scholarly journals Reforming Vocational Didactics by Implementing a New VET Teacher Education in Denmark: Tensions and Challenges Reflected in Interviews with Vocational College Teachers

2015 ◽  
Vol 2 (3) ◽  
pp. 195-213 ◽  
Author(s):  
Henriette Duch ◽  
Karen E. Andreasen
Keyword(s):  
Teacher Education ◽  
Theory And Practice ◽  
Educational Institutions ◽  
College Teachers ◽  
Focus Group Interviews ◽  
Vocational College ◽  
College Teacher ◽  
Development Processes ◽  
Group Interviews ◽  
New Education

A new education program, Diploma of Vocational Pedagogy, has recently been implemented in Denmark to upskill vocational college teachers and improve didactics at VET colleges in general. Among many challenges, vocational college teachers have to adapt their pedagogy to a large number of students from backgrounds with no tradition for education. Despite historical changes, the education as vocational college teacher also struggles with the interplay between theory and practice in the program and great diversity among vocational college teachers. Based on empirical data from focus group interviews with students from the Diploma of Vocational Pedagogy program and concepts developed by Bernstein and Bourdieu, the article analyzes how these aspects might affect the development of new vocational didactics. We know that it is not easy to change the culture of educational institutions, and the analysis uncovers several factors that are expected to hamper the development processes.

scholarly journals Preservice teachers’ reflections on diversity and on teaching diverse pupils in Norwegian compulsory school

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Bhupendra Kumar KC ◽  
Stein Erik Solbø Ohna
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Focus Group ◽  
Education Programme ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Focus Group Interviews ◽  
Compulsory School ◽  
Diverse Classrooms ◽  
Group Interviews

Abstract The purpose of this study is to investigate how preservice teachers reflect on diversity and on teaching pupils from diverse backgrounds. Following a qualitative research design, the empirical data were constructed through focus group interviews with pre­service teachers attending a 4-year initial teacher education programme for compulsory school in Norway. The thematic analysis of focus group interviews yielded three main results, namely differences are individual and considered natural, diversity as a value and challenge, and belief in practice rather than theory. Results suggest that despite their appreciative views towards diversity, the preservice teachers seem to be having a dilemmatic position regarding whether they should treat every pupil the same or differently. Moreover, the results point to the significance of establishing coherence between theory and practice in initial teacher education regarding the preparation of preservice teachers for their work with diverse pupils. Keywords: initial teacher education, diverse classrooms, theory-practice coherence   Lærerstudenters refleksjoner over undervisning og mangfold i norsk grunnskole Sammendrag Formålet med denne studien er å undersøke hvordan lærerstudenter i den fireårige grunnskolelærerutdanningen reflekterer over mangfold og undervisning av elever som har ulik bakgrunn. Studien er basert på et kvalitativt forskningsdesign, og data er kon­struert ved hjelp av fokusgruppeintervjuer med lærerstudenter i den fireårige grunn­skolelærerutdanningen. Den tematiske analysen ledet fram til tre hovedresultater: Forskjeller er individuelle og forstås som noe naturlig, mangfold som en verdi og utfordring, og vektlegging av praksis heller enn teori. Resultatene viser at til tross for deltakernes verdsetting av mangfold, opplever lærerstudentene dilemma når det gjelder hvordan de skal handle i praksis. Resultatene peker videre på betydningen av å etablere koherens mellom praksis og teori i lærerutdanningen for å forberede lærerstudentene for arbeidet med mangfoldige elevgrupper. Nøkkelord: lærerutdanning, mangfold i klasserom, teori-praksis koherens

scholarly journals Developing Communities of Praxis: Bridging the theory practice divide in teacher education

2013 ◽  
Vol 47 (3) ◽  
pp. 359-377 ◽  
Author(s):  
Michael James Anderson ◽  
Kelly Freebody
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Teacher Educators ◽  
Teach For America ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Practical Significance ◽  
Education Policies ◽  
The University ◽  
New Education

Teacher education in universities is under pressure. In many new education policies there is a renewed focus on teacher quality, and therefore quality initial teacher education. In some countries this renewed focus has led to a resurgence of “alternative approaches” to teacher education such as Teach for America / Australia. One of the most persistent complaints about pre-service teacher education is that educational theory presented in these programs does not relate sufficiently to the real work of teachers. In an attempt to overcome these real or perceived divides, tertiary drama educators at the University of Sydney constructed a professional experience program based on both the community of practice model (Lave and Wenger, 1991) and Frierean notions of praxis (1972). The community of praxis approach emphasises the importance of integrating theory and practice to support the development of beginning teachers. This article outlines the development, implementation, and evaluation of this approach, including the reasoning behind its foundation and the theoretical and practical significance of such an approach for teacher-educators.

