Effectiveness of Education Based on the Health Belief Model on Performing Preventive Measures for Breast Cancer Among Female Teachers in Zahedan

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Khadijeh Kalan-Farmanfarma

2014-06-01

Full Text Available Introduction: Preventive behaviors such as screening tests have an important role in prevention and control of breast cancer. Therefore, this study aimed to determine the effect of educational programs on preventive behaviors of breast cancer based on the health belief model among female teachers of guidance schools in Zahedan city. Materials and Methods: This quasi-experimental study was performed on 240 female teachers from (120 participants in each of the control and intervention groups Zahedan guidance schools. The data-gathering tool was a multipart questionnaire containing demographic variables, knowledge and health belief model structures. An educational program was performed based on the health belief model in five sessions through lectures, training videos, question and answer session for participants in the intervention group. Questionnaires were filled before and two months after the intervention in the two groups. Data was analyzed by independent T-test, chi-square and multiple linear regressions using SPSS-15 software. Results: There was no meaningful difference in the mean scores of knowledge, health belief model constructs, and performance between the two groups before the educational intervention, but the mean scores of variables increased significantly after the intervention (P< 0.05. Conclusion: The health belief model was effective to promote preventive behaviors. Hence, educational interventions with an emphasis on raising awareness, change in beliefs and improving self-efficacy regarding breast cancer are recommended

Motives Attitudes And Performance Of Teacher Education Students In Southern

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Bukidnon

2017-10-01

Full Text Available This study investigated the motives attitude and performance of teacher education students of Central Mindanao University. It aimed to determine the respondents profile their motives underlying the choice of teaching profession their level of attitude towards teaching as a profession and toward the role of a teacher their level of performance in general education professional education and major courses and identify the predictors of their performance. A structured questionnaire was used to gather the necessary data from the randomly selected two hundred ten 210 respondents form second to fourth year level. Data showed that students CMUCAT rating ranges from 81-100 which indicates high performance in the entrance test. Moreover revealed that majority of the students were children of families with low income but were intrinsically motivated in pursuing teacher education degree and have positive attitude towards teaching as a profession and as their future career. Step regression analysis showed that independent variables like CMUCAT rating towards teaching as a profession and motive involving taking up education as their second choice is difficult to pass profession has a greater influence on academic performance as reflected by its high beta weight. The remaining 56.7 of students academic performance can be explained by other factors not included in this study. These instructions give you guidelines for preparing papers for IJSTR JOURNALS. Use this document as a template if you are using Microsoft Word 6.0 or later. Otherwise use this document as an instruction set. The electronic file of your paper will be formatted further at IJSTR. Define all symbols used in the abstract. Do not cite references in the abstract. Do not delete the blank line immediately above the abstract it sets the footnote at the bottom of this column. Dont use all caps for research paper title.

The Mobile Teachers Profile Competencies Performance And Problems In The Department Of Education Division Of Northern Samar Philippines

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Estrellita C. Pinca

2015-08-01

Full Text Available Abstract This study aimed to describe the profile of the mobile teachers assess their competencies determine the level of their performance and identify the problems they encountered from 2010-2014 in the Department of Education Division of Northern Samar Philippines. The descriptive evaluative research design was used. Questionnaires actual observation focus-group discussion and interview were utilized in gathering the data. All mobile teachers during the conduct of the study served as respondents. Others sources of information were the ALS Education supervisor ALS specialist the District supervisor barangay officials learners and completers. The performance rating given by the District supervisor was used as the basis in determining the work performance of the mobile teachers. The mobile teachers were young adults majorities were males educationally qualified but their formal training were inclined towards the conduct of formal classes. Several mobile teachers have pursued graduate studies geared towards administration and supervision. All were passers of the Licensure Examination for Teachers but were relatively young in service as mobile teachers. They have higher competence in the conduct of learning sessions and have very satisfactory work performance. Their major problems were lack of community-based instructional materials delayed release of travel allowance and absence of permanent room during the conduct of the learning sessions.

