Evaluation Results of Initial Training Teachers Programs in Mexico Based on the Performance of Their Students

The study aimed to evaluate the proficiency levels of students of programmes of initial teacher training in the areas of planning, evaluation, use of ICT, didactics, and research competences in institutions of higher education in Mexico. The research approach used was non-experimental because there was not a deliberate manipulation of the variables. This papers was worked with a cross-sectional design. Initial teacher training programs evaluated based on the results of their students (521 subjects in total). For the collection of data was used a questionnaire to assess competencies and get information that would make the diagnosis of initial teacher training programmes. The instrument responded in a single application and it was composed of two sections: Respondents' general data and professional skills: structured under teaching domains of planning, assessment, management, ICT usage and research. Questions were evaluated using a scale of frequency of five degrees the scale used corresponds to a Likert-type.

“Should I Go to Ireland or Mexico?”

This chapter presents and discusses the experience of two university professors' participation in two different study abroad programs. Within the first two years of employment at the university, one professor went to Oaxaca and the other went to Ireland with groups of pre-student teachers. The chapter discusses previous literature and the impact of study abroad programs on teacher education, program basics from the authors' university, the authors' personal experiences travelling with students for the first time, commonalities and differences among the two programs, benefits from their experiences, and ideas for further development of effective study abroad programs for education students.

Teacher, Students, and MOOCs

The main aim of this research is to understand future teachers' attitudes, knowledge and needs about Massive Open Online Courses (MOOCs). These courses are a supplementary resource in Higher Education that can fill fields of knowledge in which the curriculum could not encompass. In addition, these types of courses can contribute significantly to teachers, both in initial and in-service, training. For this reason, the students' perspectives towards MOOCs are essential in these terms. In this way, fundamentally a questionnaire was administered to the students in the Degree in Teaching of Childhood Education, Degree in Teaching of Primary Education, and Masters Degree in Teacher Training of Secondary Education (n=145). The results indicated that a large part of the sample confirmed that they did not know anything about MOOCs. Therefore, Universities need to train competent future teachers in MOOCs culture. This chapter provides insights into the topic of advancing next generation elementary teacher education through digital tools and applications.

Globalization and Teacher Education

This chapter examines the challenges to 21st century content preparation and pedagogy from the perspective of teaching professionals from different African countries: Cameroon, Ghana, South Africa, Lesotho and Zimbabwe. Specifically, the chapter explores the views and experiences of the participants during and after teacher preparation programs. Findings reveal common challenges, specific 21st century skills that are overlooked, and those not yet fully integrated in teacher preparation programs. The chapter offers suggestions for improvement based on the views of participants, research-based literature review, and best practices in teacher preparation programs.

Promotion of Research Culture in Sur University

The chapter provides a concerted framework in which SUC has achieved its mission on promoting research culture among faculty members and students. The chapter provides the chronological portrayal of a SUC developed effective strategic plan with different components, how it has been successfully executed, and how it has achieved the defined results of promoting research culture. Notwithstanding the explanation about the promotion of research culture, the chapter portrays the development and execution of different research aspects through an Approach, Deployment, Results, and Improvement (ADRI) approach. The chapter also discusses the learning from the case for the readers to imbibe and implement.

University Reading and Mathematics Clinics in the Digital Age

This chapter discusses the findings of an exploration to integrate iPads in a university reading and mathematics clinic impacting three groups of learners: preservice teachers enrolled in reading and mathematics practicums, the K-8 community students served by the clinic, and the teacher educators. The TPACK model was used as a conceptual framework for teacher educators to engage and support preservice teachers in a technology rich learning environment designed to enhance their literacy and mathematics content knowledge, pedagogical knowledge, and technology knowledge, and the complex intersections between each. The teacher educators expected their mostly digital native preservice teachers to recognize technology affordances and technology integration opportunities when provided content knowledge and pedagogical support. Although the K-8 tutees were engaged at high-levels, faculty's assumption of the digital native preservice teacher was disrupted. Teacher educators discovered that digital natives still need support in developing technological knowledge in an educational setting.

Digital Storytelling and Its Tools for Language Teaching

This paper presents the analysis of the self-reported reflections of pre-service English teachers about the use of digital storytelling and its tools in terms of Technological Pedagogical Content Knowledge. Through the reflection reports of 78 pre-service English teachers and a focus-group interview after implementing a digital storytelling project, the present study investigated the perceptions and reflections of pre-service English teachers regarding the use of digital storytelling to teach English to young learners. The data were analysed through mixed (qualitative and quantitative) methods. The results revealed that pre-service English teachers reflected positive perceptions towards to the use of digital storytelling. Their reflections are significant in terms of the tools to be used for digital storytelling, the viewpoints regarding young learners and the improvement in their Technological Pedagogical Content Knowledge. The findings should be of interest to teacher education programs in supporting pre-service teachers to integrate technology into language classrooms.

Video and Its Incorporation Into Social Networking Sites for Teacher Training

This chapter is proposed with the primary aim of analysing the massive incorporation of the video in social networking sites, as a narrative resource support in those platforms. At the same time, and more specifically, it aims to show how they are able to be used in teacher training, since social networking sites appear as enhancing the use of video possibilities in open teacher training. However, in the educational field are shown as an aspect that still needs to explore and deepen this line of research. First, this chapter presents the phenomenon of the incorporation of video into social networking sites. Second, we present a systematization of the research work on the pedagogical value of videos and social networking sites in teacher training. This new scenario favours knowledge democratization and involves a reformulation of teacher training models and professional identity.

Teacher Training and Digital Paths

Innovative practices in schools are the outcome of a combination of factors, including the teacher's primary role in directing methodological and technological innovation. In order to make this happen, the teacher – as an expert and educational leader – needs a repertoire of specific skills that allow for critical and situated adoption of tools, processes and learning resources. This paper describes the educational structure and features of some online and blended courses intended for initial and continuous teacher training. These courses are designed to support teachers in acquiring strategic competences for their work. Starting from the experience of the University of Foggia, the authors intend to offer their perspective on the prominence of teacher training within the framework of school innovation.

STEM Teaching and Learning via Technology-Enhanced Inquiry

This chapter aims to address several limitations of Technological Pedagogical Content Knowledge (TPACK) – a theoretical model used in the application of technology when teaching STEM disciplines. To this end, a supplement to TPACK drawn from the Action on Objects (AO) framework (Connell, 2001) is suggested. To illustrate the value of the proposed enhancement of TPACK, an example integrating science, technology, and mathematics is provided. The Texas College and Career Readiness Standards are used to demonstrate the relationship between the proposed theoretical modification of the leading model and the current teaching practice involving such scientific activities as measuring, record keeping, analyzing, conjecturing and evaluating. Additional suggestions and applications of the TPACK/AO model are provided.