scholarly journals Teoriens manglende plass i praksissamtalen

2017 ◽  
Vol 11 (1) ◽  
pp. 9
Author(s):  
Marianne Leikvoll Eide ◽  
May-Britt Revheim Brekke ◽  
Asle Holthe
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Well Being ◽  
Education Programme ◽  
Teacher Professionalism ◽  
Student Groups ◽  
Comprehensive Knowledge ◽  
Relational Aspect ◽  
Group Interviews ◽  
Forms Of Knowledge

I denne artikkelen settes søkelyset på praksissamtalen som gjennomføres når lærerstudenter er i praksis. Studentgruppen møter praksislærer på praksisskolen og faglærer fra høgskolen etter en planlagt og gjennomført undervisningsøkt. En av intensjonene i en integrert lærerutdanning er å utvikle lærerprofesjonalitet ved å koble praksis og teori.Gjennom fokusgruppeintervju med to studentgrupper undersøkte vi problemstillingen: Hvordan opplever og forstår lærerstudentene praksissamtalens hensikt, innhold og kontekst? Teoretisk utgangspunkt for analysen var ulike tilnærminger til profesjoners kunnskapsgrunnlag og litteratur om relasjonsaspektet i faglige dialoger.Studentenes sterke vektlegging av relasjonelle og emosjonelle aspekter ved praksissamtalens kontekst og deres manglende forståelse av teoriens plass i samtalen, var iøynefallende i dette datamaterialet. Deres forståelse av praksis og teori som to atskilte verdener bekreftet tidligere undersøkelser. Resultatene viser at utfordringer og støtte må balanseres i den faglige praksissamtalen, slik at det relasjonelle aspektet bidrar til å fremme, ikke hemme, faglige utfordringer i samtalen.Med utgangspunkt i resultatene drøftes studentenes behov for trygghet og trivsel og deres sårbarhet i veiledningssamtaler, opp mot behovet for utvikling av lærerprofesjonalitet gjennom profesjonens allsidige kunnskapsgrunnlag. Artikkelen argumenterer for at det å utfordre kan være en form for støtte, og at ulike kunnskapsformer bør praktiseres i en dialogisk praksissamtale for at studentene skal oppleve helhet og sammenheng i lærerutdanningen.Nøkkelord: praksissamtale, lærerutdanning, lærerprofesjonalitet, teori/praksis, kunnskapsformer, dialogAbstractThis article focuses on the student-supervisor conversations that take place when student teachers are out in practice. Following planned teaching sessions at their practice schools, student groups meet with their practice-training supervisors and subject teachers from the college. This helps to fulfil one of the aims of an integrated teacher education programme, which is to develop teacher pro¬fessionalism by connecting practice and theory.Based on focus-group interviews with two student groups, we investigated the question: How do student teachers experience and perceive the purpose of the student-supervisor conversations in practice – the content and context? The theoretical basis for the analysis was various approaches to the knowledge basis of professions, and literature about issues of relations in professional conversations.A striking feature of the material was the great stress the students placed on the relational and emotional aspects of the student-supervisor conversations, and their lack of understanding of the role of theory in the conversation. Their perception of practice and theory as two distinct worlds confirms earlier research findings. The results reveal that there must be a balance between challenges and support in the professional conversations, so that the relational aspect can help to promote rather than inhibit discussions of professional challenges.Based on the results, the discussion highlights the students’ need for security and well-being, and their vulnerability in the supervision conversations, juxtaposed to the need to develop teacher professionalism founded on the profession’s comprehensive knowledge base. This article argues that challenging may be a kind of support, and that both practical and theoretical forms of knowledge are important if students are to experience the totality and connections within teacher education in a dialogical student-supervisor conversation.Keywords: student-supervisor conversation, teacher education, teacher pro-fessionalism, theory/practice, forms of knowledge, dialogue

Responsive Practices in Online Teacher Education

2015 ◽  
pp. 1-18
Author(s):  
Thurídur Jóhannsdóttir
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Education Programme ◽  
Shared Responsibility ◽  
Student Groups ◽  
Model Schools ◽  
School Based ◽  
Cultural Historical Activity ◽  
Teacher Education Faculty

The chapter describes research on the development of teaching and learning in a distance teacher education programme in Iceland. The focus is on challenges that school-based student teachers faced in learning to become online students and the way in which their experience of teaching in schools contributed to the development of teaching and learning in the programme. Cultural-historical activity theory was used for analysing the development of individuals and activity systems as a dialectical process. The expansive learning theory directed the contradiction analysis to reveal tensions and challenges in the development of practice within the programme, as well as future developmental possibilities. Data includes interviews with school-based student teachers and observation of face-to-face sessions, as well as transcriptions of online courses. Results indicate that a combination of non-traditional student groups and new online tools called for changed practice in teacher education and that a new model of teaching and learning is emerging. In order to develop this model, schools and the teacher education faculty need to look at the education of student teachers as a shared responsibility and negotiate acceptable arrangements for the institutions involved.

