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 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 Evaluating Pre-Service Teaching Practice for Online and Distance Education Students in Pakistan

2020 ◽  
Vol 21 (2) ◽  
pp. 81-97 ◽  
Author(s):  
Nauman Ahmed Abdullah ◽  
Munawar Sultana Mirza
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Lesson Plan ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

In addition to conventional modes, teacher education programs in Pakistan are also offered through online and distance education. Teaching practice is a significant component of pre-service teacher education programs. Assessing the quality of teaching practice for pre-service student teachers is important, as these modules train the prospective teachers for their professional teaching careers. Virtual University of Pakistan (VU), an online university, offers pre-service teacher education programs. This research is an investigation into the learning opportunities and practices of VU student teachers in their teaching practice modules. Students enrolled in different teacher education programs served as the population of this study. Those in the fall 2018 semester who were enrolled in teaching practice modules were selected as a sample. Data sources included lesson plans prepared, lessons delivered, administrative and co-curricular duties performed by the students, as well as evaluation reports by supervisors, cooperating teachers, and school principals. There were improvements in the student teachers’ lesson plan formation and their overall learning. Data obtained through personal visits by VU faculty was used to verify and assess actual classroom teaching. Lack of regular attendance and punctuality by student teachers was observed as a result. Internal review of the VU system as it relates to the teaching practice modules was conducted to address any shortcomings in the course(s), its procedures, and its controls. Recommendations for improving the system, such as grading the modules, peer-assessment, and orientation workshops for student teachers are provided, as well as suggestions for developments in the teaching practice modules themselves. 

scholarly journals MULTICULTURAL ENVIRONMENT AND PRE SERVICE TEACHER EDUCATION PROGRAMME

2016 ◽  
Vol 4 (12) ◽  
pp. 85-94
Author(s):  
Prerna Mandhyan
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Classroom Environment ◽  
Education Programme ◽  
Teacher Education Programs ◽  
Multicultural Classroom ◽  
Multicultural Environment ◽  
Pre Service Teacher Education ◽  
Different Cultures ◽  
Pre Service Teacher

Diversity in cultures has become the prominent feature of 21st century. The effect of this feature can be observed in classroom environment where the teacher has students having multicultural backgrounds. Therefore, there is need to train prospective teachers for teaching in diverse/ multicultural classroom. They are not prepared for coming in contact with different cultures than the sheltered one many of them have lived in. They are not prepared for the different needs possessed by today’s multicultural student population. In this paper, we discuss not just the problems that arise due to this issue. We also discuss ways to remedy these problems, starting with pre-service teacher education programs and ending with these prospective teachers themselves.

A review of ICT related courses in pre-service teacher education programs

2008 ◽  
Vol 9 (2) ◽  
pp. 168-179 ◽  
Author(s):  
Yuksel Goktas ◽  
Zahide Yildirim ◽  
Soner Yildirim
Keyword(s):  
Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

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.

Sign in / Sign up

Export Citation Format

Share Document