scholarly journals Toward a Transformation of Practices in Teacher Education

2011 ◽  
Vol 46 (1) ◽  
pp. 107-121 ◽  
Author(s):  
Yves Lenoir
Keyword(s):  
Teacher Education ◽  
Teacher Development ◽  
Psychological Factors ◽  
Teaching Practices ◽  
Teacher Educators ◽  
Social Economic ◽  
Future Teachers ◽  
Educational Objectives ◽  
New Approach

This article underscores the need for a profound transformation in the training processes of future teachers, and thereby in teaching practices. The text first presents various grounds for this transformation, citing social, economic-political, teleological, axiological, epistemological, and psychological factors. It then focuses on teacher development practices that need to change, highlighting the modifications to be brought to educational objectives, and in particular underscoring the essential need for a new approach in terms of relationships to knowledge and to students and other teacher educators. Finally, the article offers approaches for change in teacher education. In so doing, it argues for the establishment of appropriate conditions, the piloting of change, and for changes in the context of training and evaluation processes.

scholarly journals DEVELOPMENT OF ATTITUDE TOWARDS REFLECTIVE TEACHING PRACTICE (RTP) SCALE

2020 ◽  
pp. 337-348
Author(s):  
Karuna K Simha ◽  
Umme Kulsum
Keyword(s):  
Teacher Education ◽  
Education System ◽  
Teaching Practices ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Fundamental Principle ◽  
Attitude Scale ◽  
Reflective Teaching ◽  
Reflective Practitioners ◽  
The Government

The NCF-2005, NCFTE-2009 and the New Education Policy-2020 recommend teachers to be reflective practitioners. The realization of the concept of reflective teaching practice helps us to openly accept the new changes that are brought about by the education system and enables us to progress towards the betterment of the education system. The fundamental principle of teacher education is to be on reflective teaching model. As the reflective practice has been introduced more recently, there has been a shift in the approaches of teaching from teacher centeredness to learner centeredness. Adapting to the novel changes requires a mind-set to acknowledge the changes and evolve according to the need. It also involves likes and dislikes which can be rightly called attitudes. It is helpful to know the level of attitude of teachers, so as to provide them with required training, motivation and support. This helps the teachers also to change their attitudes towards reflective teaching. The measurement of attitude towards reflective teaching practices enables the teacher-educators, the educationists and the government to design programmes to help teachers develop a positive attitude to the new recommendations. It also helps the teacher education institutions to inculcate the positive attitudes towards the reflective teaching so as to prepare the entrant teachers to become reflective practitioners. Hence the attitude scale was constructed. The main purpose of the attitude scale is to measure and quantify the attitude towards reflective teaching practices. The reflective teaching practice scale was developed based on Likert scale construction procedures. The theoretical framework was adopted from the Pollard’s Reflective Teaching.

Mathematics Teacher Education Quality in TEDS-M: Globalizing the Views of Future Teachers and Teacher Educators

2011 ◽  
Vol 62 (2) ◽  
pp. 172-187 ◽  
Author(s):  
Feng-Jui Hsieh ◽  
Chiu-Keung Law ◽  
Haw-Yaw Shy ◽  
Ting-Ying Wang ◽  
Chia-Jui Hsieh ◽  
...  
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Education Quality ◽  
Future Teachers

In search of a critical PETE programme

2017 ◽  
Vol 25 (1) ◽  
pp. 48-64 ◽  
Author(s):  
Rod Allan Philpot
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Critical Discourse Analysis ◽  
Teacher Development ◽  
Teacher Educators ◽  
Physical Education Teacher Education ◽  
Critical Orientation ◽  
Critical Issues ◽  
The Individual ◽  
The Impact

