Reflective Teachers

2022 ◽  
Vol 5 (1) ◽  
pp. 1-20
Author(s):  
Arnab Kundu ◽  
Tripti Bej
Keyword(s):  
Teacher Education ◽  
Sampling Technique ◽  
Curriculum Planning ◽  
Teacher Education Programs ◽  
Trainee Teachers ◽  
Interview Research ◽  
Teacher Training Colleges ◽  
Mixed Approach ◽  
Teachers Training ◽  
Descriptive Survey

This study sought to investigate the Indian trainee teachers’ perception of the 21st century skills, to what extent these skills were integrated into teacher education programs, and challenges to their integration. The study followed a mixed approach comprising of both quantitative (e. g. descriptive survey) and qualitative (e.g., interview) research methods taking 500 trainee teachers from 50 teachers’ training colleges using a stratified random sampling technique. Data were analyzed descriptively and inferentially. Findings revealed that few skills were partially integrated while others were poorly integrated, significant differences were found in the ingestion of these skills between trainees of private and government teacher training colleges, and thereby, hampering the aim of making teachers reflective. The study also noted the challenges in integrating these skills that will provide a valuable reference for teacher education curriculum planning and implementation with a view of providing a holistic educational experience among trainee teachers across countries.

scholarly journals Enhancing the Delivery of the Teacher Education Courses through the Development of OBE-Based Teaching Guides

2020 ◽  
Vol 8 (1) ◽  
pp. p36
Author(s):  
Agripina B. Maribbay
Keyword(s):  
Teacher Education ◽  
Monitoring And Evaluation ◽  
Instructional Delivery ◽  
Teacher Education Programs ◽  
Project Proposal ◽  
Teaching Resources ◽  
Principles And Standards ◽  
Faculty And Administrators ◽  
Teachers Training ◽  
Study Participants

This project aimed to develop Outcomes-Based Education (OBE) teaching guides to enhance the delivery of courses in the teacher education programs. This paper specifically provides the result of the participants’ assessment and problems encountered in the implementation of the OBE-based approach in teaching. The 200 study participants covered faculty and administrators of thirty (30) selected Teacher Education Institutions in Region 02. Results reveal that the OBE-based approach was implemented to a great extent along Institutional Mission, moderate extent in terms of outcomes and low extent along areas such as curriculum, instructional delivery, assessment, and reporting. Participants’ inadequacy of knowledge and skills, teaching resources, and time were among the problems encountered by the participants in the implementation of the OBE-approach in the teacher education curriculum. These results serve as a guide for the development of OBE-based teaching guides to enhance the implementation of the curriculum. The development of the teaching guides was based on a set of frameworks. The Project Proposal Framework particularly details the processes undertaken in the development of the teaching guides while the SPUP-OBE Framework provides the teaching guides’ content. Furthermore, it presents the specific methods for the teachers’ training on the principles and standards of OBE, the development of OBE-based teaching guides, the logical framework of the proposed teaching guide, the monitoring and evaluation plan, and the dissemination plan. This method includes the design, scope, tools, and analytical procedures for the specific processes involved.

scholarly journals Fostering awareness of the pedagogical implications of World Englishes and ELF in teacher education in Italy

2016 ◽  
Vol 6 (3) ◽  
pp. 487-511 ◽  
Author(s):  
Paola Vettorel ◽  
Sara Corrizzato
Keyword(s):  
Teacher Education ◽  
English Language ◽  
World Englishes ◽  
Teacher Education Programs ◽  
Discussion Forums ◽  
Lingua Franca ◽  
Language Teacher Education ◽  
Trainee Teachers ◽  
Recent Developments ◽  
E Learning

Teacher education represents an essential step to raise awareness of the sociolinguistic changes brought about by the current pluralization of English and by its lingua franca role. Within the pre-service teacher education programs run at the Department of Foreign Languages and Literatures, University of Verona, Italy, part of the English language course focused on issues related to World Englishes (WE) and English as a lingua franca (ELF), aiming at fostering awareness of and active reflection upon their pedagogical implications. After taking into consideration recent developments in WE- and ELF-aware teacher education, we will report on findings from a research study involving trainee teachers attending the aforementioned courses for English in academic years 2012-13 to 2014-15. The main aim of the study has been to investigate whether, how and to what extent trainee teachers’ pedagogical knowledge and reasoning about a WE and ELF-informed perspective in teaching practices may undergo a change after attending these courses. Drawing upon different sets of data (questionnaires, reflections in e-learning discussion forums, interviews and final reports), the trainees’ increased awareness of and readiness to include a WE- and ELF-informed didactic approach after attending the course will be discussed, together with implications for foreign language teacher education.

