scholarly journals Reflection and Practices: Teacher Education and the Teaching Profession (John Wilson)

Paideusis ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 33-42
Author(s):  
Murray Elliott
Keyword(s):  
Teacher Education ◽  
Teaching Profession ◽  
John Wilson

scholarly journals The Pedagogic Signature of the Teaching Profession

2016 ◽  
Vol 5 (4) ◽  
pp. 201 ◽  
Author(s):  
Ewald Kiel ◽  
Thomas Lerche ◽  
Markus Kollmannsberger ◽  
Viktor Oubaid ◽  
Sabine Weiss
Keyword(s):  
Teacher Education ◽  
Scientific Knowledge ◽  
Teacher Educators ◽  
Teaching Profession ◽  
The Third ◽  
Theoretical Part ◽  
Filter Effect ◽  
Multi Method Approach ◽  
Method Approach ◽  
Beliefs And Attitudes

<p>Lee S. Shulman deplores that the field of education as a profession does not have a pedagogic signature, which he characterizes as a synthesis of cognitive, practical and moral apprenticeship. In this context, the following study has three goals: 1) In the first theoretical part, the basic problems of constructing a pedagogic signature are depicted. 2) In the empirical part, based on a multi-method approach, teachers’ and teacher educators’ beliefs and attitudes about a pedagogic signature are identified and ranked. It is argued that beliefs are of particular importance because they have a filter effect on how teachers deal with scientific knowledge. 3) The third part, the discussion, explains the findings, particularly the fact that moral aspects and aspects referring to a particular attitude play an overwhelming role. The explanation leads to some basic considerations on how to construct a pedagogic signature and on how such a signature can be turned into a viable concept for teacher education.</p>

scholarly journals Foreign language teacher education in Germany, Iran and Poland – a comparative study

2019 ◽  
Vol 26 ◽  
pp. 121-137
Author(s):  
Przemysław E. Gębal ◽  
Monika J. Nawracka
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching Profession ◽  
Language Teachers ◽  
Educational Systems ◽  
Academic Education ◽  
University Preparation ◽  
European Standards ◽  
Training Programmes ◽  
The Way

This article discusses the issues of academic education of foreign language teachers in three different educational systems. It presents them in the context of education culture and school culture, showing their influence on the way of organization and realization of education processes. School and education in general, including university preparation for the teaching profession is a place of developing so-called social capital. Reflection on the way these processes operate plays a key role in the planning and implementation of effective educational activities, using the so-called good practices of each of the systems. In the comparative research, the teacher training programmes in Iran, Germany and Poland are subject to comparative analysis against the framework of European standards for teacher education.

Knowledge, Gender and Power in Physical Education Teacher Education

1993 ◽  
Vol 37 (3) ◽  
pp. 259-278 ◽  
Author(s):  
Doune Macdonald
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teaching Profession ◽  
The Body ◽  
Interaction Patterns ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education

This paper is part of a larger study which looked at the social construction of knowledge, beliefs, attitudes and practices in a physical education teacher education program. Through participant observations and interviews, texts of pedagogy were read in terms of their gendered discourses. Specifically the discourses associated with staffing patterns, students' physicality and body image, social interaction patterns, course knowledge, and research foci and how notions of ‘the body’ underpin these were examined. Analyses suggested that the female students were marginalised by the dominant discourses although there was resistance from some faculty and students. The conclusion is drawn that the teacher education program perpetuated masculine hegemony. It thus contributed to limiting the voice of women physical educators and the potential of all graduates to challenge the sexist structures within physical education and the teaching profession.

The Value of Service-Learning in L2 Teacher Preparation

2018 ◽  
pp. 103-124 ◽  
Author(s):  
Kristen M. Lindahl ◽  
Zuzana Tomas ◽  
Raichle Farrelly ◽  
Anna Krulatz
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Teacher Preparation ◽  
Student Engagement ◽  
Service Learning ◽  
Teaching Profession ◽  
Teacher Education Programs ◽  
Community Collaboration ◽  
Education Programs ◽  
Course Content

Service-learning (SL) constitutes a particularly effective vehicle for engaging pre-service teachers with ELs during their university-level coursework, mostly due to the nature of SL that addresses the potential cultural and linguistic mismatch between teachers and learners in today's school systems by encouraging future educators to engage with the communities of their students long before they enter the teaching profession. This chapter describes four cases that demonstrate how second language (L2) teacher education programs utilize service-learning (SL) to engage pre-service teachers in diverse cultural and linguistic contexts through the lens of pedagogy of particularity. Each case presents four consistent key principles of service-learning: course content, community collaboration, integrated assignments that guide student engagement, and reflective practices that culminate the SL experience.

Teacher Identity, Growth Mindset, and Agency

2022 ◽  
pp. 119-135
Author(s):  
Diane LaFrance ◽  
Lori Rakes
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Retention ◽  
Classroom Management ◽  
Reflective Practice ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Growth Mindset ◽  
Teacher Education Programs ◽  
Education Programs

This chapter discusses the problem of teacher retention as it relates to handling the unexpected, whether it be meeting the needs of all learners, classroom management, or any other problem teachers may encounter. The authors propose that teacher education programs can support the growth of preservice teachers by helping them to develop teacher identity early in their learning through experiences and autonomy. In addition, preservice teachers should develop a growth mindset to promote agency when encountering learning obstacles and to engage in reflective practice. By identifying as teachers, allowing themselves to grow, and being proactive in searching for ways to improve their practice, preservice teachers can better prepare themselves for the reality of teaching and, hopefully, remain in the teaching profession.