For some time now many teacher educators have recognised the need to address issues of social justice and inequality. The challenge of teaching increasingly diverse student populations has led teacher educators to consider practices and pedagogies that move beyond a technical orientation. One of the alternate paradigms, critical teacher education, promotes a model of teacher development that transcends a sole focus on the acquisition of mere technical skills, to practices that foreground awareness of equity issues and socially just teaching practices. Although critical teacher education is not new, most research on teacher education for social justice examines the impact of individual courses on developing pre-service teachers’ awareness of critical issues. The paper presents an analysis of a physical education teacher education (PETE) programme that is underpinned by critically oriented philosophies. Critical discourse analysis of documents was used to reveal consistencies and contradictions between the espoused critical orientation of the programme and the discourse of the individual courses. The findings provide evidence of critical pedagogies across a range of courses in the PETE programme. The significance of this study lies in new possibilities for critical teacher education when the critical orientation is spread across a whole programme rather than concentrated only in individual courses.

scholarly journals Stanley Cavell and the Questioning of the Foregone

2018 ◽  
pp. 4-17
Author(s):  
Jeff Frank
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Teacher Educator ◽  
The Political ◽  
Future Teachers ◽  
Stanley Cavell ◽  
Political Implications ◽  
The Voice ◽  
Policies And Practices

This paper makes the case that Stanley Cavell’s thinking on conversion, eveloped in “Normal and Natural” in The Claim of Reason, offers resources that can be used to develop a politics that acknowledges the importance of learning from the voice of skepticism instead of seeking to silence the skeptic through the pursuit of policies and practices that promise a type of certainty that will forever silence skepticism. I develop this case from my position as a teacher educator who knows very well the desire to silence skepticism in the form of finding a way of teaching future teachers so that I/we can be certain that they will be effective and engaging educators after graduation. Giving up the belief that we can achieve certainty when it comes to teacher preparation does not consign us to hopelessness, but it does suggest that teacher educators may have more to learn from listening to the voice of skepticism than is suggested by current discourses in teacher education. Though I write from the position of a teacher educator and my examples are drawn from the work of teacher education, the main goal of this paper is to develop a reading of “Normal and Natural” that may help us appreciate new dimensions of the political implications of Cavell’s work.

Exploring tensions in integrating core practices into initial EFL teacher education programs in the Chilean context

2021 ◽  
pp. 136216882110541
Author(s):  
Malba Barahona ◽  
Stephen Darwin
Keyword(s):  
Teacher Education ◽  
Classroom Practice ◽  
Teaching Practices ◽  
Teacher Educators ◽  
Target Language ◽  
Teacher Education Programs ◽  
Sequential Data ◽  
Structured Interviews ◽  
Education Programs ◽  
Core Practices

Internationally, there is increasing interest in the value of incorporating core practices into second language (L2) teacher education programs. This article reports on a research project that investigated how a set core practices are integrated into the Methods courses and practicums in Chilean language teacher education programs for English as a foreign language (EFL). The study was framed by a two-stage, sequential data collection strategy based on a questionnaire ( n = 48) and semi-structured interviews ( n = 21) to university-based, Chilean English teacher educators. The questionnaire identified teaching practices in use, whilst the interviews sought to understand how teacher educators taught these identified teaching practices, as well as the rationale for these choices. Two practices – facilitating target language comprehensibility and building discourse communities – emerged as the most prominent practices. Primarily, these practices were taught through modelling, decomposing, planning and simulations. However, potentially more complex issues around translanguaging, inclusion strategies and cultural practices tended to be framed using more directive and teacher-centred pedagogies. The outcomes of the study highlight several critical issues for L2 teacher education: the relative balance between theoretical and practical domains often compounded by the lack of meaningful opportunities for authentic classroom practice; and the significant challenges faced by teacher educators by engaging in ‘practice’ in a crowded program structure.

Democracy Distracted in an Era of Accountability: Teacher Education Against Neoliberalism

2016 ◽  
Vol 17 (3) ◽  
pp. 163-172 ◽  
Author(s):  
Patrick M. Jenlink
Keyword(s):  
Teacher Education ◽  
Educational System ◽  
Teacher Educators ◽  
Democratic Society ◽  
Democratic Accountability ◽  
Future Teachers ◽  
Counter Narrative ◽  
Economic Threat