Responsive Practices in Online Teacher Education

2018 ◽  
pp. 2086-2103
Author(s):  
Thurídur Jóhannsdóttir
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Education Programme ◽  
Shared Responsibility ◽  
Student Groups ◽  
Model Schools ◽  
School Based ◽  
Cultural Historical Activity ◽  
Teacher Education Faculty

The chapter describes research on the development of teaching and learning in a distance teacher education programme in Iceland. The focus is on challenges that school-based student teachers faced in learning to become online students and the way in which their experience of teaching in schools contributed to the development of teaching and learning in the programme. Cultural-historical activity theory was used for analysing the development of individuals and activity systems as a dialectical process. The expansive learning theory directed the contradiction analysis to reveal tensions and challenges in the development of practice within the programme, as well as future developmental possibilities. Data includes interviews with school-based student teachers and observation of face-to-face sessions, as well as transcriptions of online courses. Results indicate that a combination of non-traditional student groups and new online tools called for changed practice in teacher education and that a new model of teaching and learning is emerging. In order to develop this model, schools and the teacher education faculty need to look at the education of student teachers as a shared responsibility and negotiate acceptable arrangements for the institutions involved.

scholarly journals Når kunnskap blir styrende: Læreres rekontekstualisering av nye kunnskapsformer

2016 ◽  
Vol 10 (2) ◽  
pp. 92-107 ◽  
Author(s):  
Hege Hermansen ◽  
Sølvi Mausethagen
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
Student Teachers ◽  
Professional Knowledge ◽  
Teaching Profession ◽  
Teacher Professionalism ◽  
Systematic Analysis ◽  
Knowledge Resources ◽  
Theoretical Contribution ◽  
Forms Of Knowledge

I de senere årene har blant annet norske elevers resultater på internasjonale og nasjonale undersøkelser blitt brukt til å legitimere politiske initiativer for å styrke læreres kunnskap, hvor vektlegging av forskning og elevresultater har stått sentralt. Disse kunnskapsformene, som karakteriseres av å være abstrakte og generiske, står på mange måter i kontrast til de mer kontekstuelle og erfaringsbaserte kunnskapsformene som lenge har stått sentralt i lærer­profesjonen. I denne artikkelen diskuterer vi ulike utfordringer som denne utviklingen skaper, på bakgrunn av læreres oppfatninger og erfaringer rundt disse endringene i deres kunnskapsgrunnlag. Mer spesifikt belyser vi hvordan lærere tilnærmer seg nye kunnskapsformer og setter dem i sammenheng med eksisterende praksis, en prosess vi omtaler som rekontekstualisering. Artikkelen er et teoretisk bidrag som har som formål å belyse læreres samhandling med nye kunnskapsformer. Med støtte i empiri fra to doktorgradsavhandlinger, viser vi hvordan abstrakte kunnskapsformer fordrer at lærerne må utøve et betydelig “oversettelsesarbeid” for at ny kunnskap skal oppleves som relevant. Videre diskuterer vi hvordan dette oversettelsesarbeidet får konsekvenser for hvordan læreres autonomi og ansvarsområder formes, og for hvordan profesjonens kunnskapsbase videreutvikles. Til slutt diskuterer vi implikasjoner for lærer­utdanningen, med vekt på hvordan lærerstudenter kan utvikle et grunnlag for å håndtere dilemmaer i spenningsfeltet mellom profesjonskunnskap, ansvar og autonomi.Nøkkelord: lærerarbeid, profesjonskunnskap, lærerutdanning, læreres kunn­skapsbase, utdanningsreformer, lærerprofesjonalitetAbstract In recent years, Norwegian students’ results on national and international tests have been used to legitimise political initiatives aimed at strengthening teachers’ knowledge, emphasising the importance of research and systematic analysis of student results. These abstract and generic forms of knowledge represent a contrast to the contextual and experience based knowledge that has historically been important in the teaching profession. In this article we discuss some of the challenges associated with this development, based on teachers’ perceptions about and experiences with these changes to their knowledge base. More specifically, we examine how teachers approach new forms of knowledge and relate them to existing forms of practice, a process we refer to as recontextualisation. The article is a theoretical contribution which aims to shed light on teachers’ interactions with new forms of knowledge. Using data from two PhD dissertations as empirical illustrations, we show how abstract forms of knowledge require that teachers conduct significant “translation work” for new knowledge resources to be experienced as relevant to established practice. We also discuss the implications of these processes of translation for how teachers’ autonomy and responsibilities are shaped, and for how the profession’s knowledge base is developed. Finally, we outline implications for teacher education, emphasising how student teachers can develop a basis for handling dilemmas that emerge from the tensions between professional knowledge, responsibility and autonomy.Keywords: professional knowledge, teacher education, teachers’ knowledge base, educational reforms, teacher professionalism

