scholarly journals Pre-Service Teachers’ Belief Sources about Learning and Teaching: An Exploration with the Consideration of the Educational Programme Nature

2016 ◽  
Vol 6 (1) ◽  
pp. 116 ◽  
Author(s):  
Emre Debreli
Keyword(s):  
Teacher Education ◽  
Learning Experiences ◽  
Education Programme ◽  
Educational Programme ◽  
Belief Formation ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Northern Cyprus ◽  
Teachers Beliefs ◽  
Previous Learning

It is often said that beliefs determine the ways teachers think and act in classrooms. There is now strong evidence that teachers’ beliefs are formed during their previous education as students, and that they exert a powerful influence throughout their careers. However, only little has yet been done on the teacher education programmes’ influence on teachers’ beliefs, especially by taking the programme nature into consideration. The present study attempted to explore whether it is the previous learning experiences or the teacher education programme that influenced teachers’ belief formation. Data were collected from sixteen ELT pre-service teachers in a university in Northern Cyprus through semi-structured interviews. Findings revealed that programme nature had a significant influence on pre-service teachers’ belief formation compared to the influence of their previous learning experiences. Other sources of beliefs were also identified. Implications for teacher education are discussed.

scholarly journals Variation in students' experience of learning in an accelerated, residential, study abroad setting in comparison to their traditional HE experience

2013 ◽  
Author(s):  
Jane MacKenzie ◽  
Jane Pritchard
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Learning Experiences ◽  
Opportunity To Learn ◽  
International Study ◽  
Field Work ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
The Uk ◽  
University Settings

This study explores the variation in students' learning experiences of studying accelerated, residential courses during a four week study abroad option at an international study centre in the UK compared with their experiences of learning at their home institution. In focussing on qualitative aspects of students' learning experiences in these settings, this study fills a gap in the accelerated course literatureAnalysis of a series of semi-structured interviews with students during their studies during the four week option revealed four distinctively different but related ways they described their experiences of the accelerated courses compared with their home university learning experiences. These were: student sees the opportunity to learn; student feels safe; student takes learning risks; and student reconsiders learning. In traditional university settings there may be little variation in the forms and modes of teaching, learning and assessment in the student experience. One of the outcomes of this study is to suggest that in traditional university settings there is a place to explore increased opportunities for students to learn in different ways e.g. project and enquiry-based courses, innovative assessment using technology, group assessment as well as service learning courses, study abroad or work placement opportunities and field-work across the disciplines. We believe that reviewing the academic year around different learning formats and duration of courses offers students (and teachers) opportunities to become increasingly aware of their own development and their own learning (and teaching).

scholarly journals Det produktive praksissjokket: Nyutdannede læreres fortellinger om lærer-elev-forholdet i overgangen fra lærerutdanning til lærerarbeid

2020 ◽  
Vol 14 (3) ◽  
Author(s):  
Irina Ivashenko Amdal ◽  
Ilmi Willbergh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Novice Teachers ◽  
Narrative Analysis ◽  
Education Programme ◽  
Teaching Profession ◽  
Structured Interviews ◽  
Teacher Education Programme ◽  
Considerable Impact ◽  
Transition Into Teaching

Overgangen fra lærerutdanning til lærerarbeid omtales i forskningen både som utfordrende og som en mulighet for profesjonell utvikling. Denne studien undersøker hvordan nyutdannede læreres overgang fra utdanning til arbeid kan forstås som en danningsprosess. Studien baserer seg på ti semistrukturerte intervjuer med fem deltakere (ett i siste semester på grunnskolelærerutdanningen og ett etter de første tre månedene i arbeid). Studien benytter narrativ og tematisk analyse, og bygger på et hermeneutisk danningsteoretisk perspektiv. Sett fra et slikt perspektiv er overgangen en prosess preget av utvikling og horisontutvidelse der forandringen finner sted etter at de nyutdannede har kommet ut i jobb. Vi finner at de nyutdannedes forståelseshorisont etter tre måneder i arbeid er preget av deres tidligere forståelser. Det å begynne å jobbe utløser en opplevelse av at de forventningene man hadde, ikke innfris. Videre finner vi at det at den nyutdannede går fra å være den som lærer, til å bli den som har ansvar for andres læring og danning, har stor betydning for oppfattelsen av lærer-elev-forholdet. Sett fra denne artikkelens perspektiv kan overgangen fra utdanning til arbeidsliv forstås som en potensielt smertefull danningsprosess som initierer de nyutdannedes profesjonelle utvikling. Nøkkelord: nye læreres utvikling, lærer-elev-forhold, danning, narrativ analyse, lærerutdanning   The productive transition into teaching: Novice teachers’ narratives of the teacher-pupil relationship Abstract The transition from teacher education to the teaching profession is challenging, but also an opportunity for professional development. The present study investigates novice teachers’ transition into teaching from the perspective of Bildung. Ten semi-structured interviews were conducted with five participants twice: the last semester in the teacher education programme, and after three months in practice. The interviews were analysed by using thematic and narrative analysis, as well as a hermeneutic and Bildung-centred perspective. Seen from this perspective, the transition is a process characterised by development and broadening of horizon of understanding, where the change occurs after starting work. We find that the novice teachers’ horizons after three months of work are influenced by their previous horizons. Also, we find that the shift from being a learner to becoming responsible for other people’s learning, has a considerable impact on the novice teachers’ understanding of the teacher-pupil relationship. This article argues that the transition from teacher education to working in schools, is a potentially painful process of Bildung that initiates professional development for novice teachers. Keywords: novice teachers’ development, teacher-pupil relationship, Bildung, narrative analysis, teacher education

