scholarly journals VOICES OF PRE-SERVICE ENGLISH TEACHERS: REFLECTING MOTIVATIONS DURING PRACTICUM LEARNING

2014 ◽  
Vol 25 (2) ◽  
pp. 185
Author(s):  
Paulus Kuswandono
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Focus Group ◽  
Reflective Practice ◽  
Content Knowledge ◽  
Individual Interviews ◽  
School Based ◽  
The World ◽  
Education Needs

After Dewey (1933) and Schön (1983, 1987), education scholars began to look further at the concepts of reflection for learning. Following these concepts, there have been plenty of studies on reflection, particularly those discussing teachers' classroom experiences and their endeavour to de-velop professional skills. However, educational practitioners in Indonesia (as in the rest of the world) often criticise preservice teachers' (PSTs) lack of content knowledge, which they claim should be 'prioritised' during a teacher education course. Such pressing situations may have made it difficult to model or experience reflective practice. Against these odds, this research pa-per addresses issues related to the identity and professional development of thirteen English PSTs during their campus and school-based practicum in an Indonesian university. This study collected empirical data through PSTs' re-flective journals, questionnaires, individual interviews, focus group discus-sion, and autobiography. The study examines problems encountered by PSTs, namely their motivations to become teachers. This study signifies that teacher education needs to provide more reflective dialogues to shape PSTs’ identity and professionalism.

Pushing the Boundaries from the Inside

2019 ◽  
pp. 1-22
Author(s):  
Colleen Conway ◽  
Shannan Hibbard
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Best Practice ◽  
Teacher Educators ◽  
Music Teacher ◽  
Adaptive Expertise ◽  
Music Teacher Education ◽  
Classroom Relationships ◽  
School Based

This chapter situates the study of music teacher education within the larger body of music education and teacher education research. It problematizes the terms teacher training, teacher education, and best practice and introduces the concept of teaching as an “impossible profession.” Goals of teacher education, including reflective practice and adaptive expertise, are discussed. The chapter outlines the challenges that music teacher educators face as they try to prepare preservice teachers for the realities of P-12 school-based music education while instilling in these new colleagues a disposition toward change. It concludes with narratives that examine teachers’ descriptions of classroom relationships throughout the lens of presence in teaching as a way to remind teacher educators of the importance of their work to push the boundaries of music teacher education in order to serve the profession at large.

Juggling Our Mindsets: Learning from Success as a Complementary Instructional Framework in Teacher Education

2014 ◽  
Vol 116 (2) ◽  
pp. 1-48 ◽  
Author(s):  
Chen Schechter ◽  
Tova Michalsky
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Repeated Measures ◽  
Practical Wisdom ◽  
Pedagogical Content ◽  
Instructional Framework ◽  
Preparatory Programs

Background Collective learning in teacher education has primarily focused on learning from problematic practices/approaches, depriving preservice teachers of learning opportunities embedded in professional successes. Purpose The goal of the present study was to explore the value of systematic learning from success as a complementary reflective framework during the practicum phase in teacher preparatory programs. Research Design We developed four distinct reflective methods to examine the effect of integrating systematic learning from problematic as well as successful experiences in preparatory programs on physics student teachers’ pedagogical content knowledge and sense of teaching efficacy. Data Collection and Analysis Participants were 124 second-year preservice physics teachers at four major research universities. One-way within-subjects analyses of variance (ANOVA) with repeated measures were conducted, with post-test performance as the dependent variable and with treatment (four reflective groups) as the independent variable. Findings Results indicated greater performance improvement on pedagogical content knowledge measures and on sense of self-efficacy measures when contemplating both problematic and successful experiences than when focusing solely on problematic experiences. Recommendations The current study may reinterpret the instructional framework of teacher education programs to include learning from successes too as a means of nurturing the practical wisdom necessary for teaching in dynamic school contexts.

