scholarly journals Development of Executive Functions and Support Systems for Student Teachers in Thailand

2021 ◽  
Vol 11 (4) ◽  
pp. 116
Author(s):  
Nongluck Manowaluilou
Keyword(s):  
Executive Functions ◽  
Student Teachers ◽  
Teacher Development ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Positive Association ◽  
Teaching Profession ◽  
Teacher Preparation Programs ◽  
Self Assessment ◽  
Preparation Programs

This study aims to investigate the development of executive functions (EFs) for pre-service teachers, their issues during teaching practice, and their motivations for entering the teaching profession. EF self-assessment questionnaires, logbooks, structured in-depth interviews, and support system evaluation forms were used to collect the data. The theory has suggested that school field experiences are particularly effective in student teacher development at the grade level. This study demonstrated a positive association between student teachers’ EFs using four years of data from 45 pre-service teachers participating in teacher preparation programs. Fifteen pre-service teachers attending the fifth year of their teacher education program at a university in Thailand. This longitudinal study used four years (during 2017-2020) of data.

scholarly journals Choosing Teaching as a Career: Perspective of Pre-Service Teachers in Cameroon

2020 ◽  
pp. 48-58
Author(s):  
Nkemngong Atemnkeng ◽  
Futella Christine Akum ◽  
Ponfua Yhayeh Ngwokabuenui ◽  
Ambei Moses Chu
Keyword(s):  
Beginning Teachers ◽  
Student Teachers ◽  
Teacher Education Program ◽  
Teacher Preparation Programs ◽  
First Year ◽  
Preparation Programs ◽  
Extrinsic Factors ◽  
The Mean ◽  
Alternative Choice ◽  
Teachers Training

The Higher Teachers’ Training Colleges (HTTCs) and Higher Teachers’ Technical Training Colleges (HTTTCs) in Cameroon prepare all teachers seeking to be employed within the education service in Cameroon. In the last decade, Ecole Normale Superieur (ENS) and Ecole Normale Superieur d’Enseignement Technique (ENSET)’s enrolments for initial teacher preparation programs have grown significantly, with peaks in numbers during the recession years. There is also some evidence of attrition when beginning teachers complete their 3-year courses with the Ministry of Higher Education, which sponsors their teacher education program. This research sought to investigate the principal determining factors that are extrinsic, intrinsic and altruistic to choosing teaching as a career in Cameroon. It also investigated the expectations and the plans of pre-service teachers in Cameroon. The study was carried out within a duration of 6 months with a total of 210 (125 females and 85 males) teacher trainees in their first year, involved in the study. The types of motivation when choosing teaching as a career were studied using ‘Teaching Career Choice Scale’. The model of motivation types was supplemented by subscales: Influenced by others, Career growth, motivation and alternative choice. The findings of the study revealed that male and female student teachers have similar motives in selecting teaching as a career. The mean scores for both genders were closely related. For altruistic factors, the mean ranges respectively for males and females were 32.41 and 32.26. Extrinsic factors stood at 40.18 and 37.06 respectively. Intrinsic and altruistic factors motivated teachers the less, scoring a mean range of 26.07 and 26.14. This paper also discussed the findings in relation to wider issues concerning gender, and drew conclusions which may be helpful to policy-makers and institutions in the recruitment of students into pre-service teacher training.

The Evolution of Teacher Education Through Emerging Technologies of Mixed Reality Simulation

2020 ◽  
pp. 16-30 ◽  
Author(s):  
Denise LaVoie Sargent
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Classroom Management ◽  
Students With Disabilities ◽  
Teacher Development ◽  
Teaching Practice ◽  
Mixed Reality ◽  
Lessons Learned ◽  
Teacher Preparation Programs ◽  
Preparation Programs

With increasing accountability in teacher education, mixed reality simulation has emerged as an evolving technological tool to enhance and refine teaching practice. Mixed reality simulation has gained traction in many preservice teacher preparation programs because it provides endless opportunities for repeated practice without consequences to students. The purpose of this chapter is to examine how mixed reality simulation is being used to prepare and train preservice and in-service teachers, strategies needed to successfully implement a simulation session, and lessons learned. Findings indicate that simulation is used to study and facilitate teacher development, classroom management, and behavioral interventions for students with disabilities, pedagogical and instructional strategies, and collaboration with adults and parents. Implications on teacher preparation are discussed.

scholarly journals Effect of E-Portfolio-Based Reflection-Enhancing Tasks on Female Saudi Student Teachers’ Development of Reflective Practice With Respect to Lesson Planning and Teacher Research

