scholarly journals Knowledge of child development in the interface of theory and practice in foundation phase teacher education

2017 ◽  
Vol 7 (1) ◽  
pp. 6 ◽  
Author(s):  
Lara Ragpot
Keyword(s):  
Teacher Education ◽  
Child Development ◽  
Young Children ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Childhood Development ◽  
Course Content ◽  
School Classroom ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

How the child develops and learns should be an integral part of pre-service teacher education programmes. This article argues that for foundation phase teachers to teach young children effectively, course content in initial teacher education (TE) should cultivate a thorough understanding of the developing child by infusing theories of childhood development into coursework and practicum. To strengthen this argument, the article gives examples of international TE programmes which recognise that child development should take preference in these programmes. However, for the future teacher to really know the developing child and how to intervene when optimal development is not in place, the theories on child development taught in coursework need to be done in tandem with practical work in a school classroom. This theory–practice interface in initial TE could be optimally supported in a foundation phase pre-service TE programme, which utilises a university-affiliated teaching school as site for practical cross articulation of coursework theory.

scholarly journals Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

2017 ◽  
Vol 7 (2) ◽  
pp. 139
Author(s):  
Heather Smith-Sherwood
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Theory And Practice ◽  
Teacher Education Programs ◽  
Continuous Assessment ◽  
Education Programs ◽  
Quality Teachers ◽  
Effect Change ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity. 

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

2009 ◽  
Vol 14 (5) ◽  
pp. 14-26 ◽  
Author(s):  
Jeanne Allen ◽  
Mark Sinclair ◽  
Richard Smith
Keyword(s):  
Teacher Education ◽  
Teacher Education Program ◽  
Beginning Teacher ◽  
Theory And Practice ◽  
Role Taking ◽  
Sociological Inquiry ◽  
Focus Group Data ◽  
Pre Service Teacher Education ◽  
Theory Practice Gap ◽  
Pre Service Teacher

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.

scholarly journals Teacher education

2005 ◽  
Vol 38 (1) ◽  
pp. 40-41
Keyword(s):  
New York ◽  
Teacher Education ◽  
Foreign Language ◽  
Language Teachers ◽  
Theory And Practice ◽  
Methods Course ◽  
Foreign Language Teachers ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

05–88Haley, Marjorie Hall (George Mason U, USA). Implications of using case study instruction in a foreign/second language methods course. Foreign Language Annals (New York, USA) 37.2 (2004), 290–300.05–89Lozano, Albert S. (California State U, USA), Padilla, Amado M., Sung, Hyekyung & Silva Duarte M. A statewide professional program for California foreign language teachers. Foreign Language Annals (New York, USA) 37.2 (2004), 301–309.05–90Rilling, Sarah, Dahlman, Anne, Dodson, Sarah, Boyles, Claire & Pavant, Özlem (Kent State U, USA). Connecting CALL theory and practice in pre-service teacher education and beyond: processes and products. CALICO Journal (TX, USA) 22.2 (2005), 213–235.

English as a lingua franca defined by pre-service teachers: insights from theory and practice

2021 ◽  
Vol 10 (2) ◽  
pp. 235-259
Author(s):  
Elif Kemaloglu-Er ◽  
Yasemin Bayyurt
Keyword(s):  
Teacher Education ◽  
Theory And Practice ◽  
Structured Interviews ◽  
Lingua Franca ◽  
English Classrooms ◽  
Education Model ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Abstract Despite the sheer reality of English used as a lingua franca in and outside L2 English classrooms, many teachers are still unaware of the concept of English as a lingua franca (ELF), which makes integration of ELF awareness into teacher education essential. This study presents an “ELF-aware” education model for pre-service teachers and analyses the definitions of ELF made by the pre-service teachers exposed to this model before, during and after their training and documents the ways they changed, if any. The data were collected by an open-ended questionnaire and semi-structured interviews which were thematically analysed. According to our findings, ELF conceptualizations reveal increased awareness. Perceptions of ELF changed from a global concept to a communicative construct and ultimately to a humanistic pedagogical perspective accepting non-native users of English with their own variability. The data imply the evolving roles of the participants from (i) outsiders to ELF to (ii) ELF-aware users and owners of English and ultimately to (iii) potential ELF-aware practitioners and disseminators of ELF knowledge. With variability of definitions and implied roles changing at each phase of the training, the ELF-aware pre-service teacher education model has proved to be effective in making the participants increasingly aware of the ELF concept.