Preparing Tomorrow's Teachers to Use Web-Based Education

2000 ◽  
pp. 129-146 ◽  
Author(s):  
Deborah L. Lowther ◽  
Marshall G. Jones ◽  
Robert T. Plants
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
World Wide ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Web Based ◽  
Knowledge And Skills ◽  
The World ◽  
The Impact ◽  
Web Based Education

The potential impact of the World Wide Web (WWW) on our educational system is limitless. However, if our teachers do not possess the appropriate knowledge and skills to use the Web, the impact could be less than positive. It is evident, then, that our teachers need to be prepared to effectively use these powerful on-line resources to prepare our children to thrive in a digital society. The purpose of this chapter is to discuss the impact of Web-based education on teacher education programs by addressing the following questions: • How is the World Wide Web impacting education? • Are teacher education programs meeting the challenge of producing certified teachers who are capable of integrating meaningful use of technology into K-12 classrooms? • What is expected of teacher education programs in regards to technology and Web-based education? • What knowledge and skills do preservice teachers need to effectively use Web-based education? • What instructional approaches should be used to prepare preservice teachers to use Web-based education?

Teacher Identity, Growth Mindset, and Agency

2022 ◽  
pp. 119-135
Author(s):  
Diane LaFrance ◽  
Lori Rakes
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Retention ◽  
Classroom Management ◽  
Reflective Practice ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Growth Mindset ◽  
Teacher Education Programs ◽  
Education Programs

This chapter discusses the problem of teacher retention as it relates to handling the unexpected, whether it be meeting the needs of all learners, classroom management, or any other problem teachers may encounter. The authors propose that teacher education programs can support the growth of preservice teachers by helping them to develop teacher identity early in their learning through experiences and autonomy. In addition, preservice teachers should develop a growth mindset to promote agency when encountering learning obstacles and to engage in reflective practice. By identifying as teachers, allowing themselves to grow, and being proactive in searching for ways to improve their practice, preservice teachers can better prepare themselves for the reality of teaching and, hopefully, remain in the teaching profession.

A test of common content knowledge for gymnastics: A Rasch analysis

2018 ◽  
Vol 25 (2) ◽  
pp. 512-523 ◽  
Author(s):  
Erhan Devrilmez ◽  
Fatih Dervent ◽  
Phillip Ward ◽  
Mustafa Levent Ince
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Content Knowledge ◽  
Internal Consistency ◽  
Item Difficulty ◽  
Good Evidence ◽  
Initial Teacher Education ◽  
Validity And Reliability ◽  
High Internal Consistency ◽  
Common Content

Common content knowledge (CCK) is comprised of the knowledge of rules, techniques, and tactics and can be used to define the scope of what teachers teach in their lessons. Developing reliable and valid measures of teacher knowledge such as CCK strengthens our understanding of what teachers know and in turn the field’s ability to help teachers in their practice. There are, however, few validated tests of CCK of sport for teachers. The primary purpose of this study was to provide content and concurrent validity evidence for a 19-question test of the CCK for gymnastics required in Turkish elementary and secondary schools. Participants were 240 preservice teachers who had previously taken a class in content knowledge for gymnastics in six state universities. Rasch modeling was used to evaluate the validity and reliability of the CCK gymnastics test. Results indicated good item model fit for all 19 items. High internal consistency for item difficulty and high internal consistency for person-ability were obtained. Overall analysis showed good evidence to support the validity and reliability of the CCK gymnastics test. The CCK test can be used in initial teacher education and continuing professional development to determine the CCK knowledge of preservice and inservice teachers and in turn a measure of what they learn from professional development efforts.

School-Based Professional Development Programs for Beginning Teachers

2019 ◽  
Author(s):  
Joanna Madalińska-Michalak
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Beginning Teachers ◽  
Professional Learning ◽  
Professional Education ◽  
Early Career ◽  
Learning And Development ◽  
Quality Teachers ◽  
High Quality ◽  
School Based