Primary Teachers' Reflections on Inquiry- and Context-Based Science Education

Science.gov (United States)

Walan, Susanne; Mc Ewen, Birgitta

2017-04-01

Inquiry- and context-based teaching strategies have been proven to stimulate and motivate students' interests in learning science. In this study, 12 teachers reflected on these strategies after using them in primary schools. The teachers participated in a continuous professional development (CPD) programme. During the programme, they were also introduced to a teaching model from a European project, where inquiry- and context-based education (IC-BaSE) strategies were fused. The research question related to teachers' reflections on these teaching strategies, and whether they found the model to be useful in primary schools after testing it with their students. Data collection was performed during the CPD programme and consisted of audio-recorded group discussions, individual portfolios and field notes collected by researchers. Results showed that compared with using only one instructional strategy, teachers found the new teaching model to be a useful complement. However, their discussions also showed that they did not reflect on choices of strategies or purposes and aims relating to students' understanding, or the content to be taught. Before the CPD programme, teachers discussed the use of inquiry mainly from the aspect that students enjoy practical work. After the programme, they identified additional reasons for using inquiry and discussed the importance of knowing why inquiry is performed. However, to develop teachers' knowledge of instructional strategies as well as purposes for using certain strategies, there is need for further investigations among primary school teachers.

Teachers' Perceptions of How They Influence Student Academic Performance in VCE Physical Education

Science.gov (United States)

Whittle, Rachael J.; Telford, Amanda; Benson, Amanda C.

2018-01-01

This research explored teacher perceptions of how they influence academic performance of Victorian Certificate of Education (VCE) Physical Education students. VCE Physical Education teachers (n = 37) from 31 secondary schools in Victoria, Australia participated in a qualitative study using focus groups with a semi-structured interview schedule.…

KNOWLEDGE BASE AND EFL TEACHER EDUCATION PROGRAMS: A COLOMBIAN PERSPECTIVE

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Yamith Fandiño

2013-04-01

Full Text Available In the 21st century, Colombian pre-service EFL Teacher Education Programs (TEPs should study what constitutes the core knowledge base for language teachers to be effective in their profession. These programs must refrain from simply conceptualizing knowledge base as the acquisition of the basic skills required for teaching, the competency of educators in their subject matter area, and the use of pedagogical skills. Instead, they should strive to reflect on what Colombian language teachers need to know about teaching and learning, and study how their knowledge, beliefs, and attitudes inform their practices. A starting point to do so is to interpret the variety of proposals that have been generated through the years in the field. This paperoffers a review of what teacher knowledge base is, presents an overview of how Colombian EFL TEPs are working on teacher knowledge,and suggests some strategies to envision a more complete framework of reference for teacher formation in Colombia.

A Design for Competency-Based Education of Typewriting Teachers

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Soskis, Mosetta S.

1976-01-01

The research of Hebert, with regard to the competencies that teachers of beginning typewriting should have, is translated into a format thought to be useful to the teacher educator. A list of performance goals and objectives that might be used in typewriting methods program is included. (Author/HD)

Preparing Teachers for Diversity: A Literature Review and Implications from Community-Based Teacher Education

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Yuan, Huanshu

2018-01-01

This study reviewed current issues in preparing qualified teachers for increasing diverse student populations in the U.S. and in other multicultural and multiethnic countries. Based on the framework of community-based and multicultural teacher education, this literature review paper analyzed issues and problems existed in the current curriculum,…

Community-Based Field Experiences in Teacher Education: Possibilities for a Pedagogical Third Space

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Hallman, Heidi L.

2012-01-01

The present article discusses the importance of community-based field experiences as a feature of teacher education programs. Through a qualitative case study, prospective teachers' work with homeless youth in an after-school initiative is presented. Framing community-based field experiences in teacher education through "third space" theory, the…

Change Project-Based Learning in Teacher Education in Botswana ...

African Journals Online (AJOL)

Environmental education (EE) and education for sustainable development (ESD) pedagogies are intricate, and to enhance learning, teacher education has to be innovative in teaching approach. This article investigates how the change project approach enhances project-based learning in practice. The investigation is ...

TEACHER PERFORMANCE EVALUATION

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Guadalupe Iván Martínez-Chairez

2015-07-01

Full Text Available This research report comes from a study that was developed during the school years 2013-2014, 2014-2015, in the southern state of Chihuahua central region, in the education sector 25 consisting of five school zones that provide services to Meoqui municipalities, Julimes and Delicias. The study is a mixed court, correlational comprehensive sequential procedure. Some of the results is that there is a correlation between the 578 years of service of teachers and the score assigned to students in teaching career, but there is no association between teacher performance and the context in which it works, in addition there is no relationship between the teacher performance and school performance of students on standardized tests. 2.4% of the representative sample presented an excellent teacher performance, 7.3% have a bad teacher performance, but it is noteworthy that 39% of teachers observed lies with good teaching performance.

