Our Experiences and Voices

2022 ◽  
pp. 1-17
Author(s):  
Prince Hycy Bull ◽  
Gerrelyn Chunn Patterson ◽  
Johnna Edwards Freestone ◽  
Sherna Julal Henry ◽  
Brittany N. Jackson
Keyword(s):  
Teacher Preparation ◽  
Educational Institutions ◽  
Traditional Teaching ◽  
Teaching With Technology ◽  
Preparation Programs ◽  
Teacher Wellness ◽  
Teachers And Students ◽  
Training Schools ◽  
Negative Impacts ◽  
And Training

The COVID-19 pandemic disrupted educational institutions globally. The disruption impacted delivery and teacher wellness—a drastic shift from traditional teaching to hybrid and online models without adequate teacher preparation and training. Schools implemented different platforms to support the paradigm shift. These shifts caused by COVID-19 have lasting positive and negative impacts on educators, educator preparation programs, P-12 students, and the overall wellness of teachers and students. This chapter addresses the pedagogical shifts and impact of educator wellness (physically, mentally, and emotionally) caused by the pandemic. The study's findings indicate that the adjustments made by teachers and students will improve communication, collaboration, and teaching with technology skills. The shift to remote learning further strengthened the relationships between teachers and families. Finally, the chapter addresses the importance of teacher wellness and self-care.

A Roadmap for Development, Implementation, and Evaluation of Virtual Practicums in Teacher Education

2021 ◽  
pp. 163-182
Author(s):  
Jennifer L. Gallup ◽  
Beverly Ray ◽  
Cory A. Bennett
Keyword(s):  
Teacher Preparation ◽  
Online Education ◽  
Future Research ◽  
The Novel ◽  
Preparation Programs ◽  
Partnership Development ◽  
Online Setting ◽  
Novel Coronavirus ◽  
Pre Service Teacher ◽  
And Training

Education for students in the P-12 setting has been subject to significant changes due to access to the internet and online education availability and most recently, the novel coronavirus (COVID-2019) pandemic; therefore, teacher preparation must meet the demands of this new reality through efficacious preparation programs that reflect this reality. Teachers must meet students' unique needs across virtual platforms, which requires mentoring, practice, and training. Today, there are very few programs that prepare teachers to work in an online P-12 setting. Additionally, there is limited research on how to supervise pre-service teachers in an online setting; therefore, the purpose of this chapter is to present a theoretical framework for virtual observations of a pre-service teacher learning to teach in an online P-12 setting. Along with recommendations for partnership development, implementation, and evaluation, a protocol is offered, and recommendations for future research and conclusions are offered.

scholarly journals THE USE OF SIMULATION METHODS OF VOCATIONAL EDUCATION

2019 ◽  
Vol 7 (6) ◽  
pp. 340-348
Author(s):  
Sergeeva M. G. ◽  
Stepanyan T. M. ◽  
Solovyov B. A. ◽  
Parinov D. V. ◽  
Ovchinnikov A. P.
Keyword(s):  
Vocational Education ◽  
Professional Training ◽  
Academic Disciplines ◽  
Educational Institutions ◽  
Professional Activity ◽  
Simulation Methods ◽  
Qualified Personnel ◽  
Teachers And Students ◽  
Market Relations ◽  
And Training

Purpose: A teacher of a vocational school should rationally use such teaching methods that would ensure the training of qualified personnel competitive in the labor market. Methodology: Educational institutions to meet the requirements of the market economy in the provision of educational services should be guided by a generalized model of a competitive specialist. The technology of development of the model includes the formation of components of professional activity (analysis of professional activity, identification of basic labor functions and professional skills) and training. Result: The assessment of theoretical professional training of students was carried out by testing with the use of PC in the main academic disciplines in two specialties. The assessment of theoretical professional training of students was based on the methodology proposed by A. A. Leonovich. Based on the assessment of knowledge in the five main academic disciplines, a generalized coefficient of theoretical training was calculated. Personal and business qualities necessary for a modern person in the conditions of market relations were evaluated by a number of psychological tests. Applications: This research can be used for universities, teachers, and students. Novelty/Originality: In this research, the model of the use of simulation methods of vocational education is presented in a comprehensive and complete manner.