School-based professional development for beginning teachers must be seen as a dynamic identity and decision-making process. Teachers as lifelong learners from the beginning of their career should be able to engage in different forms of teacher education that enable them to progress their learning and development in ways that are relevant to their own individual needs and the needs of their schools and pupils. Teacher individual professional learning is necessary but not sufficient for sustainable change within groups in school and within school as an organization. It is helpful to consider three elements. First, note the importance to schools of recruiting and developing high-quality teachers. Teachers are among the most significant factors in children’s learning and the quality school education, and the questions why and how teachers matter and how teacher quality and quality teacher education should be perceived require serious considerations from academics, policymakers, and practitioners. Second, understand teacher education as career-long education, and problematize the issue of teachers and coherent professional development within schools, asking key questions including the following: “how do schools create effective opportunities for teachers to learn and develop?” Third, focus on the particular journey and the needs of beginning teachers because their early career learning and development will have an impact on retention of high-quality teachers. It is important that coherent lifelong professional education for teachers is planned and implemented at the level of education systems, individual schools, teaching teams, and individual teachers.

scholarly journals Framing an Integrative Approach to the Education and Development of Teachers in Canada

2011 ◽  
Vol 45 (3) ◽  
pp. 555-578
Author(s):  
Thomas Falkenberg
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Integrated Approach ◽  
Learning To Teach ◽  
Integrative Approach ◽  
School Based ◽  
Course Work ◽  
Collaborative Professional Development ◽  
Education And Development

The education of teachers in Canada typically consists of a sequence of non-integrated and partially alternating phases: pre-service university-based course work, pre-service school-based practica, job-imbedded induction, professional development sessions. This article proposes an integrative approach to the education of teachers that links these different phases: Collaborative Professional Development Centres. The article draws on teacher education scholarship and research to articulate a number of assumptions about learning to teach and the purpose of teacher education, and then argues (a) that the traditional non-integrated approach to the education of teachers is incompatible with these assumptions, and (b) that these assumptions provide an excellent framework for the idea of Collaborative Professional Development Centres.

scholarly journals ДІАГНОСТИКА РІВНЯ СФОРМОВАНОСТІ ПРОФЕСІЙНОЇ КУЛЬТУРИ МАЙБУТНІХ ВИХОВАТЕЛІВ ЗАКЛАДІВ ДОШКІЛЬНОЇ ОСВІТИ

2021 ◽  
pp. 14-24
Author(s):  
Вікторія Гальченко ◽  
Людмила Семенча
Keyword(s):  
Mental Health ◽  
Professional Development ◽  
Teacher Education ◽  
Health Promotion ◽  
European Integration ◽  
Intercultural Learning ◽  
Emotional Process ◽  
Ideal Teacher ◽  
School Based ◽  
The Ideal