2019 ◽  
Vol 11 (4) ◽  
pp. 150
Author(s):  
Asma Mansour Almusharraf
Keyword(s):  
Student Teachers ◽  
Reflective Practice ◽  
Teacher Research ◽  
Teaching Practice ◽  
Research Question ◽  
Lesson Planning ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
And Performance ◽  
Reflection Component

This study was an attempt to develop student teachers’ level of reflection as a result of having a blended teaching practice course. More specifically, its aim was to develop their reflection and performance by having them engage in certain reflection-enhancing tasks in an online e-portfolio during the practicum. To achieve this goal, the study was conducted using 8 student teachers in a practicum course offered at Imam Mohammed ibn Saud Islamic University. This study addressed the research question: How does engaging EFL student teachers in e-portfolio-based reflection-enhancing tasks affect their level of reflection as it pertains to lesson planning and teacher research? El-Okda’s (2009) rubric for assessing reflection was used to evaluate the participants’ reflection-enhancing tasks using descriptive statistics. The findings of this study suggest that the participants understood and learned to reflect through participation in reflection-enhancing tasks with respect to lesson planning and teacher research. The recommendation that a reflection component with a framework of assessment should be incorporated into teaching methods courses and teacher preparation programs is presented.

A Career in Teaching: Comparing Views of Gifted and Talented Adolescents

1997 ◽  
Vol 9 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Neelam Kher-Durlabhji ◽  
Lorna J. Lacina-Gifford ◽  
Richard C. Carter ◽  
Lynn K. Lalande
Keyword(s):  
Career Counseling ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Eighth Graders ◽  
Teaching Profession ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Regular Students ◽  
Gifted Adolescents ◽  
Significant Adults

A key determinant of the quality of teachers graduating from teacher preparation programs is the applicant pool in these programs. Research suggests that gifted students are discouraged from entering the teaching profession. The views of gifted adolescents toward the teaching profession compared to other professions, and the perceived level of support from significant adults for choosing the teaching profession, were analyzed in this study. The views of gifted adolescents were obtained to aid in the design of structured career counseling programs for this population. Survey data to address the above objectives were obtained from three groups of gifted seventh and eighth graders and compared to “regular” students' responses. Top ranked occupations for the gifted groups were scientist or doctor. The regular students' top choices were doctor and lawyer with a scientist ranked low. All groups rated sales and teaching the lowest. A majority of the students indicated that significant adults would encourage or strongly encourage their choice of the teaching profession.

Critical Thinking in Teacher Education

2019 ◽  
pp. 1-18
Author(s):  
Katie Peterson-Hernandez ◽  
Steven S. Fletcher
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Critical Thinking ◽  
Teacher Education Program ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Preparation Programs ◽  
Methods Course ◽  
Preparation Programs ◽  
Literacy Methods

This chapter documents the development of critical thinking skills in preservice teachers as they engaged in practicum settings in a teacher education program. Qualitative data helps illustrate the shifts in thinking that correlated with particular experiences in the program. Data is used to illustrate strategies that teacher preparation programs might draw on to help teacher education students develop critical thinking skills related to pedagogies and practices. The authors conclude by theorizing a relationship between the structure and strategies employed within a literacy methods course and the expansion of preservice teachers understanding of literacy, teaching, and learning.

A Case Study

2011 ◽  
pp. 326-338 ◽  
Author(s):  
Robert Elliott
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Education Program ◽  
Program Assessment ◽  
Teacher Preparation Programs ◽  
National Commission ◽  
Highly Qualified ◽  
Preparation Programs ◽  
Executive Officers

We know that a nationwide shortage of highly qualified teachers exists, and not enough people are becoming teachers. We also know there are increasing demands for institutions to demonstrate a system of accountability through program assessment. As stated by the State Higher Education Executive Officers (2005), “The National Commission on Accountability in Higher Education believes improved accountability for better results is imperative, but how to improve accountability in higher education is not so obvious” (p. 4). Also, many teacher preparation programs are not accredited, and of the 1,300 teacher preparation programs that existed in 1999, only 38 percent were accredited through the National Council for the Accreditation of Teacher Education (NCATE) (The CEO Forum on Education & Technology, 2000, p. 3). While examining the effectiveness of the Teacher Education program assessment at the case institution, three convergent themes emerged.

