scholarly journals A Teacher’s Practical Knowledge in an SSI-STEAM Program Dealing with Climate Change

2021 ◽  
pp. 1-40
Author(s):  
A-Rang Won ◽  
Su-Yeon Choi ◽  
Hye-Eun Chu ◽  
Hyun-Jung Cha ◽  
Hyeonjeong Shin ◽  
...  
Keyword(s):  
Climate Change ◽  
Practical Knowledge ◽  
Novice Teacher ◽  
Trial And Error ◽  
Specific Context ◽  
School Classroom ◽  
Pre Service Teacher Education ◽  
Teacher's Knowledge ◽  
Pre Service Teacher ◽  
Orientation Structure

Abstract Teachers do not simply deliver a set curriculum, but carry out classes based on practical knowledge, including their values, beliefs, and experiences. Therefore, it is meaningful to investigate the practical knowledge of teaching among teachers in terms of orientation, structure, and content in order to understand the teacher’s knowledge, conflicts, and trial and error experiences in the classroom. In this study, we explored the practical knowledge of a teacher conducting SSI-STEAM classes themed on climate change. In the specific context of SSI-STEAM classes, it was possible to understand how the teacher organized climate change classes and guided the actions of students in action-oriented classes. In addition, we expect that this study, which examines the practical knowledge of a novice teacher, will serve as the first step in narrowing the gap in SSI-STEAM education between pre-service teacher education and actual school classroom experience.

scholarly journals Knowledge of child development in the interface of theory and practice in foundation phase teacher education

2017 ◽  
Vol 7 (1) ◽  
pp. 6 ◽  
Author(s):  
Lara Ragpot
Keyword(s):  
Teacher Education ◽  
Child Development ◽  
Young Children ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Childhood Development ◽  
Course Content ◽  
School Classroom ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

How the child develops and learns should be an integral part of pre-service teacher education programmes. This article argues that for foundation phase teachers to teach young children effectively, course content in initial teacher education (TE) should cultivate a thorough understanding of the developing child by infusing theories of childhood development into coursework and practicum. To strengthen this argument, the article gives examples of international TE programmes which recognise that child development should take preference in these programmes. However, for the future teacher to really know the developing child and how to intervene when optimal development is not in place, the theories on child development taught in coursework need to be done in tandem with practical work in a school classroom. This theory–practice interface in initial TE could be optimally supported in a foundation phase pre-service TE programme, which utilises a university-affiliated teaching school as site for practical cross articulation of coursework theory.

scholarly journals Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

2017 ◽  
Vol 7 (2) ◽  
pp. 139
Author(s):  
Heather Smith-Sherwood
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Theory And Practice ◽  
Teacher Education Programs ◽  
Continuous Assessment ◽  
Education Programs ◽  
Quality Teachers ◽  
Effect Change ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity. 

The asset of cultural pluralism: an account of cross-cultural learning in pre-service teacher education

2000 ◽  
Vol 16 (3) ◽  
pp. 365-387 ◽  
Author(s):  
Carola Conle ◽  
Dan Blanchard ◽  
Karen Burton ◽  
Arlene Higgins ◽  
Mei Kelly ◽  
...  
Keyword(s):  
Teacher Education ◽  
Cultural Pluralism ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher
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