scholarly journals Identifying the Role of Teachers in Developing Entrepreneurial Intention of Prospective Teachers

2019 ◽  
Vol IV (I) ◽  
pp. 195-204
Author(s):  
Saubia Ramzan ◽  
Muhammad Shakir ◽  
Jam Muhammad Zafar
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Sampling Technique ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Entrepreneurial Education ◽  
Trainee Teachers

This research study identified the main areas related to entrepreneurship teacher education. The main objectives of the study were: (a) to identify the importance of entrepreneurship education for teacher education in Pakistan; (b) to identify the areas to prepare pre-service teachers for entrepreneurship education. The nature of study was descriptive while mixed method approach was used to gather information. Twelve teacher educators and eighty five prospective teachers were selected by using convenience sampling technique. ENVIVO-11 and SPSS were used to analyze qualitative and quantitative data. It was revealed that mostly interviewees agreed on entrepreneurial education should be made a part of national professional standards of teachers. Majority of the trainee teachers appreciated entrepreneurship education. Most of the respondents intervene about imparting and improving entrepreneurial education for prospective teachers’ course. Interviewees are appreciating this step of entrepreneurial intentions in prospective teachers’ course.

scholarly journals Perceptions of Prospective Teachers about Peer Assessment as a Tool for Reflective Practices

2019 ◽  
Vol 5 (2) ◽  
pp. 373-380
Author(s):  
Uzma Shahzadi ◽  
Bashir Hussain
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Sampling Technique ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Reflective Process ◽  
Descriptive Research ◽  
Teaching And Learning Environment

Peer assessment is a collaborative learning method that assists students to have a control of their learning and involve them in reflective process. This study focuses on exploring the perceptions of prospective teachers about use of peer assessment as a reflective tool in classrooms of teacher education programs. This study was quantitative in nature and used descriptive research design. All prospective teachers enrolled in the bachelor programs of teacher education programs (i.e., BS and B.Ed. Hon. Elementary) of public sector universities of Pakistan served as population of the study. Using multistage purposive sampling technique, a sample of 1374 prospective teachers was selected. For seeking prospective teachers’ opinion, a questionnaire comprising 17 items on a five-point Likert scale, was developed. Questionnaire was validated by experts. Reliability of questionnaire was ensured with Cronbach alpha value of 0.79. For data analysis, both descriptive and inferential statistics were used. From analysis of data, it was found that prospective teachers perceive that they are sometimes equipped with necessary skills for involving in peer assessment and occasionally their teachers provide them necessary tools to carry out peer assessment for the reflective learning. It was also found that majority of students agree that peer assessment helps them in identifying their weaknesses and strengths more effectively. While prospective teachers reported that peer assessment is an activity that takes a lot of time and it carries biasness with its procedure. It is, however, recommended that peer assessment might be an important component of classroom teaching and learning practices. It is further recommended that promotion of peer assessment in classrooms may be used as a tool for creation of reflective teaching and learning environment.

scholarly journals Challenges in Implementing STEM Education and Role of Teacher Education Programs in Mitigating these Challenges

2020 ◽  
Vol 5 (2) ◽  
pp. 123-137
Author(s):  
Abdul Nasir Kiazai ◽  
Naila Siddiqua ◽  
Zarina Waheed
Keyword(s):  
Teacher Education ◽  
Stem Education ◽  
Teacher Educators ◽  
Sampling Technique ◽  
Teacher Education Programs ◽  
Quantitative Methodology ◽  
Education Programs ◽  
Stem Instruction ◽  
And Mathematics

STEM instruction is an incorporated methodology that consolidates science, technology, engineering, and mathematics education. This study aimed at finding expected challenges in implementing STEM education and role of teacher education programs in mitigating possible challenges in implementing STEM education in Baluchistan. To achieve the objectives, quantitative methodology was used. Sample was selected using judgmental convenience sampling technique.  The sample of the study consisted of, 202 pre-service teacher educators from three public universities of Quetta. The data was analyzed using descriptive statistics including frequencies and percentage. The findings indicated that although the implementation of integrated STEM education in Baluchistan may face challenges, the role of teacher education programs in mitigating these challenges is significant.

