scholarly journals Issues in Implementation of Associate Degree in Education and Bachelor of Education Honor Programs in Teacher Education Institutions in Gilgit Baltistan

2017 ◽  
pp. 163-177
Author(s):  
Muhammad Khalid Mahmoodi Et al.,
Keyword(s):  
Prospective Teachers ◽  
Associate Degree ◽  
Teacher Educators ◽  
Pedagogical Practices ◽  
Constructivist Approach ◽  
Learner Centered ◽  
Teaching Content ◽  
Bachelor Of Education ◽  
International University ◽  
Gilgit Baltistan

The present study investigated issues in implementation of ADE and B. Ed. (Hons.) programs as envisioned learner centered pedagogies embedded in the curricula of these programs. This study included all the three GCETs and Karakorum International University from Gilgit Baltistan. and three Public Sector Universities and three GCETS affiliated with these Universities from Punjab. Teacher Educators’ Pedagogical Practices Questionnaire (TEPPQ) was administered to teacher educators and prospective teachers to know prevailing pedagogical practices. Teacher educators and prospective teachers were interviewed to document prevailing pedagogical practices and physical facilities available for implementation of ADE and B. Ed Programs. Findings revealed that both ADE and B. Ed. (Hons.) curricula were being implemented through traditional methods with the dominance of teacher-centered lecture/ presentation instead of envisioned learner centered pedagogies based on constructivist approach. Students raised the issue of poor internet connectivity in the campuses. Laboratories for teaching content courses like physics, chemistry, and biology were not available in departments of educations in Universities or were not equipped in case of GCETs.

scholarly journals Influence of Teacher Educators on the Development of Prospective Teachers’ Personal Epistemology and Tolerance

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824402091463 ◽  
Author(s):  
Bo Ning ◽  
Irfan Ahmed Rind ◽  
Muhammad Mujtaba Asad
Keyword(s):  
International Development ◽  
Prospective Teachers ◽  
Teaching Strategies ◽  
Teacher Educators ◽  
Personal Epistemology ◽  
Colleges Of Education ◽  
Social Dimensions ◽  
Post Intervention ◽  
Bachelor Of Education ◽  
Teacher Students

This article examines the influence of teacher educators (TEs) on the development of epistemology and tolerance among the prospective teachers (PTs) studying in a newly introduced 4-year Bachelor of Education (BEd) program offered in the Departments of Education of Universities (DoEUs) and Government Colleges of Education (GCEs) in Pakistan. The new BEd is part of United States Agency for International Development (USAID)–led teacher education reforms in Pakistan to curtail the teaching of extremist values that are implicated in breeding extremism. The stated policies and recommended practices of the program are based on the principles of constructivism, critical thinking, creativity, and effective communication, which are expected to shape the PTs’ ways to conceptualize knowledge and knowing, and ultimately their attitude to different social dimensions. Considering that the aforementioned reforms have not focused on the development of the TEs, it is worth examining how the traditionally trained TEs implement this new program, and to what extent they are shaping the epistemology and attitude of the PTs. Using a descriptive quantitative pre–post intervention design, this study collected data on the epistemic and tolerance development of PTs of a DoEU and a GCE. Data were also collected on TEs’ epistemology, tolerance, teacher–students interactions, and teaching strategies. The analysis highlights a significant relation of TEs’ epistemology and tolerance on their teaching strategies as well as on the development of the PTs’ epistemology and tolerance.

scholarly journals TEACHERS’ PERCEPTIONS AND PRACTICES OF ASSESSMENT RUBRICS IN ASSESSING STUDENTS’ LEARNING AT HIGHER EDUCATION LEVEL

2019 ◽  
Vol 1 ◽  
pp. 35-43
Author(s):  
Ghulam Abbas ◽  
◽  
Sadruddin Bahadur Qutoshi ◽  
Dil Angaiz ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Student Teachers ◽  
Learning Outcomes ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Assessment Process ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Gilgit Baltistan