Responsive Practices in Online Teacher Education

2016 ◽  
pp. 1331-1348
Author(s):  
Thurídur Jóhannsdóttir
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Education Programme ◽  
Shared Responsibility ◽  
Student Groups ◽  
Model Schools ◽  
School Based ◽  
Cultural Historical Activity ◽  
Teacher Education Faculty

The chapter describes research on the development of teaching and learning in a distance teacher education programme in Iceland. The focus is on challenges that school-based student teachers faced in learning to become online students and the way in which their experience of teaching in schools contributed to the development of teaching and learning in the programme. Cultural-historical activity theory was used for analysing the development of individuals and activity systems as a dialectical process. The expansive learning theory directed the contradiction analysis to reveal tensions and challenges in the development of practice within the programme, as well as future developmental possibilities. Data includes interviews with school-based student teachers and observation of face-to-face sessions, as well as transcriptions of online courses. Results indicate that a combination of non-traditional student groups and new online tools called for changed practice in teacher education and that a new model of teaching and learning is emerging. In order to develop this model, schools and the teacher education faculty need to look at the education of student teachers as a shared responsibility and negotiate acceptable arrangements for the institutions involved.

scholarly journals Framing heuristics in inclusive education: The case of Uganda’s preservice teacher education programme

2019 ◽  
Vol 8 ◽  
Author(s):  
Proscovia S. Nantongo
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Inclusive Education ◽  
Curriculum Design ◽  
Policy Design ◽  
Daily Practice ◽  
Education Programme ◽  
Primary Teacher ◽  
Primary Teacher Education ◽  
Group Interviews

Background: Recent education-related research has raised concerns about the persistent exclusion of vulnerable learners in Uganda. The Revised Primary Teacher Education Curriculum of 2013 marked an ambitious yet inconclusive attempt to advance the implementation of inclusive education but has encountered deeply entrenched sociocultural exclusionary practices among education experts.Objectives: This study aimed to explicate education practitioners’ interpretations of Uganda’s flagship inclusive education programme in preservice primary teacher education.Method: Drawing on the conceptual vocabulary of frame analysis and the qualitative analysis of individual and group interviews and classroom observations, the interpretations of inclusive education implementation in preservice primary teacher education in Uganda were examined. The participants included policy design experts, curriculum design experts and classroom practitioners.Results: Three main findings emerged. Firstly, interpretations of inclusive education displayed a narrow framing heuristic of inclusive education as a perfunctory, daily practice rather than a pathway for reflective, inclusive pedagogical engagement. Secondly, the heuristic encouraged the treatment of inclusive pedagogy as a ‘label’ under a specific rubric referring to sensory impairments or disabilities – a historical device for sociocultural exclusion. Thirdly, inclusive education was a praxis but was misframed from its original intentions, causing tension and resentment among practitioners. These findings contribute to the debates on the sustainability of inclusive education beyond preservice teacher education.Conclusion: Uganda’s flagship inclusive education programme in preservice primary teacher education was fraught with tensions, ambiguities and an overt, urgent need for change.