Reform of teacher education and teacher educator competences

DEFF Research Database (Denmark)

Rasmussen, Jens

Despite it is well known known and recognized that teacher educators’ competences play a decisive role for the education of new teachers and also for the quality of the profession as such very little research is conducted on the competences of teacher educators and their training. It is also...... an established fact that the implementation of teacher education reforms to a large extent stands and falls with the competences of the teacher educators. Not least it is of importance that teacher educators possess the kind of competences that are needed to meet the intentions of a reform. Failing teacher...... educator competences might just as well be an explanation for frequent reforms in teacher education as it can be failure of the reforms themselves. Danish teacher education was in 2012 reformed for the third time in only fifteen years, but teacher educator competences were not mapped at all during...

Promoting Evidence-Based Practices: New Teaching Module for Early Childhood Teacher Educators

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Young Children, 2009

2009-01-01

Linda Halgunseth, head of NAEYC's Office of Applied Research (OAR), tells readers about Child Care and Early Education Research Connections, a Web site (www.researchconnections.org/teaching_modules) to help teacher educators integrate knowledge about evidence-based practices into teacher education programs. In addition, the article touts the…

Teachers Performing Professionalism

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Terri Bourke

2013-10-01

Full Text Available Faced with the perceived need to redefine education for more economic utilitarian purposes, as well as to encourage compliance with government policies, Australia, like many other Anglophone nations, has engaged in numerous policy shifts resulting in performativity practices becoming commonplace in the educational landscape. A series of interviews with teachers from Queensland, Australia, in which they revealed their experiences of professionalism are examined archaeologically to reveal how they enact their roles in response to this performative agenda. Findings suggest that while there is some acceptance among teachers of the performative discourse, there is increasing resistance, which permits the construction of alternative or counter-discourses to the currently internationally pervasive performative climate.

Earth Science for Educators: Preparing 7-12 Teachers for Standards-based, Inquiry Instruction

Science.gov (United States)

Sloan, H.

2002-05-01

"Earth Science for Educators" is an innovative, standards-based, graduate level teacher education curriculum that presents science content and pedagogic technique in parallel. The curriculum calls upon the resources and expertise of the American Museum of Natural History (AMNH) to prepare novice New York City teachers for teaching Earth Science. One of the goals of teacher education is to assure and facilitate science education reform through preparation of K-12 teachers who understand and are able to implement standard-based instruction. Standards reflect not only the content knowledge students are expected to attain but also the science skills and dispositions towards science they are expected to develop. Melding a list of standards with a curriculum outline to create inquiry-based classroom instruction that reaches a very diverse population of learners is extremely challenging. "Earth Science for Educators" helps novice teachers make the link between standards and practice by constantly connecting standards with instruction they receive and activities they carry out. Development of critical thinking and enthusiasm for inquiry is encouraged through engaging experience and contact with scientists and their work. Teachers are taught Earth systems science content through modeling of a wide variety of instruction and assessment methods based upon authentic scientific inquiry and aimed at different learning styles. Use of fieldwork and informal settings, such as the Museum, familiarizes novice teachers with ways of drawing on community resources for content and instructional settings. Metacognitive reflection that articulates standards, practice, and the teachers' own learning experience help draw out teachers' insights into their students' learning. The innovation of bring science content together with teaching methods is key to preparing teachers for standards-based, inquiry instruction. This curriculum was successfully piloted with a group of 28 novice teachers as

Improving Student Teachers' Knowledge-Base in Language Education through Critical Reading

Science.gov (United States)

Mulumba, Mathias Bwanika

2016-01-01

The emergence of the digital era is redefining education and the pedagogical processes in an unpredictable manner. In the midst of the increased availability of print and online resources, the twenty-first century language teacher educator expects her (or his) student teachers to be reading beings if they are to improve their knowledge-base in…

Web-Based versus lecture-based instruction in teaching development theories in teacher education