This study aims to explore teachers’ perceptions and practices of the use of rubrics in assessing students’ learning in the context of higher education institutions in Gilgit-Baltistan. A case study method of inquiry within a qualitative paradigm was adopted to collect the relevant data through semi-structured interviews from three purposefully selected teacher-educators (instructors) and six student-teachers (prospective teachers) of semester III and IV from one of the colleges of education. The data were analyzed through thematic analysis and following themes were emerged: (1) the importance of assessment rubrics in teaching and learning processes, (2) effectiveness of rubrics in assessing teaching and learning, (3) coconstruction of assessment rubrics by student-teachers and teacher-educators, and (4) the challenges for student-teachers and teacher-educators in developing and using of assessment rubrics. From the discussion on the emerging themes, it is concluded that (a) use of assessment rubrics makes assessment process more meaningful to both teacher-educators and students-teachers; and (b) use of rubrics makes student-teachers and teacher-educators more focused on their purpose of teaching and learning outcomes. It is recommended that teacher-educators in teacher training institutions should use rubrics to assess prospective-teachers so that they, after completing their degree programs, would use similar techniques in their respective schools to assess their students’ learning outcomes effectively. Keywords: Assessment, Assessment Rubrics, Rubric Design, Teaching and Learning.

scholarly journals Perception of Teacher Educator Regarding Course Guides for B.ED (Hons) and ADE (Associate Degree in Education) Program & Provision of Resources for Effective Implementation of the Program

2018 ◽  
Vol III (I) ◽  
pp. 57-70
Author(s):  
Shazia Abdul Malik ◽  
Umbreen Ishfaq ◽  
M Saeed Khan
Keyword(s):  
Prospective Teachers ◽  
Associate Degree ◽  
Qualitative Data ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Research Problem ◽  
Learning Approaches ◽  
Effective Implementation ◽  
Teaching Learning ◽  
Course Outcomes

The study analyzes curriculum document (teacher course guides) of ADE and B.Ed. (Hons) programs in terms of Assessment Tasks, Teaching Learning Approaches, Course Outcomes and Course Description. Study also focuses on prospective teachers and teacher educator’s perceptions about these teacher course guides and their execution in class room at selected Teachers’ Training Institutes. The sample comprises three universities and four Regional Institutions of Teacher Education offering B.Ed. (Hons) and ADE programs. Researcher congregated data from 21 teacher educators teaching to prospective teachers enrolled in ADE and B.Ed. (Hons) in the chosen institutions. Mixed methods (approach) were used to collect quantitative as well as qualitative data for extensive analysis of the research problem. The qualitative data was collected through a check list and quantitative data was collected through questionnaire. The manuscripts (Draft guide for teaching instructor) for B.Ed. (Hons). Experts developed curriculum meets the requirement of the society of Pakistan with the purpose to create more competent, proficient and well-informed teaching instructors. Effective implementation of teacher guides need improvement in terms of availability of resources like well-equipped class rooms, computer lab, library, learning materials and Information and Communication Technology.

scholarly journals Development of Quality Oriented Model for Restructuring of Pre-service Teacher Education Programs

2020 ◽  
Vol 3 (3) ◽  
Author(s):  
Wajiha Kanwal ◽  
Iffat Basit ◽  
Qurat ul Ain
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Bachelor Of Education ◽  
Assessment Techniques ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This study was premeditated to develop quality oriented model for restructuring of existing pre-service teacher education programs. Population of the study was comprised of all teacher educators and prospective teachers of teacher education institutions of Punjab and Islamabad, Pakistan. Stratified random sampling technique was used to select sample of 300 teacher educators and 890 prospective teachers from 30 institutions. Two research questionnaires were used for data collection. Results revealed that prospective teachers enrolled in Bachelor of Education (Honors) were dissatisfied with the institutional environment, practical work, assessment techniques and features of teacher education. Whereas prospective teachers enrolled in Bachelor of Education one year program showed dissatisfaction with program duration. that teacher Educators teaching at Bachelor of Education (Honors) expressed dissatisfaction about physical resources, teachers’ competencies, teaching strategies, assessment techniques, professional skills, appreciative features of programs and institutional efforts to raise quality of the programs. Prospective teachers and teacher educators associated with both programs somewhat expressed similar opinions regarding quality of the programs.  It is, therefore, recommended that teacher education institutions may improve the quality of both programs keeping in view quality related concerns of the teacher educators and prospective teachers.