scholarly journals Integrating Peace Education in Pre-Service Teachers Training Programs: Views from Teacher Educators and Prospective Teachers in Pakistan

2020 ◽  
Vol 4 (1) ◽  
pp. 67
Author(s):  
Sufi Amin ◽  
Nabi Bux Jumani ◽  
Samina Malik
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Peace Education ◽  
Teacher Educators ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Positive Thinking ◽  
Self Awareness ◽  
Research Instrument ◽  
Teachers Training

Peace education is one of the emerging developments of the 21st century in teacher education all over the world. The objective of the study is to investigate the views of teacher educators and prospective teachersregarding peace education in teacher education in Pakistan. The research design employed in this study is quantitative survey research. The population of the present study comprised all teacher educators as well asprospective teachers of five universities in Islamabad, Pakistan. Sample of the study consisted of 280 teacher educators and prospective teachers. Simple random sampling technique was used in the selection of the sample. The questionnaire was used as research instrument. The validity of the research instrument was ensured with the help of experts. Following recommendations from the experts, the research instrument was modified. The reliability of the instrument was assessed. The researchers distributed 280 questionnaires and 255 questionnaires were received. The data were analyzed with the help of SPSS (Version, 20). A modern Statistical method expressed in percentage, frequency and Mean Score was used for data analysis and interpretation. It was concluded that peace education develops positive thinking among teachers, develops knowledge of human rights, develops the quality of self-awareness among teachers, promotes justice and compassion among teachers, as well as endorses justice in society.

scholarly journals The Perspectives on Emotional Intelligence and its Integration in the Hiring Process as Perceived by HR Practitioners

2021 ◽  
Vol 58 (1) ◽  
pp. 2356-2365
Author(s):  
Rhose Edullan, Rommel Pilapil Sergio
Keyword(s):  
Emotional Intelligence ◽  
United Arab Emirates ◽  
Sampling Technique ◽  
Work Settings ◽  
Hiring Managers ◽  
Hiring Process ◽  
Interview Research ◽  
Qualitative Descriptive ◽  
Descriptive Survey ◽  
Specific Technology

The study aims to study the perspective of hiring managers and human resource practitioners on emotional intelligence (EI) to evaluate the effectiveness of EI in recruitment assessments and to explore the integration of EI in accelerating recruitment. Qualitative, descriptive, survey, and interview research methods were utilized to examine the assumptions. Purposive sampling technique was used (n=226) to obtain respondents during the COVID-19 pandemic. The research used a thematic analysis to ascertain the responses of the participants. Their EI perspectives were harmonized through the components of EI, and their response to the importance of EI was analyzed through the effectiveness of EI in the work settings and the EI application on hiring. The research has proven the following assumptions: EI is important in work settings, high EI employees are good leaders and better performers compared to high IQ employees, and high EI workers stay with the company for a longer period. Hiring managers and HR practitioners have recommended the integration of EI in the recruitment and practices in United Arab Emirates (UAE) business settings through specific technology-based interventions. 

Curriculum leadership and the enhancement of teacher education programs

2019 ◽  
Vol 9 (1) ◽  
pp. 79-90
Author(s):  
Xi Bei Xiong ◽  
Cher Ping Lim ◽  
Shi Qi Liu
Keyword(s):  
Teacher Education ◽  
Leadership Development ◽  
Design Methodology ◽  
Mainland China ◽  
Teacher Education Programs ◽  
Asian Countries ◽  
Curriculum Leadership ◽  
Content Type ◽  
Teachers Training ◽  
Shed Light