Student Teachers' Experiences of Cultural Diversity During Student Teaching

2021 ◽  
pp. 98-118
Author(s):  
Abdulsalami Ibrahim ◽  
Shirley Johnson
Keyword(s):  
Student Teachers ◽  
Instructional Strategies ◽  
Student Teaching ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
Diverse Classrooms ◽  
Responsive Pedagogy

Multicultural education and culturally responsive pedagogy training should be within the core curriculum and begin in teacher preparation programs. This could be accomplished by providing opportunities for teacher candidates to research and acquire knowledge regarding cultural characteristics and cultural contributions of diverse students, pedagogy, instructional strategies, methods, and resources that support diverse student populations. This chapter presents the results of a mixed-method study that examined student teachers' perceptions and understanding of culturally responsive pedagogy and instructional strategies observed and utilized in classrooms during student teaching in diverse classrooms. Findings revealed that student teachers were inexperienced in terms of being culturally responsive educators. The authors suggest that educators engage student teachers in class projects within the scope of culturally responsive practices. The chapter concludes with a list of reflection questions for K through 20 educators.

scholarly journals The Relationship Between Student Teachers’ Career Choice Motives and Stress-Inducing Thoughts: A Tentative Cross-Cultural Model

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402092701
Author(s):  
Teresa Tillmann ◽  
Sabine Weiß ◽  
Jonas Scharfenberg ◽  
Ewald Kiel ◽  
Manuela Keller-Schneider ◽  
...  
Keyword(s):  
Career Choice ◽  
Student Teachers ◽  
Teaching Practice ◽  
Self Determination Theory ◽  
Teaching Profession ◽  
Cross Cultural ◽  
Self Determination ◽  
Financial Security ◽  
Educational Work ◽  
The Relationship

The present study compares student teachers’ career choice motives and their relationship with stress-inducing thoughts across five European countries. A previously established factorial structure for career choice motives embedded within self-determination theory was supported. The factors consist of intrinsic motives, such as interest in educational work with children, and extrinsic motives, such as financial security. Furthermore, differences in the importance of these factors in choosing the teaching profession across countries were found. Results further revealed evidence for a link between extrinsic motives and stress-inducing cognitions. Conclusions and implications for teaching practice are discussed.

Teacher educators’ visions of pedagogical training within instrumental higher music education. A case in Finland

2014 ◽  
Vol 31 (2) ◽  
pp. 157-177 ◽  
Author(s):  
Marja-Leena Juntunen
Keyword(s):  
Music Education ◽  
Student Teachers ◽  
Teacher Development ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Qualitative Content Analysis ◽  
Vocal Music ◽  
Good Teaching ◽  
Structured Interviews ◽  
Pedagogical Training

The purpose of this study was to examine the visions of teacher educators of instrumental pedagogy (n = 12) in higher music education regarding ‘good’ teaching and instrumental student teacher preparation. The theoretical basis for the study was research on teachers’ visions (Hammerness, 2006): teachers’ own conceptions of ideal teaching practices. The data were gathered through semi-structured interviews and analysed by qualitative content analysis. The interviewed teachers’ visions of good teaching of instrumental pedagogy were closely related to their visions of good teaching of instrumental or vocal music, which they attempted to communicate to their student teachers. The process of teacher development was primarily understood as acquiring a package of skills and knowledge that are partly instrument specific, partly generic, and strongly influenced by the labour market. Teaching practice was considered essential, and was perceived as building connections between theory and practical application. The findings support prior research within Nordic teacher education (Hammerness, 2012), in that faculty members’ visions related to teaching are individual and only partly negotiated with their colleagues.

scholarly journals Citizenship Education: The Perceptions of Social Studies Omani Student Teachers

2013 ◽  
Vol 7 (4) ◽  
pp. 446
Author(s):  
Saif N. AlMaamari ◽  
Ian Menter
Keyword(s):  
Social Studies ◽  
Student Teachers ◽  
Citizenship Education ◽  
School Curriculum ◽  
Teacher Preparation Programs ◽  
Practical Training ◽  
Preparation Programs ◽  
The Social ◽  
Wide Range ◽  
Analytic Induction

The purpose of this study was to investigate the perceptions of Omani student-teachers of social studies major about citizenship and citizenship education. Interviews were used to achieve this purpose. Ten students participated in the study: 5 females and 5 males. Data were analyzed qualitatively using analytic induction and interpretive analytic framework. Qualitative results show a wide range of interesting views on citizenship that highlighted the influence of the social, cultural and political context in shaping the meaning of citizenship and citizenship education. The results from interviews can be classified into five categories: (a) Citizenship is a multi-faceted concept; (b) Citizenship education is a crucial area in the school curriculum; (c) social studies is still the main approach of introducing citizenship education; (d) citizenship education is an area which is missing in teacher preparation programs and (e) Citizenship education is practiced to an extent in practical training programs. 

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