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Sami Acar

2013-12-01

Full Text Available Web-based learning (WBL has been widely implemented in various educational settings as a learning medium but there is a doubt about its superiority over text or lecture-based, teacher centered traditional education because of inconclusive findings in the related research. The purpose of this study was to examine the effects of WBL on the teacher candidates’ content acquisition in a pedagogical course and on their attitudes toward this we-based course. Post-test only experimental study was conducted in a vocational teacher education program in Turkey. In the experimental group, WBL was conducted for three weeks for three topics: cognitive, moral and personality development and in the control group, lecture-based traditional teaching methods were applied. An achievement test was administered to both groups at the end of the study. According to the results, the groups did not show difference. In addition, the results of the attitude scale revealed that the students in the experimental group, on the average, had positive perceptions toward the web environment, web-based course, course instructor, course assessment, and success in the course. This result pointed out that though the impact of WBL on the acquisition of course topics did not differ between the groups, its positive impact on the students’ impression about teaching-learning process of the course, instructor and course assessment should not be ignored. Within the scope of this study, the results implied that WBL in teacher education might be applied in order to provide better learning environment rather than better knowledge gain.

Does teacher evaluation based on student performance predict motivation, well-being, and ill-being?

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Cuevas, Ricardo; Ntoumanis, Nikos; Fernandez-Bustos, Juan G; Bartholomew, Kimberley

2018-06-01

This study tests an explanatory model based on self-determination theory, which posits that pressure experienced by teachers when they are evaluated based on their students' academic performance will differentially predict teacher adaptive and maladaptive motivation, well-being, and ill-being. A total of 360 Spanish physical education teachers completed a multi-scale inventory. We found support for a structural equation model that showed that perceived pressure predicted teacher autonomous motivation negatively, predicted amotivation positively, and was unrelated to controlled motivation. In addition, autonomous motivation predicted vitality positively and exhaustion negatively, whereas controlled motivation and amotivation predicted vitality negatively and exhaustion positively. Amotivation significantly mediated the relation between pressure and vitality and between pressure and exhaustion. The results underline the potential negative impact of pressure felt by teachers due to this type of evaluation on teacher motivation and psychological health. Copyright © 2018 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Designing and Implementing a Mentoring Program to Support Clinically-Based Teacher Education

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Henning, John E.; Gut, Dianne; Beam, Pamela

2015-01-01

This article describes one teacher preparation program's approach to designing and implementing a mentoring program to support clinically-based teacher education. The design for the program is based on an interview study that compared the mentoring experiences of 18 teachers across three different contexts: student teaching, early field…

Moving towards Practice-Oriented and Research-Based Teacher Education: Challenges of Kosovo and Albania

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Eda Vula

2012-08-01

Full Text Available The article analyzes the current status, development trends and challenges of teacher education in Kosovo and Albania in their efforts to be aligned with current trends of a more research-based, practice and skills oriented teacher education system. The article compares the provision of pre-service teacher education and draws conclusions related to future development trends of the two countries as they aim to meet the best international standards and practices in shaping pre-service teacher education from a research-based and practice orientation. This article is based primarily on findings from desk research conducted at public universities in Kosovo and Albania, more specifically analyzing the university curricula and other documents related to the provision of teacher education courses. In addition, the research involves the analysis of work completed and documents produced as a result of the 2009-2011 Trans-European Mobility Program for University Studies (TEMPUS Project “Development of Master Study Programs in Education” (DEMED. The article outlines the similarities and differences of teacher education systems in Kosovo and Albania and emphasizes the need for small countries to co-operate on joint reform that leads to wider regional impact and facilitates mobility of staff and students. Identifying common goals is thus important. The two priority goals for these two countries are: development of practice and research-based teacher education. Conclusions are presented with the intent of findings being extrapolated to similar small, developing countries.

TEACHER EDUCATION FOR DISTANCE LEARNING BASED SPECIAL EDUCATION IN PAKISTAN

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Tanzila NABEEL

2009-01-01

Full Text Available Special education is a mode of education in which specially designed instruction material and environment is required to meet the diverse requirements of children with special needs. In Pakistan, Open University (AIOU exclusively initiated a program for teacher preparation for Special Children through distance learning. This was a unique program of its kind with no precedence of defined services for Special Teachers’ Preparation. Dept of Special Education AIOU - through Distance learning system, offers study/training at graduate, masters and Ph. D. levels. Teachers are prepared in 6 specialized areas of Visual Impairment, Physical Disabilities, Hearing Impairment, Intellectual Disability, Learning Disability and Inclusive Education. The Open University has a well established regional network, outreach system providing educational counseling and guiding services to its students. University has 32 regional campuses with 86 part-time regional coordinating officers throughout the country for providing assistance to the Regional campuses. Over 900 study centers are established during the semester and are managed through the university’s regional campuses. Each student is assigned to a tutor who is a subject specialist. To maintain consistency of on and off campus observations, University faculty conducts reliability observations with adjunct Supervisors. Their professional growth impacts the quality of the teaching cadre. It was for the first time in the history of teacher training institutes of Pakistan that a teacher training program at Masters Level in the area of Special Education was offered through distance education. This paper gives the experiences, methodology and successes as outcome of the Distance- learning Special-Educator Program in Pakistan. Also highlighted is the Special Teacher Preparation Model through Distance Education System. Increased program completion rates support the fact that Open University faculty have become better