A Review of the Role of Activity-based Learning Experiences in the Music Curriculum, and their Current Implementation in the Standard Grade Music Course in Scotland

1995 ◽  
Vol 12 (3) ◽  
pp. 203-214 ◽  
Author(s):  
Allan Hewitt
Keyword(s):  
Learning Experiences ◽  
Active Listening ◽  
Music Curriculum ◽  
Learning And Teaching ◽  
Music Making ◽  
Current Implementation ◽  
Opportunities For Learning ◽  
Musical Context ◽  
Previous Learning

This paper reviews the implementation (1988) of a practical music-making curriculum in Scotland for 14—16 year olds in the context of its reliance on activity-based learning experiences. Such experiences, which result in the pupil taking part in subject-related activities such as performing, inventing, and active listening, enable knowledge and skills to be applied and developed in a variety of ways, and in so doing reinforce previous learning and allow new opportunities for learning and teaching. This approach has a theoretical foundation in a wide variety of literature, and the paper focuses on literature concerning creative and aesthetic activities, and more specifically the role of active-learning experiences in a musical context.

Enriching Teacher Motivation by Improving Teacher Education

2021 ◽  
pp. 130-150
Author(s):  
Lorena Salud Gadella Kamstra
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Teacher Motivation ◽  
Structured Interviews ◽  
Language Teacher ◽  
Learning And Teaching ◽  
Language Classroom ◽  
Efl Teachers ◽  
Teacher Training Programs ◽  
State Schools

Teacher motivation plays a crucial role in the learning and teaching of languages. Despite its importance, research on language teacher motivation is limited. On a different note, research on teacher education (TE) has exposed the ineffective preparation of teachers for the reality of the classroom. This chapter will discuss implications for language teacher training programs by establishing a link between teacher motivation and TE. This qualitative investigation was conducted in secondary state schools in Spain, and 23 English as a Foreign Language (EFL) teachers participated. In-depth semi-structured interviews were conducted to explore teacher demotivation to teach EFL, which in turn was associated to teachers' lack of training in inclusive and reflective practices. The findings revealed the demotivating influence of these two areas and explored how these could be tackled in TE while accounting for teachers' needs. By enhancing teacher training, the language classroom could become an inclusive and reflective space for young learners and teachers.

scholarly journals Teachers’ Beliefs, Perceived Practice and Actual Classroom Practice in Relation to Traditional (Teacher-Centered) and Constructivist (Learner-Centered) Teaching (Note 1)

2017 ◽  
Vol 7 (1) ◽  
pp. 29 ◽  
Author(s):  
Sibel Ersel Kaymakamoglu
Keyword(s):  
Classroom Practice ◽  
Structured Interviews ◽  
Traditional Practice ◽  
Learning And Teaching ◽  
Learner Centered ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Data Collection Instrument ◽  
Turkish State ◽  
Teacher Centered

This study explored the EFL teachers’ beliefs, perceived practice and actual classroom practice in relation to Traditional (teacher-centered) and Constructivist (learner-centered) teaching in Cyprus Turkish State Secondary Schools context. For this purpose, semi-structured interviews and structured observations were employed with purposively selected participants to gain in-depth understanding about the teachers’ beliefs, their perceived practice and actual classroom practice. The teachers were interviewed to elicit their subjective views about their beliefs and perceived practice regarding the themes, teacher-centered and learner-centered teaching in the context of their instructional practice. The observations were carried some time after the interviews had been completed. The teachers were observed for the purpose of exploring to what extent their beliefs were reflected in their classroom practice. COLT (Communicative Orientation of Language Teaching) Observation Scheme was utilized as the data collection instrument. 10 EFL teachers were purposively selected by criterion sampling as the participants of the investigation. An equal number of experienced male and female teachers who were similar in terms of length of experience were selected for the in-depth interviews and observations on voluntary basis. Findings of the study revealed that regarding teacher-centered and learner-centered teaching, teachers showed some variations in their stated beliefs. The interview data indicated that although the teachers expressed their beliefs in Constructivist learning and teaching, and both Constructivist and Traditional, their perceived practice was Traditional (except one teacher for whom it was both). However, the findings based on the observational data showed that Traditional practice was more frequent than communicative potentially Constructivist practice.

