scholarly journals Employability of Teacher Education Graduates of an Asian Public University

2012 ◽  
Vol 9 (1) ◽  
Author(s):  
Helen Bihag Boholano
Keyword(s):  
Teacher Education ◽  
Professional Growth ◽  
Methodological Approach ◽  
Qualitative Interviews ◽  
Public University ◽  
Mathematics Majors ◽  
Proper Training ◽  
Postgraduate Studies ◽  
Standard Set ◽  
Teacher Education Graduates

The employability of graduates from an institution is very important to note. It is through education and proper training that one may get a decent job after graduation. This study intends to show the employability of teacher education graduates in an Asian public university. The methodological approach was both quantitative and qualitative. Interviews were semi-structured and used a standard set of questions; however graduates were encouraged and motivated to share stories and explain how and why they had arrived at their conclusions and to describe any relevant experiences in the workplace. The findings reveal that the graduates who specialized in English, Mathematics and Sciences are academically talented and motivated group with considerable aspirations to be the teaching model. The study also highlights that Science majors are the most employable graduates while Mathematics majors able to handle other learning areas such as Computer Education and Economics. Many Mathematics major graduates can diversify further through postgraduate studies, either into research or advanced courses in Mathematics in order to be promoted an also for professional and academic growth. It is therefore concluded that there are three top priorities in the workplace for graduates, these includes: challenging/interesting work, a high salary and professional growth.  Keywords - teacher education graduates, Asian public university, employability, workplace

scholarly journals Social Sustainability and Professional Migration in the Educational Space of Russian Schools Based on the Results of a Sociological Study

2021 ◽  
Vol 14 (1) ◽  
pp. 343
Author(s):  
Dmitry Valentinovich Kataev ◽  
Alexey Nikolaevich Tarasov ◽  
Irina Viktorovna Burmykina ◽  
Alla Viktorovna Bogomolova ◽  
Nina Vladimirovna Fedina
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Labor Migration ◽  
Methodological Approach ◽  
Social Sustainability ◽  
Educational Institutions ◽  
Sociological Study ◽  
Simultaneous Application ◽  
The Russian Federation ◽  
Teacher Education Graduates

This research aims to substantiate the legitimacy of the simultaneous application of two competing sociological paradigms in studying professional (labor) migration of teachers and teacher education graduates, i.e., to use the “strategy of mixing methods”: the mobilities turn and the place attachment. This synthesis-based methodological approach includes micro and macro levels and neo-positivistic and individualistic phenomenology. It was substantiated during a sociological survey in 18 regions of the Russian Federation in August–September 2021. The survey respondents were 3065 teachers and 1132 teacher education graduates, and 255 respondents acted as experts, including six rectors of higher educational institutions of Russia, heads of regional and municipal education authorities (47 persons), and 202 directors of Russian schools. This study has highlighted the unique characteristics of labor migration in the educational space of the Russian school. As empirical research has shown, the reasons for professional migration, in general, and the migration of teachers and teacher education graduates, particularly, are largely similar and stem primarily from material factors. It has also shown that the reasons associated with personal and professional development opportunities should be considered. The identification of ideal factors was made possible by dividing respondents into five groups by criterion of integrating micro- and macro-problems.

scholarly journals Teacher education graduates in Ukraine: Current state of play

2016 ◽  
Vol 3 (1) ◽  
pp. 1221192 ◽  
Author(s):  
Natalia Mospan ◽  
Yvonne Xian-han Huang
Keyword(s):  
Teacher Education ◽  
Current State ◽  
Teacher Education Graduates

scholarly journals Gender and global health education, what is it about the Global South

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
D Atobrah
Keyword(s):  
Health Education ◽  
Global Health ◽  
Gender Stereotypes ◽  
Methodological Approach ◽  
Qualitative Interviews ◽  
Global South ◽  
Ethnographic Study ◽  
Cultural Issues ◽  
Research Participants ◽  
Global Health Education