The role of community-based playgroups in building relationships between pre-service teachers, families and the community

2012 ◽  
Vol 37 (2) ◽  
pp. 34-41 ◽  
Author(s):  
Laura McFarland-Piazza ◽  
Alison Lord ◽  
Melissa Smith ◽  
Belinda Downey
Keyword(s):  
Teacher Education ◽  
Family Involvement ◽  
Comparative Method ◽  
Relationship Building ◽  
Focus Group Interviews ◽  
Building Relationships ◽  
Constant Comparative Method ◽  
Group Interviews ◽  
Education Courses

THE PURPOSE OF THIS STUDY was to explore how connections between families, communities and educators can be facilitated in teacher education courses through the use of playgroups. Barriers to building relationships, as well as the perceived benefits of these relationships to families and pre-service teachers, were also explored. Participants were involved in weekly university-based community playgroups. Focus group interviews were conducted and the constant comparative method was used to analyse interview transcripts. Themes of ‘Constraints’ and ‘Enablers’ emerged from pre-service teachers' transcripts, indicating that they were initially uncomfortable with community and family involvement but eventually made connections as to why this was important. The theme of ‘positive relationship building’ emerged from parents' transcripts, indicating that they saw building relationships with families and communities as an important role of early childhood educators. Implications for the importance of authentic learning situations for fostering these relationships in teacher education courses are discussed.

scholarly journals Developing a hospital-wide quality and safety dashboard: a qualitative research study

2018 ◽  
Vol 27 (12) ◽  
pp. 1000-1007 ◽  
Author(s):  
Anne Marie J W M Weggelaar-Jansen ◽  
Damien S E Broekharst ◽  
Martine de Bruijne
Keyword(s):  
Cognitive Abilities ◽  
Development Process ◽  
Phase 1 ◽  
Quality And Safety ◽  
Focus Group Interviews ◽  
Qualitative Research Study ◽  
Analytical Skills ◽  
Development Processes ◽  
Group Interviews ◽  
Five Phases

BackgroundSeveral countries have national policies and programmes requiring hospitals to use quality and safety (QS) indicators. To present an overview of these indicators, hospital-wide QS (HWQS) dashboards are designed. There is little evidence how these dashboards are developed. The challenges faced to develop these dashboards in Dutch hospitals were retrospectively studied.Methods24 focus group interviews were conducted: 12 with hospital managers (n=25; 39.7%) and 12 support staff (n=38; 60.3%) in 12 of the largest Dutch hospitals. Open and axial codings were applied consecutively to analyse the data collected.ResultsA heuristic tool for the general development process for HWQS dashboards containing five phases was identified. In phase 1, hospitals make inventories to determine the available data and focus too much on quantitative data relevant for accountability. In phase 2, hospitals develop dashboard content by translating data into meaningful indicators for different users, which is not easy due to differing demands. In phase 3, hospitals search for layouts that depict the dashboard content suited for users with different cognitive abilities and analytical skills. In phase 4, hospitals try to integrate dashboards into organisational structures to ensure that data are systematically reviewed and acted on. In phase 5, hospitals want to improve the flexibility of their dashboards to make this adaptable under differing circumstances.ConclusionThe literature on dashboards addresses the technical and content aspects of dashboards, but overlooks the organisational development process. This study shows how technical and organisational aspects are relevant in development processes.

scholarly journals The Impact of Religion and Provision of Information on Increasing Knowledge and Changing Attitudes to Organ Donation: An Intervention Study

2019 ◽  
Vol 59 (4) ◽  
pp. 2082-2095 ◽  
Author(s):  
Ferid Krupic
Keyword(s):  
Organ Donation ◽  
Qualitative Content Analysis ◽  
Theory And Practice ◽  
Organ Donors ◽  
Focus Group Interviews ◽  
Attitudes And Practices ◽  
Group Interviews ◽  
Changing Attitudes ◽  
Religious Aspects ◽  
The Impact

AbstractOne of the most significant developments in recent history has probably been organ donation and organ transplantation. They are frequently the only treatment available in certain cases. However, there is an ever-increasing discrepancy between the number of people needing transplantation and the organs available, because the decision to donate an organ is up to each individual. The study aims to assess the impact of the intervention on knowledge, attitudes and practices on organ donation among religious immigrants in Sweden. Data were collected through three group interviews using open-ended questions and qualitative content analysis. Thirty-six participants, 18 males and 18 females from six countries, participated in the focus group interviews. The analysis of the collected data resulted in two main categories: “Religion in theory and practice” and “More information—more knowledge about organ donation” including seven subcategories. Understanding of religion and religiosity, happiness by taking the class, the practice of religion in everyday life, the overcoming the prejudices in religion, having more information about organ donation and the donations process, as well as that the increased information changes people’s minds, were some of things the informants emphasised as predictors of the decision of organ donation. A class dealing with religion, the religious aspects of organ donation and the way the Swedish healthcare system is organised increased people’s knowledge and changed their attitudes so they became potential organ donors. More intervention studies are needed in every field of medicine to build confidence and give time to educate and discuss issues with potential organ donors in Sweden.