scholarly journals Using concept maps to structure a small-scale literature review: an approach to research-based learning in pre-service teacher education

2021 ◽  
pp. 1
Author(s):  
Victoria I. Marín
Keyword(s):  
Teacher Education ◽  
Literature Review ◽  
Concept Maps ◽  
Theory And Practice ◽  
Small Scale ◽  
Teaching Innovation ◽  
Teacher As Researcher ◽  
Literature Reviews ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Research-based learning (RBL) is a useful tool for combining theory and practice in teacher education. However, pre-service teachers struggle with the idea of teacher as researcher. One popular (meta)methodology considered in educational research (and that is well suited to school research) is design-based research (DBR). Incorporating this approach into RBL as a method for developing teaching innovation in schools could be one way to include RBL in teacher education and place pre-service teachers in the position of teacher as researcher. This study explores the potential of using digital concept maps to support the conceptualization phase (during the literature review) of an RBL process based on DBR in a pre-service teacher-education course prior to the design of a teaching innovation strategy for schools. Quantitative and qualitative data were obtained from a questionnaire administered to pre-service teachers and from the semantic evaluation of the concept maps of these teachers. Our results show an overall consensus among pre-service teachers that concept maps are useful for structuring small-scale literature reviews. Pre-service teachers also believe there is a strong possibility that they will use concept maps when they become teachers. We use our findings to make recommendations for university lecturers to use digital concept maps to design RBL activities based on literature reviews and with emphasis on teacher education.

Role of Feedback for Bridging Theory- Practice Gap in Teaching Practicum

2020 ◽  
Vol 11 (1) ◽  
pp. 159-159
Author(s):  
Faiza Masood ◽  
Dr. Malik Ghulam Behlol
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Theory And Practice ◽  
Teaching Practicum ◽  
Practice Gap ◽  
Pre Service Teacher Education ◽  
Theory Practice Gap ◽  
Pre Service Teacher

Incorporating theory into practice is not a simple rather dialectical and complex process of observing, scaffolding, reflecting, and coordinating prospective teachers. It has been observed that interaction in the form of academic feedback between CTs and PTs is missing in the teaching practicum. The present study aims to investigate the perceptions and practices of PTs and CTs about Feedback in teaching practicum to bridge the gap between theory and practice in the Pre-service Teacher Education Program. It is an exploratory investigation applying survey method and semi-structured interview to collect data from PTs and CTs to answer the investigation inquiries about the role of Feedback practices in bridging the theory-practice gap. Purposive and Criterion sampling techniques were applied to select the participants of the study. Findings reveal that the CTs are working as mentors without any professional training and recognition in their department and universities for their contributions in teaching practicum. They are lacking to perform their role effectively in providing written and oral Feedback to PTs for their professional development. School Practicum is suggested to be regular, well organized, and structured instead of a command-based component of the Pre-service Teacher Education Program. Keywords: Feedback, Teaching practicum, Cooperative teacher, Prospective Teacher

Literacy autobiographies in pre-service teacher education: opportunities for therapeutic writing in widening participation contexts

2019 ◽  
Vol 21 (3) ◽  
pp. 151-161
Author(s):  
Rachel Burke ◽  
Emma Shaw ◽  
Sally Baker
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Widening Participation ◽  
Course Content ◽  
Literate Practices ◽  
Making Sense ◽  
Personal Connections ◽  
Pre Service Teacher Education ◽  
First In Family ◽  
Pre Service Teacher

Literacy autobiographies, where learners write about significant events or experiences that have shaped their literate practices and identities, are commonly employed in composition courses as a means of encouraging author reflexivity. Here, we discuss the implementation of a literacy autobiography assignment in a pre-service teacher education course offered at a regional university in Australia. The assignment proved to be innovative, particularly resonating with the large proportion of pre-service teachers from first-in-family and traditionally underrepresented backgrounds in higher education, who often struggle with the literate practices privileged in the academy. Our observations suggest that these pre-service teachers embraced this novel university writing experience as an opportunity to make deeply personal connections with the course content and their own learning journeys. Our intention is to collectively consider important questions emerging from this innovative practice including: what do the deeply personal responses to this assignment suggest about university writing as a tool for making sense of past and present learning experiences; how can personal writing help to unpack the complex, power-laden relationships between literacy, biography and access; and how can autobiographical writing assist learners to reflect on the shifting identities (both literate and otherwise) associated with transitions into and through higher education?

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