scholarly journals Learning Critical Thinking in Saudi Arabia: Student Perceptions of Secondary Pre-Service Teacher Education Programs

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Alhasan Allamnakhrah
Keyword(s):  
Teacher Education ◽  
Saudi Arabia ◽  
Critical Thinking ◽  
Student Perceptions ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

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 PROMOTING NEW LITERACIES IN SCHOOLS: A proposition to integrate digital literacy in pre-service teacher education

2017 ◽  
Vol 17 (2) ◽  
pp. 264
Author(s):  
Rahmat Yusny
Keyword(s):  
Teacher Education ◽  
Digital Technology ◽  
Digital Literacy ◽  
Internet Technology ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pre Service Teacher Education ◽  
Negative Impacts ◽  
Technology Users ◽  
Pre Service Teacher

This paper renders a preposition to integrate Digital Literacy into Pre-service teacher education programs in universities and various teacher trainings. The current emergence of high dependence toward digital technology demands teacher education programs to make contribution in order to educate and prepare pre-service teachers to overcome issues related to negative impacts of digital technology. 21st century skills are amongst the core requirement for advanced human resources living in this era. Teacher education curriculum must be able to accommodate sufficient knowledge and resources to enable students becoming digital literate society. As what depicted today among our society, very little attention given toward the way using internet technology securely and politely. Beginner adopters of technology are now spoon fed with very user friendly gadgets and apps that often neglect to learn about effects and impacts the technology caused. In addition, although it still can be argued, often most of the marvels do not really foster productivity for these groups of technology users. Therefore, proposition to raise awareness among pre-service teacher in is emphatically needed.

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.

scholarly journals Transnationalization of Teacher Education: A New Paradigm for Ontario?

2012 ◽  
Vol 13 ◽  
pp. 93-110
Author(s):  
LeRoy E. Whitehead
Keyword(s):  
Teacher Education ◽  
Effective Teachers ◽  
Teacher Education Programs ◽  
Test Case ◽  
New Paradigm ◽  
Education Programs ◽  
Informal Assessment ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

The purpose of this article is to make an informal assessment of the degree to which concepts of transnationalization are viable in pre-service teacher education programs in the Province of Ontario, Canada, using one Ontario Faculty’s program as a test case. Two selected articles are analyzed for the purpose of identifying some salient themes or characteristics of transnationalized teacher education programs and of effective teachers working in transnationalized settings. The test case program is then analyzed to identify which, if any, of these themes or characteristics are present in the program. Factors that may either promote or impede further steps toward transnationalization of the program are identified. The conclusion is that transnationalization could be a viable paradigm for teacher education in Ontario.

Research Engagement in the EFL Pre-Service Practicum

2015 ◽  
Vol 1 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Ayşe Akyel
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teachers Perceptions ◽  
Research Engagement ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Abstract The study aims to add to our understanding of pre-service teachers’ perceptions and experiences of research engagement during the school practicum. Specifically speaking, the following research question was addressed: What are Turkish pre-service EFL student teachers’ perceptions of the extent to which research engagement in the school practicum is beneficial for their professional development? Twenty-Four EFL student teachers (22 female, 2 male) participated in the study. They all took the practicum course together with the teacher research course during the 8th semester of their four-year undergrad education. Data came from an open-ended questionnaire, student teachers’ written reflections, conclusion sections of the research projects and semi-structured interviews with some of the participants after graduation. The findings indicated that participants benefited from research engagement during their practice teaching experience in questioning and reframing their understandings of teaching. However, they had some difficulties in research engagement during the school practicum. These findings have some crucial implications for the school practicum component of EFL teacher education programs. There is a common agreement that the pre-service teacher education programs are ideally responsible for laying the foundation for “contextualized” and “personalized” (Freeman & Johnson,1998) learning opportunities and preparing novices “to learn in and from their practice”(Feiman-Nemser, 2005). To this end, teacher candidates need support in using their own teaching practice as well as that of others (Kane and Francis, 2013) as a site of inquiry to examine and or reframe their understandings of teaching and students. (Ball and Cohen, 1999; Cochran and Smith and Lytle, 2009; Norman and Feiman-Nemser, 2005; Parr and Timperley 2010, Trent 2012). However, it is generally accepted that opportunities for such a process are not efficiently created by pre-service teacher education programs (Freeman&Johnson 1998, Feiman- Nemser 2009; Kane and Francis, 2013)

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