Democracy’s distraction by the politics of accountability and the public’s disaffection in an ideologically bound culture of accountability further defines the work ahead for teacher educators in an era of neoliberalism. The author discusses the hegemony of neoliberalism and its political and economic threat to education and, more importantly, to the function of education in a democratic society. The author argues the need for teacher educators to advance a culture of democratic accountability in preparing future teachers. Further argued is that the current culture of technical-managerial accountability is counter intuitive to a democratic society and its educational system. The author examines the meaning of technical-managerial standards of accountability as a neoliberal agenda, presenting a counter narrative of standards of complexity as return to a culture of professional and democratic accountability.

scholarly journals Ready Contents or Future Skills? A Comparative Study of Teacher Education in Thailand and Finland

2015 ◽  
Vol 4 (4) ◽  
pp. 149 ◽  
Author(s):  
Jutarat Vibulphol ◽  
Jyrki Loima ◽  
Sornnate Areesophonpichet ◽  
Chanita Rukspollmuang
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Teacher Educators ◽  
Teaching Practice ◽  
School Teacher ◽  
Document Analysis ◽  
Secondary School Teacher ◽  
New Approach ◽  
Case Comparison ◽  
Teachers Professional Development

<p>This study aimed to analyze the recently updated teacher education programmes in two universities in Finland and Thailand. The article reports the characteristics of the elementary and secondary school teacher education studies in the selected universities, and discusses the roles and significance of 21<sup>st</sup> century skills and their modifications in these programmes. This kind of qualitative case comparison that focuses on modern skills and intercultural programmes is a new approach.</p><p>The methods were document analysis and questionnaire-based survey. Six teacher educators who had important roles in the recent programme updates, three from each university, were the survey informants.</p><p>The findings revealed that the policies and approaches to teacher education were different. While the Thai programmes focused more on courses, the Finns had a wider educational view. Second, research, skills and teaching practice were seen to be important, but the purposes were parted. Finally, as teachers’ professional development tools, those will need further studies.</p>

Promoting English-as-a-medium-of-instruction (EMI) Teacher Development in Higher Education: What Can Language Specialists Do and Become?

RELC Journal ◽  
2021 ◽  
pp. 003368822098017
Author(s):  
Rui Yuan
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Development ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Rapid Expansion ◽  
Professional Status ◽  
Medium Of Instruction ◽  
Classroom Change ◽  
University Settings

Despite the rapid expansion of English-as-a-medium-of-instruction (EMI) programs in higher education, EMI teacher education is still in its infancy. This viewpoint paper analyses what language specialists can do and become in EMI teacher education in university settings. Specifically, the paper argues that language specialists can take on a new role as EMI teacher educators and contribute to EMI teaching and teacher development in different ways, including: (1) initiating classroom change through awareness raising; (2) integrating content and language in specific disciplines through collaboration; (3) attending to EMI teachers’ social and affective needs; and (4) advocating the professional status of EMI teachers. The paper also proposes a tentative framework on EMI teacher educator identity, which can serve as a frame of reference for language specialists who are interested in embarking on a new professional path as EMI teacher educators.

scholarly journals Embedding bullying related learning in the curriculum for initial teacher education: a possible approach

2021 ◽  
Vol 343 ◽  
pp. 11008
Author(s):  
Daniela Maria Cretu
Keyword(s):  
Teacher Education ◽  
School Environment ◽  
Teacher Educators ◽  
School Bullying ◽  
Learning Activities ◽  
Initial Teacher Education ◽  
Future Teachers ◽  
Key Players ◽  
Bullying In Schools

Teachers are key players in preventing and combating the phenomenon of bullying in schools. To actively and constructively assume this role, they need bullying training during their initial and continuous teacher education. This study explores opportunities to engage pre-service teachers in learning about school bullying within the curriculum for initial teacher education in Romania. More competencies were identified as necessary for future teachers for being able to manage the problems related to bullying in school. Suggestions for bullying-related learning activities within the curriculum of four psycho-pedagogical disciplines are provided from the perspective of an infusion approach. This study can help or inspire other teacher educators’ efforts to provide future teachers with the knowledge, skills, and attitudes they will need to tackle bullying situations in the school environment.

Sign in / Sign up

Export Citation Format

Share Document