Equity and justice for all

2017 ◽  
Vol 16 (3) ◽  
pp. 331-346 ◽  
Author(s):  
Valerie Kinloch ◽  
Kerry Dixon
Keyword(s):  
Critical Race Theory ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Pedagogical Practices ◽  
Political Climate ◽  
Critical Whiteness Studies ◽  
Content Type ◽  
Post Secondary ◽  
Black And White ◽  
Urban Teacher

Purpose This paper aims to examine the cultivation of anti-racist practices with pre- and in-service teachers in post-secondary contexts, and the tensions of engaging in this work for equity and justice in urban teacher education. Design/methodology/approach The paper relies on critical race theory (CRT) and critical whiteness studies (CWS), as well as auto-ethnographic and storytelling methods to examine how black in-service teachers working with a black teacher educator and white pre-service teachers working with a white teacher educator enacted strategies for cultivating anti-racist practices. Findings Findings indicate that for black and white educators alike, developing critical consciousness and anti-racist pedagogical practices requires naming racism as the central construct of oppression. Moreover, teachers and teacher educators demonstrated the importance of explicitly naming racism and centralizing (rather than de-centralizing) the political project of anti-racism within the current socio-political climate. Research limitations/implications In addition to racism, educators’ racialized identities must be centralized to support individual anti-racist pedagogical practices. Storying racism provides a context for this individualized work and provides a framework for disrupting master narratives embedded in educational institutions. Originality/value Much has been written about the importance of teachers connecting to students’ out-of-school lives to increase academic achievement and advance educational justice. Strategies for forging those connections include using assets-based practices and linking school curricula to students’ community and cultural identities. While these connections are important, this paper focuses on teachers’ explicit anti-racist practices in urban education.

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

scholarly journals Global South teacher educators in digital landscape: implications on professional learning

2019 ◽  
Vol 11 (2) ◽  
pp. 19-28
Author(s):  
Maria Antonietta Impedovo ◽  
Sufiana Khatoon Malik ◽  
Kinley Kinley
Keyword(s):  
Social Media ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Digital Resources ◽  
Use Of The Internet ◽  
Use Of Social Media ◽  
Digital Landscape

Abstract This article explores Pakistani and Bhutanese teacher educators’ digital competences about the use of social media, digital resources and professional online communities and implications of this on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources play a central role in the introduction of innovative pedagogical practices of teacher educators, and teacher educators remain interested in knowledge sharing through social media for their professional learning.

scholarly journals The Effect of Training of Prospective Secondary School Teachers in Flander’s System of Classroom Interaction Analysis on the Classroom Verbal Behavior of their Students

2017 ◽  
pp. 142-155
Author(s):  
Irshad Ahmad Farrukh Et al.,
Keyword(s):  
Treatment Group ◽  
Verbal Behavior ◽  
Prospective Teachers ◽  
Repeated Measures ◽  
Teacher Educators ◽  
Interaction Analysis ◽  
Interobserver Reliability ◽  
Classroom Interaction ◽  
Social Progress ◽  
Teaching Learning

The teacher in any educational system performs a significant function since his role is to perpetuate society heritage and simultaneously to energize human resources towards social progress. The face of twentieth-century life is a rapidly changing society, a mentoring store of knowledge, amazing innovations and new understanding, theories and concepts about the teaching learning process. Efforts are being made all over the world to bring about the changes in all educational programs and practices according to the changing needs of society, time and subjects. The sample included 32 prospective teachers drawn from M.A. secondary education class. Eight male and eight female prospective teachers voluntarily participated in the study and formed the treatment group. Equal numbers of male and female prospective teachers, from the same population, were matched to the treatment group and formed a no-treatment group. Two trained observers categorized the classroom interaction on the teaching of Urdu English and Pakistan studies and gathered data in the quantitative form. The interobserver reliability coefficient on the data ranged from .97 to .99. Three Factors Analysis of Variance with repeated measures was applied to find the effect of training, gender and subjects on the verbal behavior of the prospective teachers. The interaction effects between training & gender, training & subjects were also studied. Training of teachers in Flander's system of classroom interaction analysis has a positive and significant effect on the verbal 'behaviour of their students on the greater (accessed) use of the following categories of student talk on Spontaneous talk and Questioning by students. Flanders and other systems of classroom interaction analysis should be included and introduced in teacher education programs of the country at all levels. Teacher educators of all levels should use this system of classroom interaction analysis along with other observation procedures for the supervision and guidance of prospective teachers in practice teaching.

