scholarly journals Investigating the assessment practices within an Initial Teacher Education program in an Australian university: Staff perceptions and practices

2020 ◽  
Vol 45 (3) ◽  
pp. 34-47
Author(s):  
Georgina Barton ◽  
◽  
Margaret Baguley ◽  
Martin Kerby ◽  
Abbey MacDonald ◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Initial Teacher Education ◽  
Assessment Practices ◽  
University Staff ◽  
Staff Perceptions

scholarly journals Teacher Education Partnerships: Integration of Case Studies within an Initial Teacher Education Program

2009 ◽  
Vol 18 (2) ◽  
Author(s):  
Darlene Parker ◽  
Deirdre Smith ◽  
Patricia Goldblatt
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teaching Profession ◽  
Faculty Members ◽  
Initial Teacher Education ◽  
Case Study Methodology ◽  
Self Study ◽  
Study Methodology

This paper outlines the partnership between the Faculty of Education at Brock University and the Ontario College of Teachers as the self-regulatory body for the teaching profession in Ontario. The paper explores how two institutions collaborated to use case study methodology with faculty members in an initial teacher education program. The paper explores the planning and delivery of a case study institute to faculty members of the Teacher Education Department at Brock University and how self-study was incorporated to reflect on the partnership. This paper details the partnership and the links between self-study of teacher education practices and the constructivist approach of case study methodology.

scholarly journals Assessment Practices in the English and French Component of a Foreign Languages Teacher Education Program

Lenguaje ◽  
2013 ◽  
Vol 41 (2) ◽  
pp. 353-382
Author(s):  
Carmen Cecilia Faustino Ruiz ◽  
Irina Kostina ◽  
Omaira Del Socorro Vergara Luján
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Education Institution ◽  
Foreign Languages ◽  
Assessment Practices ◽  
Public Higher Education ◽  
Self Assessment ◽  
Language Programs ◽  
Teachers And Students

This article reports on part of an evaluative investigation of the academic processes of a Foreign Languages Teacher Education Program. The study focuses on analyzing assessment practices carried out by teachers in English and French courses and the perceptions students and professors have about these practices. Focus groups were implemented for collecting perspectives from teachers and students. Results show that assessment practices are heterogeneous which is due not only to factors identified in literature but also due to important factors depending on particular situations of a public higher education institution in Colombia. Findings are useful for the self-assessment of language programs in order to improve the curriculum.

scholarly journals Pursuing Equity in and Through Teacher Education Program Admissions

2011 ◽  
Vol 19 ◽  
pp. 24
Author(s):  
Ruth Childs ◽  
Kathryn Broad ◽  
Kelly Gallagher-Mackay ◽  
Yael Sher ◽  
Kerry-Ann Escayg ◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Educational Opportunity ◽  
Teacher Education Program ◽  
Document Analysis ◽  
Initial Teacher Education ◽  
Structured Interviews ◽  
Equity Of Access

This case study investigated equity in teacher education admissions. Through document analysis and structured interviews with ten past or current members of the admissions committee in a large initial teacher education program in Ontario, we developed an understanding of equity in teacher education admissions as encompassing two foci: equity in admissions—that is, equity of access for applicants to the program—and equity through admissions—that is, equity of educational opportunity and outcomes for the children in the schools where the teachers trained by the programs will eventually teach. Our analysis illustrates the importance of recognizing both foci and the tensions between them

scholarly journals Practicum in Early Childhood Education: Student Teachers’ Perspective

2021 ◽  
Vol 13 (1Sup1) ◽  
Author(s):  
Daniela Maria Cretu
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Preschool Education ◽  
Initial Teacher Education ◽  
Professional Relationships ◽  
Central Component ◽  
Education Student ◽  
Practicum Experience

Practicum is a central component of initial teacher education programs. Most teacher education studies focus on practicum in primary and secondary school, while the practicum in kindergartens has received less attention in international literature. The goal of this study is to explore student teachers’ perceptions of practicum experience in kindergarten, within the context of an initial teacher education program. A total of 42 final year student teachers enrolled in the Pedagogy of Primary and Preschool Education program at a Romanian university participated in the study. They completed a questionnaire about their final practicum experience in kindergarten, concerning the benefits of the practicum, the difficulties encountered, and the ways of coping with them. The main benefits reported by the participants were: professional relationships, planning and practicing teaching, professional and personal skill development, and insights into the preschool education system. Difficulties included: implementing instruction, class management and self-concerns issues. The student teachers relied on internal resources, but also on external resources (the preschool mentor teachers, the student teacher supervisor and the colleagues) for overcoming the difficulties encountered during practicum. Based on their testimonies, we suggest possible improvements to the teacher education program.

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