Ten Years Later

2012 ◽  
Vol 60 (3) ◽  
pp. 324-338 ◽  
Author(s):  
Colleen M. Conway
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Student Teachers ◽  
Experienced Teachers ◽  
Music Teacher ◽  
Focus Group Interviews ◽  
Individual Interviews ◽  
Preservice Preparation ◽  
Music Teacher Preparation ◽  
Group Interviews

The purpose of this inquiry was to examine the current reflections of experienced teachers on their past perceptions of preservice music teacher preparation as documented in the author’s previous research. Research questions included the following: (a) How would participants describe their reactions to a present-day examination of 1999 or 2000 data (journals, individual and focus group interviews, and two questionnaires) and 2002 study findings? (b) How had their perceptions regarding preservice music teacher preparation changed since 1999-2000? and (c) On the basis of their recent work with preservice interns and student teachers, what could these experienced teachers say about preservice music teacher preparation today? Data collected in 2010 included participant journals and individual interviews. Findings categories include (a) general agreement with 2002 study findings regarding best and worst facets of preservice preparation, (b) experience is the best teacher, (c) teacher education is doing the best it can do, (d) preservice students will get out of teacher education what they put into it, and (e) specific suggestions for teacher education provided by participants.

scholarly journals The problem of students’ development in the theory and practice of the national school until 1917 (on the example of natural science)

2018 ◽  
Vol 7 (1) ◽  
pp. 269-275
Author(s):  
Elena Anatolievna Lamekhova
Keyword(s):  
General Education ◽  
Natural Science ◽  
Effective Means ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Historical Period ◽  
European Science ◽  
The 19Th Century ◽  
New Education

The paper deals with the problem of interrelation between education, upbringing and training of students while studying natural sciences, which has always been interesting for teachers and methodologists. This problem is especially urgent now in connection with the further implementation of the GEF of secondary general education, which aims the school to create conditions for students development and self-realization. The paper considers interpretation of the relationship between teaching, upbringing and development in the educational process in Russian pedagogy in the period up to 1917. It is noted that views on education and upbringing of children in Russia and Europe developed roughly at the same time. Throughout the entire historical period, there was a struggle between supporters of the new education, advocating rapprochement with advanced Russian and Western European science and Russian clergy, preaching church dogma and their opponents, denying any development at all. Long enough unresolved problems were the lack of unified programs for all educational institutions and established terms of training. Principal changes in the system of domestic education are associated with scientific and pedagogical activities of M.V. Lomonosov and his followers. It emphasizes the importance of the idea that appeared in the writings of teachers in the middle of the 19th century. It advised to take into account the age and individual inclinations of children and develop a new methodology based on childrens activity and independence, which made it possible to pass to the inductive path of instruction. The process of natural science study from the nineteenth century is regarded as the most effective means of developing the sense organs, logical thinking and observation. It also explains the need to combine inductive and deductive teaching methods and justifies the need to use natural objects, experiments and observations in nature for students development.

scholarly journals Species Learning and Biodiversity in Early Childhood Teacher Education

2020 ◽  
Vol 12 (9) ◽  
pp. 3698
Author(s):  
Lili-Ann Wolff ◽  
Tuula H. Skarstein
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Species Identification ◽  
Natural World ◽  
Early Childhood Teacher ◽  
Focus Group Interviews ◽  
Social Perspectives ◽  
Group Interviews ◽  
Local Nature

To understand biodiversity, it is crucial to have knowledge of different species and their life conditions. Biodiversity learning for children starts with observing plants and animals in the neighbourhood. Therefore, it is important that early childhood (EC) teachers know the local nature. There are few studies on species knowledge among EC student teachers but results from a Norwegian study show that although EC student teachers had poor species knowledge when entering university, their knowledge increased remarkably during their studies. Based on these results, the current study investigates the implementation of species learning in an EC teacher education course in Finland. Our aim was to study the student teachers’ species identification skills, their views on the importance of species knowledge, and their experiences of species learning. The study used a mixed-methods approach and included species identification tests, a questionnaire, learning diaries, and focus group interviews. The results show that the student teachers were eager to learn about species. They found species learning important both for EC teachers and for sustainability, and they appreciated learning about species in a broad sense, from personal, educational, and social perspectives. Our conclusion is that implementing species knowledge in EC teacher education promotes an interest in the natural world and may form a significant contribution to nature and sustainability education for EC teachers.