Abstract Background International policy frameworks have strengthened advocacy for gender equality, as agreed in SDG 3. However, gender considerations in research and the related methodological approaches often focus on gender-oriented topics in the global North with little attention on gender perspectives in ostensibly neutral disciplines such as health, and with even less consideration in African societies. The aim is to illustrate how feminist research principles, sensitivity to gender relations and gender performance are cross-cutting and integral in the use of patient-centered methods, ethics and culture. Methods Material was taken from an ethnographic study based on in-depth qualitative interviews conducted with cancer patients in Accra, Ghana. Eight cases studies of women diagnosed of breast cancer, ovarian, endometrium or cervical cancer were selected for the present analysis. Results In highly gendered societies like Africa health research is shaped by the peculiar ethical considerations on gender and cultural issues. This leads to a situation where female researchers may have favourable opportunities for gathering qualitative material because of gender stereotypes. However, they face gendered expectations of their research participants during data collection periods, and this may provoke adverse reactions, if the researcher does not meet the expectations. Education into patient-centred methods, therefore, must strengthen competencies of health professionals to critically reflect their own gendered realities and confront masculinity and femininity reactions by research participants, while being culturally sensitive and ethical at the same time. Conclusions Advocacy for gender approaches in global health education is important but not sufficient. Action is needed to develop a methodological approach sensitive to the gendered conditions of patient-centred research in the Global South.

scholarly journals Psychosocial, emotional and professional challenges faced by female healthcare professionals during the COVID-19 outbreak in Lahore, Pakistan: a qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sumbal Shahbaz ◽  
Muhammad Zeshan Ashraf ◽  
Rubeena Zakar ◽  
Florian Fischer
Keyword(s):  
Healthcare Professionals ◽  
Qualitative Interviews ◽  
Working Environment ◽  
Cultural Issues ◽  
Self Reflection ◽  
Professional Challenges ◽  
Proper Training ◽  
Phenomenological Methodology ◽  
Novel Coronavirus ◽  
And Coping

Abstract Background The novel coronavirus disease (COVID-19) is spreading rapidly, increasing the stress and challenges for healthcare professionals around the world. This study aims to discover the psychosocial, emotional and professional challenges faced by female healthcare professionals (HCPs) treating COVID-19 patients in Pakistan. Methods Using an empirical phenomenological methodology, semi-structured telephone-based qualitative interviews were conducted with 22 female HCPs who were providing their expertise for COVID-19 patients in tertiary-level hospitals in Lahore, Pakistan. Purposive sampling was used for recruitment. The interviews were conducted between 20 July and 20 August 2020. The interviews were analysed using thematic analysis. Results This study explored the psychosocial, emotional and professional challenges faced by female HCPs serving COVID-19 patients. Five themes were observed in the interviews: apprehension while treating COVID-19 patients; feelings towards COVID-19 patients; challenges as female HCPs and coping strategies; confidence in government, administration and self-reflection; and finally, future concerns and recommendations. Many of these themes have also been linked with cultural issues, making the results specific to Pakistan. Conclusions During the COVID-19 pandemic, female frontline HCPs have faced immense psychosocial pressure, ranging from unsupportive family norms to an unwelcoming working environment and insensitive hospital administrations. Moreover, rumours among the general public, lack of proper training, missing incentives and improper system surveillance have increased the anxiety and stress among HCPs. Hence, legislators are advised to take appropriate actions countrywide in order to alleviate the still ongoing challenges and support female HCPs in their working environment.

scholarly journals Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness.

2005 ◽  
Vol 13 ◽  
pp. 42 ◽  
Author(s):  
Linda Darling-Hammond ◽  
Deborah J. Holtzman ◽  
Su Jin Gatlin ◽  
Julian Vasquez Heilig
Keyword(s):  
Teacher Education ◽  
Student Achievement ◽  
Liberal Arts ◽  
Student Characteristics ◽  
Teach For America ◽  
Data Set ◽  
Achievement Gains ◽  
Certified Teachers ◽  
Training Requirements ◽  
Teacher Education Graduates

Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates. This study examines these questions with a large student-level data set from Houston, Texas that links student characteristics and achievement with data about their teachers' certification status, experience, and degree levels from 1995-2002. The data set also allows an examination of whether Teach for America (TFA) candidates-recruits from selective universities who receive a few weeks of training before they begin teaching-are as effective as similarly experienced certified teachers. In a series of regression analyses looking at 4th and 5th grade student achievement gains on six different reading and mathematics tests over a six-year period, we find that certified teachers consistently produce stronger student achievement gains than do uncertified teachers. These findings hold for TFA recruits as well as others. Controlling for teacher experience, degrees, and student characteristics, uncertified TFA recruits are less effective than certified teachers, and perform about as well as other uncertified teachers. TFA recruits who become certified after 2 or 3 years do about as well as other certified teachers in supporting student achievement gains; however, nearly all of them leave within three years. Teachers' effectiveness appears strongly related to the preparation they have received for teaching.