Democratic accountability in the neoliberal era: The politics of teaching and teacher education in mathematics classrooms

2018 ◽  
Vol 16 (6) ◽  
pp. 764-780 ◽  
Author(s):  
Cathery Yeh
Keyword(s):  
Teacher Preparation ◽  
Critical Pedagogy ◽  
Teacher Preparation Programs ◽  
Teachers Of Color ◽  
Bilingual Students ◽  
Democratic Accountability ◽  
Preparation Programs ◽  
Mathematics Classrooms ◽  
Teachers And Students ◽  
Preparation Phase

The effects of neoliberal policies have increased inequalities globally and nationally, diminishing democratic accountability. They have also tainted the goals, motivations, methods, and standards of excellence with regard to teacher preparation. Although various programs of research have examined teacher preparation in terms of diversity and equity, fewer studies have raised questions about institutional constructs of power and privilege: what counts as knowledge?; whose experiences frame curricular and instructional design?; and why and how are systems of inequality perpetuated within and after university-based teacher preparation? In response, this article uses critical pedagogy as a lens through which to view teacher preparation programs as institutions that support neoliberalism by giving unconditional support to a Western episteme that eradicates the knowledge systems of students and teachers of color, including their languages and experiences of the world. The article describes the experiences of four bilingual teachers and teachers of color and their attempts to make mandated mathematics programs more responsive to the needs of their bilingual students. The study follows the four teachers for three years—from their year in teacher preparation to their first two years of classroom teaching—to examine the relation between their experiences as classrooms teachers and their exclusion in the teacher preparation phase. The article then argues that teacher preparation programs should move away from narrow definitions of what counts as knowledge to representing, valuing, and legitimizing teachers and students whose knowledge spans multiple cultural and political frames.

“It Depends on the Type of Program”

2017 ◽  
pp. 58-84 ◽  
Author(s):  
Timothy A. Micek ◽  
Judith M. Monseur
Keyword(s):  
Teacher Preparation ◽  
Service Learning ◽  
English Learners ◽  
Learning Experience ◽  
Teacher Preparation Programs ◽  
Class Discussion ◽  
Preparation Programs ◽  
Community Based Organization ◽  
Staffing And Training ◽  
And Training

Effects of the organization on TESOL candidates' experience of service-learning were studied. Participants were 11 students enrolled in a graduate TESOL program. Students completed a 20-hour service-learning experience in a community-based organization that serves English learners and their families. Students filled out questionnaires, kept a journal, and participated in a class discussion. Analysis of the questionnaires indicated that students learned a lot about their organization, including its mission or purpose, curriculum, staffing, and training of volunteers. Journals revealed that students had a variety of experiences, that they learned a lot about their organizations, and that they learned valuable lessons about teaching in these organizations. Class discussion highlighted the variation in how organizations are organized and managed. These findings suggest that: 1) The organizations in which they serve affect candidates' experience of service-learning and 2) Teacher preparation programs should prepare candidates for the realities of this experience.

Professional Development and Training Needs for Administrators in an Islamic University Malaysia

2021 ◽  
pp. 396-414
Author(s):  
Riyadotul Jannah Binti Mahyutan ◽  
Siti Syakirah Binte Muhammad Yusop ◽  
Saidah Na'ilah Binti Masrum ◽  
Ismail Hussein Amzat
Keyword(s):  
Professional Development ◽  
Employee Training ◽  
Training And Development ◽  
Educational Institutions ◽  
Administrative Staff ◽  
Self Development ◽  
Teachers And Students ◽  
Professional Development Needs ◽  
The University ◽  
And Training

