BIPA Teacher Education: Meeting the Challenge and Opportunities to Create Qualified Teachers

In several European countries, teacher education is regulated by national plans that emphasise pedagogy as the central subject. Pedagogy shall include research-based knowledge, as well as having a strong connection between theory and practice. We have interviewed teacher educators about what they emphasise about theoretical and practical issues in the subject of pedagogy. Though they have to follow the curriculum, they express that they have different conceptions and emphasise different issues both in theoretical and practical pedagogy. Their answers point to the challenges between the establishment of a professional autonomy and the control the national curriculum imposes them The teacher educators were quite vague about their teaching about research-based knowledge. They expressed that they need support, time and possibilities to discuss the content in the curriculum and how to educate high qualified teachers.

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Preparing Teachers for Diversity: A Literature Review and Implications from Community-Based Teacher Education

Higher Education Studies ◽

10.5539/hes.v8n1p9 ◽

2017 ◽

Vol 8 (1) ◽

pp. 9 ◽

Cited By ~ 8

Author(s):

Huanshu Yuan

Keyword(s):

Teacher Education ◽

Literature Review ◽

Cultural Knowledge ◽

Teacher Education Programs ◽

Education Programs ◽

Community Based ◽

Qualified Teachers ◽

Diverse Student Populations ◽

Instructional Context ◽

Diverse Student

This study reviewed current issues in preparing qualified teachers for increasing diverse student populations in the U.S. and in other multicultural and multiethnic countries. Based on the framework of community-based and multicultural teacher education, this literature review paper analyzed issues and problems existed in the current curriculum, content, and practicum in traditional teacher education programs in addressing cultural knowledge and competence of preparing pre-service teachers in a multicultural society. Drawing from implications from community-based teacher education, this paper proposed several suggested strategies to reform traditional teacher education programs to meet the needs from multicultural and multiracial student populations and instructional context.

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How ePortfolios Support Development in Early Teacher Education

Online and Distance Learning ◽

10.4018/978-1-59904-935-9.ch172 ◽

2011 ◽

pp. 2130-2137

Author(s):

Victor McNair ◽

Kevin Marshall

Keyword(s):

Teacher Education ◽

Northern Ireland ◽

Beginning Teachers ◽

Student Teachers ◽

Critical Reflection ◽

Technology Policy ◽

Initial Teacher Education ◽

Qualified Teachers ◽

One Year ◽

Graduate Certificate

This chapter reports on a pilot study which examined how student teachers of a one-year Post Graduate Certificate in Education course in Northern Ireland developed reflective ePortfolios and then used them to embed ICT in their first (Induction) year as qualified teachers. Two central themes emerged. First, the process of constructing the ePortfolio developed confidence among the beginning teachers which supported them when faced with the challenges of starting teaching. Second, the ePortfolio was used to ease the transition from Initial Teacher Education to Induction, but where there is a lack of critical reflection, barriers to professional development can emerge. These issues are discussed within the context of technology policy, teacher training, and emerging technology in Northern Ireland.

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How ePortfolios Support Development in Early Teacher Education

Handbook of Research on ePortfolios ◽

10.4018/978-1-59140-890-1.ch042 ◽

2011 ◽

pp. 474-485 ◽

Cited By ~ 2

Author(s):

Victor McNair ◽

Kevin Marshall

Keyword(s):

Teacher Education ◽

Northern Ireland ◽

Beginning Teachers ◽

Student Teachers ◽

Critical Reflection ◽

Technology Policy ◽

Initial Teacher Education ◽

Qualified Teachers ◽

One Year ◽

Graduate Certificate

This chapter reports on a pilot study which examined how student teachers of a one-year Post Graduate Certificate in Education course in Northern Ireland developed reflective ePortfolios and then used them to embed ICT in their first (Induction) year as qualified teachers. Two central themes emerged. First, the process of constructing the ePortfolio developed confidence among the beginning teachers which supported them when faced with the challenges of starting teaching. Second, the ePortfolio was used to ease the transition from Initial Teacher Education to Induction, but where there is a lack of critical reflection, barriers to professional development can emerge. These issues are discussed within the context of technology policy, teacher training, and emerging technology in Northern Ireland.

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Teaching abroad during initial teacher education: the effects as perceived by recently qualified teachers on their preparedness for teaching

Asia Pacific Journal of Education ◽

10.1080/02188791.2020.1755222 ◽

2020 ◽

pp. 1-12

Author(s):

Benjamin Luke Moorhouse

Keyword(s):

Teacher Education ◽

Initial Teacher Education ◽

Teaching Abroad ◽

Qualified Teachers

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A State Department of Education's Stake in the Work of Professional Teacher Placement Agencies

Journal of Teacher Education ◽

10.1177/002248715200300210 ◽

1952 ◽

Vol 3 (2) ◽

pp. 120-124 ◽

Cited By ~ 1

Author(s):

James C. Stone

Keyword(s):

Teacher Education ◽

Elementary School Teachers ◽

Supply And Demand ◽

State Department ◽

Department Of Education ◽

School Teachers ◽

Qualified Teachers ◽

Cooperative Program ◽

Professional Teacher ◽

Teacher Placement

Qualified teachers, particularly elementary school teachers, are at a premium in every state. In California, the fastest growing state, which obtains one half its annual supply from other states, an effective cooperative program facilitates guidance, certification, and the continuous study of supply and demand, as described here by Mr. Stone, Consultant in Teacher Education, California State Department of Education.