Outcome based education enacted: teachers' tensions in balancing between student learning and bureaucracy.

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Barman, Linda; Silén, Charlotte; Bolander Laksov, Klara

2014-12-01

This paper reports on how teachers within health sciences education translate outcome-based education (OBE) into practice when they design courses. The study is an empirical contribution to the debate about outcome- and competency-based approaches in health sciences education. A qualitative method was used to study how teachers from 14 different study programmes designed courses before and after OBE was implemented. Using an interpretative approach, analysis of documents and interviews was carried out. The findings show that teachers enacted OBE either to design for more competency-oriented teaching-learning, or to further detail knowledge and thus move towards reductionism. Teachers mainly understood the outcome-based framework as useful to support students' learning, although the demand for accountability created tension and became a bureaucratic hindrance to design for development of professional competence. The paper shows variations of how teachers enacted the same outcome-based framework for instructional design. These differences can add a richer understanding of how outcome- or competency-based approaches relate to teaching-learning at a course level.

Towards Competence-based Practices in Vocational Education – What Will the Process Require from Teacher Education and Teacher Identities?

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Säde-Pirkko Nissilä

2015-06-01

Full Text Available Competence-based education refers to the integration of knowledge, skills, attitudes and interactivity as the intended outcomes of learning. It makes use of lifelong learning and lifelike tasks in realistic settings and requires the cooperation of teachers. This research was prompted by the desire to explain why collegial cooperation often seems to be problematic in schools and universities. Are there certain social structures or behavioural patterns that influence the cooperative culture in teacher communities? The research material was collected in 2013 and 2014 in Oulu, Finland. The target groups were both newly qualified and experienced vocational teachers at all educational levels (N=30. The data collection methods were open questions in interviews and questionnaires. The research approach and analysis methods were qualitative. The theoretical background is in humanistic-cognitive and experiential learning as well as in dynamic epistemic conceptions. The findings show that the prevailing model in teacher communities is individualistic, discipline-divided and course-based, especially among older teachers. The obstacles refer to teachers’ self-image and a deeply rooted fear of criticism or revelation of incompetence. The promoters of cooperation were connected to the changing practices and desire of sharing with colleagues.

Supporting Beginning Teacher Planning and Enactment of Investigation-based Science Discussions: The Design and Use of Tools within Practice-based Teacher Education

Science.gov (United States)

Kademian, Sylvie M.

Current reform efforts prioritize science instruction that provides opportunities for students to engage in productive talk about scientific phenomena. Given the challenges teachers face enacting instruction that integrates science practices and science content, beginning teachers need support to develop the knowledge and teaching practices required to teach reform-oriented science lessons. Practice-based teacher education shows potential for supporting beginning teachers while they are learning to teach in this way. However, little is known about how beginning elementary teachers draw upon the types of support and tools associated with practice-based teacher education to learn to successfully enact this type of instruction. This dissertation addresses this gap by investigating how a practice-based science methods course using a suite of teacher educator-provided tools can support beginning teachers' planning and enactment of investigation-based science lessons. Using qualitative case study methodologies, this study drew on video-records, lesson plans, class assignments, and surveys from one cohort of 22 pre-service teachers (called interns in this study) enrolled in a year-long elementary education master of the arts and teaching certification program. Six focal interns were also interviewed at multiple time-points during the methods course. Similarities existed across the types of tools and teaching practices interns used most frequently to plan and enact investigation-based discussions. For the focal interns, use of four synergistic teaching practices throughout the lesson enactments (including consideration of students' initial ideas; use of open-ended questions to elicit, extend, and challenge ideas; connecting across students' ideas and the disciplinary core ideas; and use of a representation to organize and highlight students' ideas) appeared to lead to increased opportunities for students to share their ideas and engage in data analysis, argumentation and

A nonpedagogical teacher education?