scholarly journals Skjønn som profesjonell kompetanse hos lærerstudenter

2020 ◽  
pp. 119-135
Author(s):  
Anders Aasgaard Madsen ◽  
Truls Nilsen Tangen ◽  
Audhild Løhre
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Focus Group ◽  
Educational Practice ◽  
Practical Implementation ◽  
Theoretical Knowledge ◽  
Focus Group Interviews ◽  
Ethical Problems ◽  
System A ◽  
Group Interviews

Research into teacher education emphasizes theoretical knowledge, reflection and critical thinking. However, many preservice teachers measure the value of theoretical knowledge by its potential for practical implementation, orienting themselves towards a more technical professional practice. This is consistent with a growing instrumental tendency within the educational system, a development which is worrying. This article focuses on those skills which preservice teachers in their final year anticipate will be important when they enter the profession. It is based on focus group interviews, and the participants’ discourse suggested good judgement to be an important skill. During educational practice, the preservice teachers must make decisions in situations where the solutions are not clear. The findings show that theoretical knowledge is the foundation for the judgment necessary to solve ethical problems. The school guidelines express contradictory expectations of teachers, such as those related to pupils’ measurable results. The preservice teachers’ conversations reflect a dilemma between expectation and opportunity within these guidelines, where the teachers’ judgement becomes a means of clearing the way for children’s learning and formation. As a foundation for our analysis, we use theory on judgement, as well as Aristotle’s conceptualisation of knowledge.

scholarly journals Det dubbla kompetenskravet

2019 ◽  
Vol 3 (1) ◽  
pp. 15
Author(s):  
Emilia Berglund ◽  
Karin Lager ◽  
Jennifer Lundqvist ◽  
Jan Gustafsson Nyckel
Keyword(s):  
Teacher Education ◽  
Focus Group ◽  
Thematic Analysis ◽  
New Teacher ◽  
Skills Development ◽  
School Age ◽  
Focus Group Interviews ◽  
Subject Knowledge ◽  
Teacher Student ◽  
Group Interviews

I föreliggande studie undersöks lärarstudenters utveckling av kompetenser inom lärarutbildningen. Studien har sin bakgrund inom de utbildningstrender som har som ambition att föra samman en socialpedagogisk omsorgstradition med en skolämnesinriktad utbildningstradition, där vi menar att lärarutbildningen för lärare i fritidshem utgör ett exempel. Fokusgruppintervjuer har använts för att intervjua 16 avgångsstudenter på lärarprogrammet med inriktning mot arbete i fritidshem på ett lärosäte i Sverige. Intervjuerna analyserades med hjälp av tematisk analys och visar att utbildningen erbjuder skilda lärandemiljöer för utveckling av kompetenser som svarar mot ett dubbelt kompetenskrav: Återskapare, Medskapare och Nyskapare. Analysen tydliggör både skillnader och likheter mellan de tre kompetenserna men det är samtidigt viktigt att se dem som komplementära. Återskapare kännetecknas av en anpassad och reproducerad kompetensutveckling där studenterna aktivt väljer att bli antingen lärare inom fritidshemmet eller i sitt praktisk estetiska skolämne. Medskapare kännetecknas av att studenterna anpassar sig till utbildningens genomförande och producerar en parallell kompetens och blir lärare i fritidshemmet och sitt skolämne. Nyskapare har drag av en produktiv - kreativ kompetens där studenterna använder sina praktisk estetiska ämneskunskaper inom fritidshemmets verksamhet, och sin fritidspedagogiska kompetens i undervisningen av det praktisk estetiska ämnet. Resultatet diskuteras avslutningsvis i relation till utbildningens förmåga att erbjuda en kreativ kompetens.  Abstract“The dual competence requirement - A study of teacher student competences in a new teacher education” examines students dealing with a dual competence requirement in teacher education. The study has its’ background in educational trends that aim to bring together a social pedagogical tradition with an educational tradition, with a focus on teacher training in School age educare (fritidshem). Focus group interviews have been used to interview 16 students in teacher education at a university in Sweden with a focus on working in school-age educare. A thematic analysis was implemented, where development of three different competences emerged that correspond to a dual competence requirement, which is Re-creators, Co-Creators and Innovators. The analysis highlights both the differences and similarities between the three competences, while also showing how the competences complement each other. The Re-creators are characterized by adapted and reproduced skills development, in which the student actively chooses to become either a teacher in the school-age educare or his subject. The Co-creators are characterized by the students adapting to the education’s implementation and producing parallel skills and becoming teachers in the school-age educare and their subject. The Innovators feature a productive creative competence in which the students use their practical aesthetic subject knowledge in the school-age educare activities, and their school-age educare skills in the teaching of the practical aesthetic subject. Findings are discussed in relation to the offering of creative skills. 

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