Purpose Teacher education programmes are critical in developing pre-service teachers’ competencies during the apprenticeship phase (Lim et al., 2010), whereas there is evidence indicating that teacher education programmes depend on curriculum leadership (Robinson et al., 2008). The purpose of this paper is to explore the ways in which curriculum leaders enact their curriculum leadership to enhance teacher education programmes in a context of a normal university in Mainland China. Design/methodology/approach In this paper, three groups of curriculum leaders, from university, faculty and classroom level, respectively, are interviewed. Findings This study highlights the significance of curriculum leadership in teacher education programmes enhancement in China, particularly the significant impacts from curriculum leaders’ involvement on the programme processes of planning, implementation and evaluation. Research limitations/implications Implications for research include a conceptualization of curriculum leadership in teacher education and pre-service teachers’ training in China, and a theoretical integration of curriculum leadership and the enhancement of teacher education programmes. Originality/value Implications for practice regard to restructuring curriculum leadership system and informing curriculum leadership practices, not only in Asian countries, but might be able to shed light on the curriculum leadership development in a range of educational contexts either similar to or different from that of Mainland China. This study thus would contribute to several areas of research.

scholarly journals MEDIA UTILISATION AMONG SECONDARY TRAINEE TEACHERS IN THEIR TEACHING-LEARNING ACTIVITIES

2021 ◽  
Vol 9 (2) ◽  
pp. 275-280
Author(s):  
RAMESH R.
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
Teacher Educators ◽  
New Technology ◽  
Sampling Technique ◽  
Learning Activities ◽  
Survey Method ◽  
Trainee Teachers ◽  
Teacher Trainees ◽  
Teaching Learning

This study explored the views of teacher trainees on various components of their training about the use of new technology to teach their subject.  There is a significant change in our daily life with the advancement of information and communication technologies. Integrating ICTs into teaching and learning offers significant potentials for higher education institutions and opens new challenges for educators, through their capacity to facilitate new kind of education in the digital environment. Particularly, the use of technology in teacher education opens new opportunities for teachers and students. The success of ICT in teacher education depends on teacher educators, trainee teachers and authorities in the institutions. The present study investigated the media utilisation among secondary trainee teachers in their teaching-learning activities. The investigator adopted the survey method and used random sampling technique for the selection of sample. A structured questionnaire was distributed to the selected 500 teacher-trainees and data collected were analyzed using t-test. The findings concluded that the selected personal variables like sex, locality of the students, type of institutions and locality of the institutions have influenced media utilisation among secondary trainee teachers in their teaching-learning activities.

scholarly journals Investigating the Leadership role in Teacher Education Institutes: A study based on Sindh Government Institutes

2019 ◽  
Vol 15 (1) ◽  
pp. 149-160
Author(s):  
Shah Nawaz Sahito ◽  
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Research Study ◽  
Negative Impact ◽  
Primary Source ◽  
Political Influence ◽  
Sampling Technique ◽  
Leadership Role ◽  
Individual Responsibility ◽  
Teachers Training

The main purpose of this research study is to determine the leadership role in public sector teachers training institutes in Sindh, province of Pakistan. The study is focused on themes the problems/pressures such as social, political influence particularly at managerial/leadership level, intrinsic sense of responsibility, operational procedures in department, individual responsibility and challenges in faculty training and development   faced by top leadership of Teachers training institutes. The primary source  of  data  collection  used  for  the  professionals  is  based  on  the  comprehensive  survey;  well-designed tools such as questionnaire comprised of thirty closed ended items on a five-point Likert- scale which was developed in consultation with the language and subject experts that are used as  sampling  instruments,  and  certain  items  were  revised  after  pilot  testing.  After  this  procedure,  construct and content validity of questionnaire was determined, the researcher has visited personally those institutions which were included in the population of research study, and random sampling has been used as sampling technique to collect the data. Ethical consideration was ensured in research to save respondents from any problem in the future; special care was given to the language so as not to hurt the respondents’ race, caste, creed and culture.The responses had been analyzed statistically using regression analysis. The respondents of the study included officers of Grade 17 and above from the Leadership of Education & literacy Department. Priority was given to those offices that possessed experience in academic as well as managerial level such as teacher educators /trainers, professors and Heads of Teachers Training Institutions in Sindh, a province of Pakistan. The findings of this study is concluded on the effectiveness of the leadership provided by the head figure in these teachers training institutes is not greatly affected due to problems such as non-availability of physical facilities in the institutions, or the financial problems and academic, professional qualification and experience. However, the effectiveness of teacher education leadership was significantly affected due to political influence, undue transfers of intuitions heads, suspensions or punishment had the negative impact on the effectiveness of leadership. The study suggested reasonable modifications in internal process of institutes and their practical application such as recruitment and appraisal on merit basis and avoiding undue suspension or transfer of management staff. 

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