Exploring vocational teacher preparation in Norway: a study of dimensions and differences in vocational teacher learning

2021 ◽  
pp. 1-23
Author(s):  
Rønnaug H. Lyckander
Keyword(s):  
Teacher Preparation ◽  
Teacher Learning ◽  
Vocational Teacher

A Research Review of Literacy Tutoring and Mentoring in Initial Teacher Preparation: Toward Practices That Can Transform Teaching

2019 ◽  
Vol 51 (2) ◽  
pp. 233-251 ◽  
Author(s):  
James V. Hoffman ◽  
Natalie Svrcek ◽  
Catherine Lammert ◽  
Annie Daly-Lesch ◽  
Erica Steinitz ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Preservice Teacher ◽  
Teacher Learning ◽  
Selection Criteria ◽  
Research Review ◽  
Literacy Tutoring ◽  
Group Experiences ◽  
Hybrid Spaces ◽  
The One ◽  
Preservice Teacher Learning

Our goal through this literature review is to report and synthesize the findings from research into literacy tutoring and literacy mentoring in initial teacher preparation. We identified a total of 62 published articles that met our selection criteria. We identified four conceptual areas of focus to organize and represent our findings: (a) the structural and design features of the one-to-one or small-group experiences, (b) preservice teacher learning and growth within the tutorial/mentoring experience, (c) preservice teacher learning and growth beyond the tutorial/mentoring experience, and (d) mediating factors associated with preservice teacher growth. We discuss the challenges and promises for this line of research for transforming teacher preparation through the attention to third and hybrid spaces for mentoring experiences.

Using the Conceptual Change Model of Learning as an Analytic Tool in Researching Teacher Preparation for Student Diversity

2012 ◽  
Vol 114 (8) ◽  
pp. 1-35
Author(s):  
Douglas Larkin
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Conceptual Change ◽  
Teacher Learning ◽  
Theoretical Framework ◽  
Student Diversity ◽  
Change Model ◽  
Analytic Tool ◽  
Diverse Classrooms ◽  
Conceptual Change Model

Background/Context In regard to preparing prospective teachers for diverse classrooms, the agenda for teacher education research has been primarily concerned with identifying desired outcomes and promising strategies. Scholarship in multicultural education has been crucial for identifying the knowledge, skills, and attitudes needed by teachers to respond to student diversity in a morally and educationally sound manner. Less attention, however, has been paid to the theoretical mechanisms by which preservice and in-service teachers are presumed to change their minds about the meaning of diversity in their classrooms. Current efforts to prepare teachers for diverse classrooms are currently only loosely anchored in the now robust knowledge about how people learn. As a result, many of the strategies deployed by teacher educators toward this end would be greatly strengthened by a theory of conceptual change. Purpose/Objective/Research Question/Focus of Study The purpose of this article is to argue that drawing on the theory of conceptual change as commonly applied to learning in science classrooms is an appropriate and valuable framework for understanding how teachers change their ideas about the pedagogical implications of student diversity. After a description of two traditions of conceptual change learning, the Teaching for Conceptual Change model articulated by Peter Hewson, Michael Beeth, and Richard Thorley is deployed to analyze two different accounts of teacher learning. Research Design This research entails demonstrating the use of the conceptual change framework as an analytic tool for understanding teacher learning. Consequently, this article draws from two different sources of data for this purpose. The first consists of a text content analysis of the opening to Vivian Paley's book, White Teacher. The second uses data from an empirical qualitative study conducted by the author to examine the experiences of a preservice biology teacher over a semester of full-time student teaching. Conclusions/Recommendations The article concludes with a discussion on the conceptual change model as a theoretical framework with explanatory power and outlines the implications for teacher preparation efforts. This view of teacher learning promises a potentially fruitful theoretical framework for explaining those elements of teacher education for diversity that have already demonstrated their power, such as racial autobiographies, cross-cultural tutoring experiences, and various approaches to reflection that are employed in teacher education programs. By bringing the lens of conceptual change theory to examine these practices, we can understand more clearly why they appear to work in some cases and not in others. The conceptual change model of learning, however, suggests that dissatisfaction with one's current conceptions alone may be insufficient for learning. Teachers throughout the professional continuum commonly engage in reflection about their practice, and the present research suggests that the process of articulating and examining statements of these conceptions may represent a powerful tool for professional growth.

scholarly journals Partnerships Between Teacher Education Universities And Schools In Practicum To Train Pre-Service Teachers Of Vietnam

2020 ◽  
Vol 9 (5) ◽  
pp. 134
Author(s):  
Vu Thi Mai Huong ◽  
Nguyen Thi Thanh Tung ◽  
Tieu Thi My Hong ◽  
Duong Hai Hung
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Student Teachers ◽  
Teacher Learning ◽  
Prospective Teachers ◽  
National Curriculum ◽  
Curriculum Innovation ◽  
Structured Interviews ◽  
University Lecturers ◽  
The Relationship

Teacher education universities and schools have traditionally been the main sites of teacher learning in Vietnam. This relationship is the key in the process national curriculum innovation. The purpose of this research is to determine the relationship between teacher education universities and schools in Vietnam, in regard to partnering for the delivery of teacher education adapting national curriculum innovation in Vietnam. Data will be collected through questions involving 243 participants comprising student teachers, university lecturers and mentors. The result of this paper also uses semi-structured interviews to draw conclusions. The findings show that there is a model for teacher education universities - schools cooperation in teacher preparation. However, the partnership is limited by such factors such as planning, mentoring, practicum, teacher education universities visits to schools, communication and inconsistencies that seemed to characters the relationship. The findings suggest that the partnership between pedagogy universities and schools can be enhanced by recognizing the interdependent nature of the relationship, the diversification of areas of universities - schools joint activity, and increased closely conversations between the partners about problems which are suitable to the arrangement. The result of the research may provide insights into factors that focus on undermining the effectiveness of partnerships, as well as the implications of these for the professional development of prospective teachers.

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