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 Content Analysis of the Pedagogical Content Knowledge in the Curriculum of Yemeni EFL Teacher Education Programme

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Morshed Salim Abdullah Al-Jaro ◽  
Adelina Asmawi ◽  
Zuwati Hasim
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Teaching Experience ◽  
Education Programme ◽  
Basic Knowledge ◽  
Pedagogical Content ◽  
Teacher Education Programme

This study aims to analyse the pedagogical content knowledge (PCK) in the current curriculum of the English teacher education programme (ETEP) at a Faculty of Education in a Yemeni University. PCK and teaching competencies take shape within the initial preparation of ETEP in which student teachers spenda long time receiving knowledge and understanding the teaching context before they practically experience teaching at schools. During their BA study, students are required to study 49 courses which can be categorised into four main components: skills, linguistics, literature and professional. This study analyses the content of the curriculum courses so as tovisualise the way student teachers translate what they have learned into pedagogical practices during their teaching practices. In this study, the curriculum content of ETEP is qualitatively analysed using the inductive approach. Categories emerged from the analysis demonstrate various aspects of student teachers’ PCK. The analysis reveals that the pedagogical skills courses are not enough to enhance and strengthen the student teachers’ PCK needed to be reflected in their teaching practices. The findings show that the curriculum lacks courses necessary to provide student teachers with basic knowledge and pedagogical principles which are of vital significance to demonstrate their understanding before they are practically engaged in the teaching experience.

scholarly journals The creativity and character in Korea teacher education

2021 ◽  
Vol 11 (1) ◽  
pp. 01-08
Author(s):  
Yonsuk Chae
Keyword(s):  
Qualitative Research ◽  
Teacher Education ◽  
Student Teachers ◽  
Daily Life ◽  
Education Programme ◽  
General Character ◽  
Moral Standards ◽  
University Life ◽  
Depth Interviews ◽  
Absorption Level

Creativity is the ability of people to be innovative in their approach to problems, situations and life in general. Character is a person’s moral standards. Creativity and character are two concepts that are essential in the teaching process. A teacher can influence their student’s character and they can improve the student’s absorption level through innovative ways of teaching. This study reports the implementation of an education programme for pre-service teachers in Korea and how the programme affected their creativity and character. It was a qualitative research that collected data from in-depth interviews with 13 participants from the programme. Pre-teachers indicated that they often distinguished clearly between the competence of creativity, an example of its occurrence in the classroom and what feature of that example made it creative to be self-developed. The implementation of the programme encouraged student teachers to inter-communicate and share ideas among others within the classroom.   Keywords: Creativity, character, German daily life, German university life, Korea, teacher, education.

iTE

2018 ◽  
pp. 2104-2118
Author(s):  
Brendan Mac Mahon ◽  
Seán Ó Grádaigh ◽  
Sinéad Ní Ghuidhir
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Learning ◽  
Resource Sharing ◽  
Collaborative Design ◽  
Education Programme ◽  
Pedagogical Knowledge ◽  
Initial Teacher Education ◽  
Knowledge Development ◽  
Teaching Learning

Research on the use of iPad in initial teacher education is limited. This paper outlines a study to examine how the professional learning and pedagogical knowledge development of student teachers could be supported following 1:1 iPad deployment on a second level initial teacher education programme in Ireland. Findings show that iPad can be utilised both as an effective pedagogical tool and as a medium for the creation of new learning spaces where student teachers' professional and pedagogical knowledge development is supported through feedback, peer-learning, resource sharing and critical reflection. Creating resources with and for iPad as part of a collaborative design process can also support student teachers in developing and integrating technological, pedagogical and content knowledge (TPACK) within their approaches to teaching, learning and assessment. Implications for initial teacher education providers and the integration of technology within schools are outlined.

scholarly journals Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina

2018 ◽  
Vol 20 (1) ◽  
pp. 121-134 ◽  
Author(s):  
Maria Gimena San Martin
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Programme ◽  
Learning To Teach ◽  
Language Teacher Education ◽  
Teacher Education Programme ◽  
Perceived Needs ◽  
Efl Teacher ◽  
Level Of Understanding ◽  
Efl Teacher Education

This study seeks to examine how a supervisor scaffolds the student-teachers’ learning-to-teach process in the context of one-to-one tutoring sessions in an English as a foreign language teacher education programme in Argentina. The findings indicate that scaffolding implies two main phases: a diagnostic and an intervention phase. Moreover, the supervisor was found to provide contingent help, which suited the student-teachers’ perceived needs and/or difficulties. In conclusion, scaffolded help should be understood in relation to the function it serves and how it accommodates the students’ level of understanding.

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