paper documents how four Indonesian teacher education institutions (TEIs) engaged in strategic planning to build their capacity in developing pre-service teachers' ICT in education competencies. These TEIs adopted a holistic approach towards strategic planning by drawing upon the six dimensions of the Capacity Building Toolkit for TEIs in the Asia Pacific. The core dimension is the pre-service teacher education program (curriculum, assessment and practicum) that is driven by the vision and philosophy of a TEI. The program is supported by four other dimensions of professional learning, ICT plan, communication and partnerships, and research and evaluation. Three of the four TEIs focused their strategic planning on the development of pre-service teacher education programs, while one focused on research and evaluation. In the process, the TEIs identified support from the management as pivotal in the implementation of the plan. However, they also encountered challenges in senior staff's reluctance to change, lack of funding, and shortages of qualified staff.

English Pibid and the Big Screen: Expanding Pre-Service Teacher Education Spaces

Revista Brasileira de Linguística Aplicada ◽

10.1590/1984-6398202017355 ◽

2020 ◽

Vol 20 (3) ◽

pp. 499-518

Author(s):

Ana Karina de Oliveira Nascimento ◽

Ana Lúcia Simões Borges Fonseca

Keyword(s):

Qualitative Research ◽

Teacher Education ◽

Education Program ◽

School Environment ◽

Basic Education ◽

ABSTRACT Teacher education can take place in multiple spaces besides the school environment (university and basic education schools), following different paths and in a decolonial way. Having this in mind, a qualitative research with an interpretative scope was conducted during a year and a half, on the range of the English project of the National Pre-service Brazilian Teacher Education Program (Pibid) at a federal university in Brazil. In this article, the focus is on the analysis of pre-service teachers’ field diaries and their content concerning one of the activities developed as part of the project: going to the movies and reflecting upon some films. The experience revealed how pre-service teachers had the chance to reflect on the relationships they were able to establish with teacher education, and the readings and experiences provided by Pibid, thus corroborating the importance of decolonizing practices.

Promoting English Language Learner Pedagogy in Science with Elementary School Teachers: The ESTELL Model of Pre-Service Teacher Education

Supporting K-12 English Language Learners in Science ◽

10.4324/9781315659930-18 ◽

2016 ◽

pp. 157-171

Keyword(s):

Teacher Education ◽

Elementary School ◽

Elementary School Teachers ◽

English Language Learner ◽

English Language ◽

Language Learner ◽

School Teachers ◽

ELF-aware pre-service teacher education: practices and perspectives

ELT Journal ◽

10.1093/elt/ccaa040 ◽

2020 ◽

Vol 74 (4) ◽

pp. 453-462

Author(s):

Esma Biricik Deniz ◽

Elif Kemaloglu-Er ◽

Yonca Ozkan

Keyword(s):

Teacher Education ◽

English Language Learners ◽

Language Learners ◽

Prospective Teachers ◽

English Language ◽

Teaching Practice ◽

English Language Teaching ◽

Theory Practice Gap ◽

Abstract English as a lingua franca (ELF) is a recent paradigm in ELT which acknowledges non-native varieties in their own right and NNSs as having their own unique characteristics rather than assessing them against an NS benchmark. Despite the changing needs of today’s English language learners, there is little research on how to integrate ELF into pre-service teacher education programmes and English language teaching practice since there is a theory–practice gap due to lack of clear pedagogical descriptions and concrete classroom-driven data. This study presents an intensive educational model for pre-service teachers aiming to raise their awareness of the pedagogy of ELF, synthesizing theory with practice. It investigates how prospective teachers exposed to the ELF-aware teacher education model integrated ELF into their teaching and their viewpoints about the process. The entire process has been reported to contribute significantly to the participants’ professional development as well as presenting several challenges.