There have been several studies that have been conducted on employee training and development, both in educational institutions and companies, such as the study conducted by Oktavianus, namely training and development of employees at schools in Indonesia. This study found that in order to help the process of education services, each existing unit must be equipped with competent administrative staff to help teachers and students, even parents for the purpose of the educational service process. Therefore, training and development must be given to these administrative staff so that they can do their jobs properly and correctly. Hence, the purpose of this chapter is to highlight the professional development needs for administrative staff at the Islamic University in Malaysia. Researchers explore the trainings that were provided by the university not only for self-development but also for the benefit of the university to reach its goals.

scholarly journals Makerspaces for Innovation in Teaching Practices

2021 ◽  
pp. 107-112
Author(s):  
Giuseppe Alberghina
Keyword(s):  
Rapid Prototyping ◽  
Teaching Practices ◽  
Practical Experience ◽  
Educational Institutions ◽  
Traditional Teaching ◽  
Language Communication ◽  
Training Activities ◽  
Transnational Activities ◽  
Learning Event ◽  
And Training

Abstract“MakIN Teach—MAKerspaces for INnovation in TEACHing practices” is a two-year project recently funded by the Erasmus + program. It aims to promote the exchange of good practices in the use of rapid prototyping techniques, tools and spaces in the fields of education and training. The project supports teachers/educators working with students/learners showing poor educational results in theoretical subjects (e.g., mathematics, biology, geography, history, language, communication etc.). The project will conduct three short-term joint staff training activities and one student learning event, which will provide teachers/educators and students/learners with practical experience in makerspaces/fab labs. The materials and ideas developed during these transnational activities will be collected into an interactive e-book containing information about rapid prototyping technology, as well as tools for innovating the educational system and integrating fab labs and makerspaces into traditional teaching practices. All the partners involved in this project will have the opportunity to be part of a fruitful and durable network of educational institutions and makerspaces/fab labs at local and European level.

Assessing and Evaluating Teacher Preparation Programs

2014 ◽  
Author(s):  
Frank C. Worrell ◽  
Mary M. Brabeck ◽  
Carol Anne Dwyer ◽  
Kurt F. Geisinger ◽  
Ronald W. Marx ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Preparation Programs

Covid-19 Pandemic And Sustainabilitystudy At Madrasah Ibtidaiyyahpsm Sulursewu, Teguhan, Ngawi, East Java

2020 ◽  
Vol 1 (02) ◽  
pp. 103-114
Author(s):  
Moh. Toriqul Chaer ◽  
Muhammad Atabiqul As'ad ◽  
Qusnul Khorimah ◽  
Erik Sujarwanto
Keyword(s):  
Online Learning ◽  
Learning Strategies ◽  
Psychological Impact ◽  
Educational Institutions ◽  
Participatory Action ◽  
Social Phenomena ◽  
Learning Programs ◽  
Teachers And Students ◽  
The Government

The continuity of learning programs during the COVID-19 pandemic found educational institutions, especially Madrasah Ibtidaiyyah (MI) temporarily closed the learning process in schools. To prevent the spread of COVID-19 that is currently engulfing Indonesia. Lack of preparation, readiness and learning strategies have a psychological impact on teachers and students. Declining quality of skills, lack of supporting facilities and infrastructure. Learning from home (online) is an effort by the government program to ensure the continuity of learning in the pandemic period. The research method uses participatory action research (PAR), which focuses on understanding social phenomena that occur in the community and mentoring efforts on the problems faced. The assistance effort is to help the children of MI Sulursewu, Ngawi in participating in online learning related to; 1). Preparation of activities, 2). Counselling participants offline method, 3). Offline activities method. Results of the study show that the mentoring activities following the target of achievement; first, the activity can be carried out following the schedule that has been set. Second, students are always on time for the online learning hours that have been set. Offline methods show that efforts can help ease the burden on parents, but can also make it easier for students to receive subject matter.  

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