scholarly journals Propuesta de un proceso de estudio de clases para la formación inicial del profesorado de Educación Infantil desde el paradigma del cuestionamiento del mundoProposal of a class study process for the initial training of Early Childhood Education teachers from the paradigm of questioning the world

2020 ◽  
Vol 22 (4) ◽  
pp. 694-710
Author(s):  
Elena María Lendínez ◽  
Francisco Javier García ◽  
Ana María Lerma
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Prospective Teachers ◽  
Lesson Study ◽  
Teacher Educators ◽  
Research Problem ◽  
Childhood Education ◽  
Theory Of Didactic Situations ◽  
Study Process ◽  
Didactics Of Mathematics

ResumenComo docentes universitarios a cargo de la formación inicial del profesorado de Educación Infantil, observamos claros síntomas del paradigma monumentalista (visita a algunas obras tanto de Matemáticas como de Didáctica de las Matemáticas) cuando esta formación se organiza según el esquema tradicional clase de teoría/clase de prácticas. En este trabajo pretendemos identificar con nitidez el reto que supone la formación profesional funcional de futuros profesores, formular este reto como un problema de investigación dentro de la TAD, y explorar la potencialidad del dispositivo del estudio de clases como herramienta para desarrollar el equipamiento praxeológico del profesorado como respuesta a cuestiones profesionales vivas y auténticas. Se describirá el diseño de este dispositivo, para el caso de la formación inicial de profesorado de Educación Infantil sobre la enseñanza de los primeros conocimientos numéricos.Palabras-clave: Teoría Antropológica de lo Didáctico, estudio de clases, Educación infantil, Formación inicial de profesorado, Teoría de las Situaciones Didácticas.AbstractAs teacher educators involved in the initial education of prospective Early Childhood Education teachers, we observe evident signs of the monumentalistic paradigm (visiting some pre-stablished works in Mathematics as well as in Didactics of Mathematics) when the education of teachers is structured following the traditional scheme lecture-practice. In this paper, we aim at clearly identifying the challenge of a functional education of prospective teachers, formulating it as a research problem within the ATD, and exploring the potential of the lesson study device as tool to develop prospective teachers’ praxeological equipment as responses to live and authentic professional questions. We will describe de design of such device, for the case of the initial education of prospective Early Childhood Education teachers around the teaching of numbers and numbering.Keywords: Anthropological Theory of Didactics, study of classes, Early childhood education, Initial teacher training, Theory of Didactic Situations. 

scholarly journals Japanese and Swedish Mathematics Teacher Educators’ Pedagogical Content Knowledge – An Institutional Perspective

2019 ◽  
Vol 21 ◽  
Author(s):  
Yukiko Asami-Johansson ◽  
Iiris Attorps
Keyword(s):  
Problem Solving ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Institutional Perspective ◽  
Pedagogical Content ◽  
Mathematics Teacher Educators ◽  
Structured Problem Solving ◽  
Area Determination

The aim of this paper is to investigate which kind of conditions and constraints affect Japanese and Swedish teacher educators’ pedagogical content knowledge (PCK). We analyse the praxeologies of the lessons in which the educators teach area determination. Our study shows that the Japanese teacher educators’ PCK are more explicitly shared by the community of the teacher educators compared to the Swedish counterpart. Also, the detailed Japanese curriculum and the structured problem solving approach promote to illustrate how to construct rich mathematical and didactical organisations for prospective teachers.

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