Mentor–mentee relationships as anchors for pre service teachers’ coping on professional placement

2019 ◽  
Vol 9 (1) ◽  
pp. 71-86
Author(s):  
Anat Wilson ◽  
Minh Huynh
Keyword(s):  
Teacher Education ◽  
Coping Strategies ◽  
Coping Styles ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Content Type ◽  
Mentoring Relationship ◽  
Key Factor ◽  
Coping Scale ◽  
Negative Coping

Purpose Mentor–mentee relationships are important for individual wellbeing, mental health, professional agency and confidence. In the context of an initial teacher education (ITE) programme, these relationships become a key factor. Pre-service teachers’ capacity to cope on a professional placement is closely linked to the quality of the mentoring relationship. The purpose of this paper is to identify the negative coping strategies used by pre-service teachers who struggle to cope in a school placement in Melbourne, Australia, highlighting the importance of providing quality mentorship. Design/methodology/approach A mixed-methods approach was used for the analysis of pre-service teachers’ coping on a teaching practicum and to identify common related beliefs. A total of 177 pre-service teachers, who have completed at least one supervised practicum participated in this study. The Coping Scale for Adults second edition (CSA-2) was administered alongside an open-ended questionnaire to identify frequently used coping styles and associated thoughts and beliefs. Findings The results show that pre-service teachers who favour non-productive coping strategies were more likely to express feelings of loneliness, pointed at poor communication with their mentor and described thoughts about leaving the teaching profession. Originality/value Using the Coping Scale for Adults in the context of practicum provides an insight into individual experiences. The implications of mentor–mentee relationships for individuals’ coping are highlighted. initial teacher education programs and schools have significant roles in supporting mentor–mentee relationships and practical supportive interventions are offered.

scholarly journals Gaining insight into teaching profession by using film: a preservice teachers’ experience

2019 ◽  
Vol 290 ◽  
pp. 13003
Author(s):  
Daniela-Maria Creţu
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Education Program ◽  
Research Question ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Instructional Tools ◽  
Analysis Technique ◽  
Second Year ◽  
Insight Into

Films can be used as instructional tools in higher education in different disciplines. In the context of teacher education, films with and about teachers and pupils are valuable resources for learning about the teaching profession. The purpose of this study is to examine the pre-service teachers’ reflections on a film with an educational content and message - The Triumph (The Ron Clark Story, 2006). One research question guided the investigation: What are the students’ cognitive and emotional gains for the teaching profession as a result of watching this film? The participants consisted of eighty-two second year students, enrolled in an initial teacher education program at a Romanian university. At the end of a one-semester course, named Pedagogy (Instruction and Students’ Assessment) pre-service teachers were invited to watch a film and then to reflect about it, by completing an open-ended questionnaire. The responses were analyzed through the content analysis technique. Examples of comments made by preservice teachers are presented and analyzed. The results show a range of understandings gained by future teachers through the use of the film.

Meeting the Needs of Beginning School Administrators: Report of a Professional Induction Project

1993 ◽  
Vol 3 (3) ◽  
pp. 321-328
Author(s):  
Mitch Holifield ◽  
Dan L. King
Keyword(s):  
Teacher Education ◽  
School Administrators ◽  
New Teacher ◽  
Teaching Profession ◽  
State University ◽  
Educational Professionals ◽  
Departments Of Education ◽  
Teacher Education Graduates

With the implementation of the redesigned NCATE standards in 1985, schools, colleges, and departments of education became responsible for providing assistance to beginning educational professionals. Much attention has been given to identifying and providing activities that facilitate the entrance of new teacher education graduates into the teaching profession. Less attention has been given to issues related to the professional induction of other beginning educational professionals, especially school administrators. This article summarizes some of the pertinent background regarding the professional induction needs of beginning school administrators and describes a professional induction project initiated by Arkansas State University.

Assessing Teaching Readiness of University Students in Cross River State, Nigeria: Implications for Managing Teacher Education Reforms

2016 ◽  
Vol 1 (2) ◽  
pp. 96 ◽  
Author(s):  
B. A. Akuegwu ◽  
A. O. Edet (MRS) ◽  
C. C. Uchendu (MRS) ◽  
U. I. Ekpoh (MRS)
Keyword(s):  
Teacher Education ◽  
Teaching Profession ◽  
T Test ◽  
University Education ◽  
Education Reforms ◽  
Education Students ◽  
Cross River State ◽  
Ex Post ◽  
Ex Post Facto ◽  
Gender Influences

This ex-post-facto designed study was geared towards assessing the readiness of would-be teachers in universities inCross River State for the teaching profession, and how reforms can be managed to strengthen this. Three hypotheseswere isolated to give direction to this investigation. 200 students from the two universities in the state constituted thesample drawn from a population of 1684 graduating education students. Data were generated using “Students’Teaching Readiness Questionnaire (S.T.R.Q.)”. Population t-test and Independent t-test statistical techniques wereused to analyze data collected. Results disclosed that teaching readiness of university education students issignificantly low in terms of possession of communication skills, interpersonal skills, ICT skills and entrepreneurialskills; gender influences teaching readiness of university education students in one hand and in the other, it does not;teaching readiness of university education students does not significantly differ on the basis of institution ofaffiliation. On the strength of these findings, implications for managing teacher education reforms were articulated.

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