Статтю присвячено вивченню професійної культури студентів – майбутніх вихователів закладів дошкільної освіти у процесі їхньої професійної підготовки у закладі вищої педагогічної освіти. Здійснено теоретичний аналіз психолого-педагогічної літератури з проблеми дослідження, розкрито сутність поняття «професійна культура майбутніх вихователів закладів дошкільної освіти». Запропоноване власне трактування поняття «професійна культура майбутнього вихователя закладу дошкільної освіти, а саме: професійна культура майбутнього вихователя – це наявність у педагога духовного багатства (високоморальних цінностей), яскраво вираженої творчої індивідуальності, готової та здатної до нововведень і перетворень; особливих особистісних якостей (гуманізму, любові до дітей, педагогічного оптимізму, толерантності, тактовності тощо); компетентностей педагогічної діяльності в галузі дошкільної освіти; зовнішньої естетичної привабливості. Визначено основні критерії формування професійної культури (духовно-творчий, когнітивний, мотиваційно-ціннісний, рефлексивно-перцептивний, операціональний). Описано рівні сформованості професійної культури майбутніх вихователів, а саме: початковий, адаптивний, репродуктивно-прогностичний, пошуково-творчий. Здійснено добір діагностичних методик за всіма критеріями. Розроблено авторську діагностичну методику «Професійна компетентність майбутнього вихователя закладу дошкільної освіти». Проведено діагностичне дослідження рівня сформованості професійної культури студентів спеціальності «Дошкільна освіта» факультету педагогіки і психології Національного педагогічного університету імені М.П. Драгоманова. В дослідженні застосовувалися теоретичні методи – аналізу, узагальнення, систематизації, порівняння; емпіричні методи – спостереження, анкетування, бесіда; а також діагностичні методики, спрямовані на виявлення рівня сформованості професійної культури майбутніх вихователів закладів дошкільної освіти. Здійснено аналіз результатів діагностичного дослідження. Виявлено недостатній рівень сформованості професійної культури майбутніх вихователів закладів дошкільної освіти, особливо за духовно-творчим та рефлексивно-перцептивним компонентами. Накреслено перспективи подальших досліджень, які полягають у розробці та впровадженні в освітній процес закладів вищої педагогічної освіти технології формування професійної культури майбутніх вихователів закладів дошкільної освіти. Література Белоусова, Т.Ф. (1989). Педагогическая практика как фактор формирования основ педагогической культуры. (Автореф. дис. канд. пед. наук). Ростов-на-Дону. Гальченко, В.М., & Семенча, Л.Г. (2020). Професійна культура як системоутворювальний фактор успішності майбутніх педагогів у професійній діяльності. The XXI century education: realities, challenges, development trends (Monograph). In prof. Hanna Tsvietkova (Ed). (c.509–522) Hameln : InterGING. Гальченко, В.М. (2019). Творча індивідуальність як основа професійної культури майбутніх вихователів закладів дошкільної освіти. Professional development of a teacher in the light of European integration processes. In prof. Hanna Tsvietkova (Ed). (c. 531–549). Hameln : InterGING. Головина, Е.С. (2005). Педагогическое содействие формированию профессиональной культуры будущих социальных педагогов в вузе. (Автореф. дис. канд. пед. наук). Екатеринбург. Зязюн, І.А., & Сагач, Г.М. (1997). Краса педагогічної дії. Київ : АПН України. Исаев, И.Ф. (2004). Профессионально-педагогическая культура преподавателя. Москва : Академия. Павелко, Н.И. (2004.) Культурологическая парадигма теории профессионально-педагогической культуры преподавателя высшей школы (Дис. д-ра культурологии). Краснодар. Радул, В.В., Кравцов, В.О., & Михайліченко, М.В. (2007). Основи професійного становлення особистості сучасного вчителя (Навчальний посібник). Кіровоград : «Імекс-ЛТД». Birkeland, Å., & Ødemotland, S. (2018). Disorienting Dilemmas – the Significance of Resistance and Disturbance in an Intercultural Program within Kindergarten Teacher Education. psych. Behav., 52, 377–387. doi: https://doi.org/10.1007/s12124-018-9433-y Jokikokko, K. (2016). Reframing Teachers’ intercultural learning as an emotional process. Intercultural Education, 27(3), 217–230. doi: https://doi.org/10.1080/14675986.2016.1150648. Weston, K., Ott, M., & Rodger, S. (2018). Handbook of School-Based Mental Health Promotion. Cham : Springer. Moreno, V.M. (2020). The Ideal Teacher Different Images. Hu Arenas. doi: https://doi.org/10.1007/s42087-020-00148-0

scholarly journals Practitioner Experiences in Teacher Education Partnerships: Examining Practice in an Accredited Professional Development School

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Jennifer Roth ◽  
Derek Decker ◽  
Donna Cooner
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Focus Group ◽  
Teacher Candidates ◽  
Positive Impact ◽  
Professional Development School ◽  
Theory And Practice ◽  
Clinical Experiences ◽  
Professional Dispositions ◽  
Focus Group Methodology

In this qualitative study, practitioner researchers used focus group methodology to collect clinical partnership stakeholders’ descriptions of their understanding of rich practitioner practice and the benefits of clinical partnerships as defined by CAEP Standard 2. These descriptions provided the data that was analyzed through a deductive and inductive coding process. It was found that stakeholders described clinical experiences as crucial to teacher candidates’ development of knowledge, skills, and professional dispositions, and identified clinical experiences as the space where theory and practice intersect. Findings also showed that stakeholders identified collaboration, mutually beneficial, sustaining and generative, shared accountability, and positive impact as the key components in a clinical partnership.

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