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Newly qualified teachers’ professional digital competence: implications for teacher education

European Journal of Teacher Education ◽

10.1080/02619768.2017.1416085 ◽

2017 ◽

Vol 41 (2) ◽

pp. 214-231 ◽

Cited By ~ 51

Author(s):

Greta Björk Gudmundsdottir ◽

Ove Edvard Hatlevik

Keyword(s):

Teacher Education ◽

Digital Competence ◽

Qualified Teachers ◽

Newly Qualified Teachers

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Phonology in Teacher Education in Nigeria: The Igbo Language Example

African Journal of Teacher Education ◽

10.21083/ajote.v1i1.1593 ◽

2011 ◽

Vol 1 (1) ◽

Author(s):

Linda Chinelo Nkamigbo

Keyword(s):

Teacher Education ◽

General Education ◽

Sub Saharan Africa ◽

Standard English ◽

Crucial Aspect ◽

Sound System ◽

African Languages ◽

Qualified Teachers ◽

Sub Saharan ◽

Set Up

The goals of education cannot be achieved without language. Language is actively involved in the production of qualified teachers who will teach at various levels of the educational system. Furthermore, linguistics is the area of study that is concerned with objective and empirical study of language, and phonology undoubtedly is a crucial aspect of this set up. This paper addresses the issues of phonological facilitation and interference in both teacher training and general education in sub-Saharan Africa. These phonological phenomena are critically examined as they feature in Igbo, one of the major African languages, spoken predominantly in South-Eastern Nigeria. The sound system of Igbo influences that of the English of the native Igbo speakers. Therefore, this paper recommends that the language instructor should focus on the variations in the English of the native Igbo speakers in order to achieve a near Standard English by the Igbo speakers of English.

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Induction in Estonia: Over Fifteen Years of Experience – Successes and Struggles

New Teachers in Nordic Countries - Ecologies of Mentoring and Induction ◽

10.23865/noasp.105.ch4 ◽

2020 ◽

pp. 87-106

Author(s):

Eve Eisenschmidt ◽

Katrin Poom-Valickis

Keyword(s):

Teacher Education ◽

Beginning Teachers ◽

Methodological Approach ◽

Implementation Process ◽

Ministry Of Education ◽

Qualified Teachers ◽

Implementation Model ◽

Successful Launch ◽

Close Cooperation ◽

Doctoral Dissertations

This article gives a brief historical perspective of how the induction programme for newly qualified teachers was launched in Estonia. The induction programme was the result of a combined effort from universities, schools and policymakers. A pilot study was carried out in the academic year 2002/2003. The following year, a group of educators and researchers from Tallinn and Tartu Universities analysed the results, improved the implementation model, and in 2004 launched the programme with the support of the Ministry of Education and Research throughout Estonia. In this paper, we introduce the theoretical framework, the roles of different parties to the induction programme, and analyse the implementation process in order to find answers to the following questions: Firstly, what are the developments and challenges in the Estonian induction programme? Secondly, what are the perspectives for the induction programme in the future? The methodological approach reviewed policy documents, research articles and doctoral dissertations on induction from 2004–2019. The analysis showed that close cooperation between parties was required to achieve a successful launch, but it seems that the main responsibility for implementation was left to the universities, who were seen as a party highly interested in the continuity of teacher education. Moreover, the execution and quality of mentoring varies among the schools, which can be a problem for new teachers. Based on research evidence and the current situation in teacher education, we will endeavour to give a forward-looking view on how to support beginning teachers in Estonia.

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REORIENTASI PARADIGMA PENDIDIKAN KEGURUAN: Telaah terhadap Rancangan Sertifikasi Kompetensi Pendidik dan Tenaga Kependidikan

El-HARAKAH (TERAKREDITASI) ◽

10.18860/el.v7i2.4658 ◽

2008 ◽

Vol 7 (1) ◽

pp. 59

Author(s):

Nur Ali Rahman

Keyword(s):

Teacher Education ◽

Teacher Development ◽

Positive Characteristic ◽

Education Quality ◽

Quality Of Education ◽

Good Society ◽

Qualified Teachers ◽

Professional Teacher ◽

The Future

A good society can be seen by the positive characteristics displayed by its people. A person with positive characteristic is a product of a good quality of education. It is said that education quality is influenced by the quality of teachers. Low-qualified teachers are mostly related with the system of teacher development and the low-qualified institutions whose aim is to educate the future teachers. This article discusses the orientation of teacher education that has been programmed by government for several years. It is listed in 10 basic competences of professional teacher. The program of certification as the professional guarantee is also one of parts of this article. It can be assumed that to solve any kinds of educational problems, the renewal of orientation in developing education paradigm is highly needed. Masyarakat yang baik hanya dapat dibentuk dengan menampilkan individu-individu dengan karakter baik. Individu yang berkarakter baik dapat dibentuk melalui pendidikan yang berkualitas. Sedangkan, kualitas pendidikan banyak dipengaruhi oleh kualitas guru. Rendahnya kualitas guru banyak berkaitan dengan pola pengembangan guru dan banyaknya lembaga pendidikan berkualitas rendah yang menghasilkan guru. Artikel ini membahas orientasi pendidikan guru yang dicanangkan pemerintah beberapa tahun ini. Program-program tersebut tercakup dalam 10 kompetensi dasar untuk profesionalisme guru. Program sertifikasi sebagai penjamin juga menjadi salah satu bahasan di sini. Dapat disimpulkan bahwa untuk menyelesaikan masalah-masalah pendidikan, pembaharuan orientasi dalam pengembangan paradigma pendidikan sangat dibutuhkan.

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