Introduction to teaching activities

2021 ◽  
Author(s):  
Nadezhda Shaydenko ◽  
Svetlana Kipurova
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Retrospective Analysis ◽  
Professional Growth ◽  
Educational Institutions ◽  
Federal State ◽  
Educational Standards ◽  
Teaching Activities ◽  
State Educational ◽  
Historical Periods

The textbook is devoted to the first stage of professional growth of a teacher in a pedagogical university. The purpose of the teacher's profession in society and the corresponding requirements for the professional's personality are defined. The specifics of the teacher's work in different historical periods are revealed. Special attention is paid to the state policy in the field of education in modern Russia. A retrospective analysis of the development of teacher education in Russia is given, as well as the foreign experience of teacher training is described. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions, teachers and teachers.

Promoting Active Learning in Mathematics Teacher Education

2017 ◽  
pp. 269-284
Author(s):  
Rukiye Didem Taylan
Keyword(s):  
Teacher Education ◽  
Active Learning ◽  
Professional Learning ◽  
Prospective Teachers ◽  
Mathematics Teacher ◽  
Professional Growth ◽  
Flipped Classroom ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Pedagogical Content

Teacher educators have a responsibility to help prospective teachers in their professional growth. It is important that teacher educators not only teach prospective teachers about benefits of active learning in student learning, but that they also prepare future teachers in using pedagogical methods aligned with active learning principles. This manuscript provides examples of how mathematics teacher educators can promote prospective teachers' active learning and professional growth by bringing together the Flipped Classroom method with video content on teaching and learning as well as workplace learning opportunities in a pedagogy course. The professional learning of prospective teachers is framed according to the components of the Pedagogical Content Knowledge (Park & Olive, 2008; Shulman, 1986). Implications for future trends in teacher education are provided.

scholarly journals Preparing Globally Competent Teachers: A Paradigm Shift for Teacher Education in Ghana

2020 ◽  
Vol 2020 ◽  
pp. 1-9
Author(s):  
John Kwasi Annan
Keyword(s):  
Teacher Education ◽  
Rural Areas ◽  
Professional Growth ◽  
Thinking Skills ◽  
Poor Quality ◽  
Critical Thinking Skills ◽  
School Level ◽  
Teacher Competence ◽  
Secondary Sources

It is well known that quality and positive school outcomes are determined by teacher competence, sensitivity, and motivation which are summed as teacher quality. The role teachers play in shaping society requires that training of same must be of utmost priority of governments. With reference to the relevance of archival materials, the study relied mostly on observation and secondary sources of data with content analysis on training of teachers in Ghana. This study identified various elements that contribute to the quality of teachers which ultimately increases the quality of education. These included quality assurance of teacher education, initial training of teachers, deployment processes, professional growth, compensation, and regulatory bodies that ensure standards and compliance. The article also found out that low investments in teacher education, allowing nonprofessional graduates to teach, poor living, and working condition are deterrent to teachers from accepting postings to rural and deprived areas; lack of regular and consistent training for professional development and poor motivation packages for teachers are some of the reasons for poor quality in the education delivery at the basic school level. The study then advocates that teachers must be trained strictly by educational institutions only, aptitude test must be used to recruit teachers, intensify curricula reform to address critical thinking skills in teachers, institute regular development training for teachers, and motivate teachers who accept postings to rural areas.

Sense of Belonging and Community Building within a STEM Intervention Program: A Focus on Latino Male Undergraduates’ Experiences

2020 ◽  
pp. 153819272097488
Author(s):  
Elvira J. Abrica ◽  
Tonisha B. Lane ◽  
Stephanie Zobac ◽  
Elizabeth Collins
Keyword(s):  
Sense Of Belonging ◽  
Intervention Program ◽  
Qualitative Interviews ◽  
Public University ◽  
Future Research ◽  
Structural Interventions ◽  
Science Technology ◽  
Minority Retention ◽  
Latino Male ◽  
And Mathematics

Relying on semi-structured, qualitative interviews with 13 Latino male undergraduates in engineering, this study explored students experiences and sense of belonging within a Minority Retention Program at a 4-year public university in California. Findings support extent research on the importance of structural interventions in science, technology, engineering, and mathematics (STEM) while highlighting nuance in experiences of Latino males, including perceptions of stigma associated with participation. Implications for future research and practice are discussed.

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