scholarly journals Practices and perspectives of teacher trainees upon online language education programme

2021 ◽  
pp. 246-257
Author(s):  
Feryal Cubukcu
Keyword(s):  
Teacher Education ◽  
Online Education ◽  
English Language ◽  
Language Education ◽  
Education Programme ◽  
Future Research ◽  
Structured Interviews ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Teacher Trainees

Instructional technologies have been used extensively after the spread of COVID19. Council of Higher Education in Turkey closed down all the universities and embarked on online education by issuing a statement that all universities were free to choose the platform they wished to use. This study aims at discovering how online language teacher education programmes yielded emerging patterns and how teacher trainees’ perspectives were in relation with these online language teacher education programmes. To reach this aim, 275 teacher trainees at the Department of English Language Teaching participated in the study and semi-structured interviews were held with them. This discussion illuminates critical issues and attitudes of teacher trainees along with the challenges unique to programmes as a future research agenda.

scholarly journals Beliefs: Quality Teaching Practicum Vs Quality Teachers

2019 ◽  
Vol 3 (1) ◽  
pp. 51
Author(s):  
Gui Chan Choo ◽  
Md Melor Yunus ◽  
MOHAMED AMIN EMBI
Keyword(s):  
Teacher Education ◽  
Education Programme ◽  
Descriptive Statistics ◽  
Quality Teachers ◽  
Teacher Education Programme ◽  
Teaching Practicum ◽  
Future Success ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Real Challenge

<p>Teaching practicum is one of the important aspects in teacher education programme as it concerns preparation of quality teachers and it embraces all the learning experiences of pre-service teachers in schools. Teaching practicum is a real challenge for the pre-service teachers because their performance during teaching practicum will foreshadow the future success of the pre-service teachers. Therefore, the aim of this paper is to investigate Teaching English as a Second Language (TESL) pre-service teachers’ beliefs about teaching practicum and identify what components of teacher education programme that contribute pre-service teachers’ views about teaching practicum. Data was collected via a questionnaire survey of third year TESL undergraduates from University of Malaya. The data was analyzed using descriptive statistics. The findings will be presented and elaborated upon in this paper. For further understanding, this paper also discusses the pre-service teachers’ beliefs according to the two main aspects namely, (i) importance of teaching practicum and (ii) confidence and uncertainty about teaching practicum.</p>

scholarly journals Transforming Perspective Teachers' Beliefs about Teaching: What Teacher Educators do in a Teacher Education Institution in Pakistan?

sjesr ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 545-554
Author(s):  
Haji Karim Khan ◽  
Yasmeen Batool ◽  
Farah Deeba
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Role Models ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Education Institution ◽  
Structured Interviews ◽  
Teachers Beliefs ◽  
Teacher Education Institution

Taking the lenses of cultural perspectives, this study has investigated the role of teacher educators in transforming the teaching and learning beliefs of prospective teachers in a formal teacher education program in a remote mountainous region of Pakistan. We used a qualitative exploratory approach to conduct the study and collected data from eight teacher educators through semi-structured interviews, non-participatory observations of the classroom practices, as well as researchers' field, notes Findings, showed that the changing culture of teacher education in Pakistan seem to redefine and reinterpret teacher educators' roles in transforming prospective teachers' beliefs. As a result, teacher educators saw themselves as role models, counselors, mentors, storytellers, and listeners. These findings have pertinent implications for the teacher educators' roles in similar settings.

scholarly journals A Fragmented Training Environment: Discourse Models in the Talk of Physics Teacher Educators

2018 ◽  
Vol 50 (6) ◽  
pp. 2559-2585 ◽  
Author(s):  
Johanna Larsson ◽  
John Airey ◽  
Anna T. Danielsson ◽  
Eva Lundqvist
Keyword(s):  
Teacher Education ◽  
Identity Construction ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Education Programme ◽  
Educational Programme ◽  
Training Environment ◽  
Physics Teachers ◽  
Teacher Education Programme ◽  
Physics Teacher

AbstractThis article reports the results of an empirical study exploring the discourses of physics teacher educators. We ask how the expressed understandings of a physics teacher education programme in the talk of teacher educators potentially support the identity construction of new teachers. Nine teacher educators from different sections of a physics teacher programme in Sweden were interviewed. The concept of discourse models was used to operationalise how the discourses of the teacher education programme potentially enable the performance of different physics teacher identities. The analysis resulted in the construction of four discourse models that could be seen to be both enabling and limiting the kinds of identity performances trainee physics teachers can enact. Knowledge of the models thus potentially empowers trainee physics teachers to understand the different goals of their educational programme and from there make informed choices about their own particular approach to becoming a professional physics teacher. We also suggest that for teacher educators, knowledge of the discourse models could facilitate making conscious, informed decisions about their own teaching practice.

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