DEFF Research Database (Denmark)

Kvols, Anja Madsen; Madsen, Peter Hougaard; Beck, Mette Holdsendorf

regarding changes in education – which seem to come from evaluations more than from educational and pedagogical theories (Gruschka, 2011). Moreover, the teacher education has increased its focus on both research-based academic training and professional training at the same time. Our study is double – 1...... characterizes teacher professionalism? (Subject studies? Pedagogical studies? Professional training? Academic studies? Bildung studies? Etc.) - What characterizes ‘pedagogy of teacher education’ (Darling-Hammond, 2006; Loughran, 2008; Zeichner, 2005)?...

Digital Game-Based Language Learning in Foreign Language Teacher Education

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Yunus ALYAZ

2016-10-01

Full Text Available New technologies including digital game-based language learning have increasingly received attention. However, their implementation is far from expected and desired levels due to technical, instructional, financial and sociological barriers. Previous studies suggest that there is a strong need to establish courses in order to support adaptation of game-based learning pedagogy through helping teachers experience digital games themselves before they are expected to use them in teaching. This study was conducted to investigate educational digital games in foreign language teaching, to identify the determining reasons behind the pittfalls in applications and to explore the contribution of a serious game to the development of professional language skills of pre-service teachers. Pre- and post-tests were applied to measure the contribution of the game to the development of their language skills. In addition, a game diary and semi-structured interviews were used to elicit information about the problems pre-service teachers had and their perceptions on the whole process. The analysis of the data illustrated that there was great improvement in pre-service teachers’ professional language skills and attitudes towards using these games while teaching in the future. This is important in foreign language teacher education in terms of enhancing digital game-based language learning pedagogy for teachers.

Performance-based classrooms: A case study of two elementary teachers of mathematics and science

Science.gov (United States)

Jones, Kenneth W.

This case study depicts how two elementary teachers develop classrooms devoted to performance-based instruction in mathematics and science. The purpose is to develop empirical evidence of classroom practices that leads to a conceptual framework about the nature of performance-based instruction. Performance-based assessment and instruction are defined from the literature to entail involving students in tasks that are complex and engaging, requiring them to apply knowledge and skills in authentic contexts. In elementary mathematics and science, such an approach emphasizes problem solving, exploration, inquiry, and reasoning. The body of the work examines teacher beliefs, curricular orientations, instructional strategies, assessment approaches, management and organizational skills, and interpersonal relationships. The focus throughout is on those aspects that foster student performance in elementary mathematics and science. The resulting framework describes five characteristics that contribute to performance-based classrooms: a caring classroom community, a connectionist learning theory, a thinking and doing curriculum, diverse opportunities for learning, and ongoing assessment, feedback, and adjustment. The conclusion analyzes factors external to the classroom that support or constrain the development of performance-based classrooms and discusses the implications for educational policy and further research.

CONCEPTS AND PRACTICES OF THE EDUCATIONAL PLANNING BASED ON A COMPETENCIES APPROACH OF TEACHERS OF TRAINEE TEACHERS

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Inocente Melitón-García

2014-07-01

Full Text Available In order to understand the challenges faced by teachers in response to the innovation of curriculum and teaching matters, it is important to go deep into the the state of knowledge of trainee teachers education, analyze and systematize the production generated around this field called "didactic planning of the faculty". It is possible to state that talking about a daily basis teaching practice, it is a must to consider two aspects; on the one hand, referring to the work that prepares the teacher to the practice in schools for trainee teachers; on the other, updating and improvement during the professional performance. As a result, the hinge point to study all related to the planning of teaching from the perception of teachers of trainee school teachers, has been poorly treated by researchers or education specialist.

Moving towards Practice-Oriented and Research-Based Teacher Education: Challenges of Kosovo and Albania

OpenAIRE

Eda Vula; Blerim Saqipi; Theodory Karaj; Nikoleta Mita

2012-01-01

The article analyzes the current status, development trends and challenges of teacher education in Kosovo and Albania in their efforts to be aligned with current trends of a more research-based, practice and skills oriented teacher education system. The article compares the provision of pre-service teacher education and draws conclusions related to future development trends of the two countries as they aim to meet the best international standards and practices in shaping pre-service teacher ...

Responding to the Challenge of Providing Stronger Research Base for Teacher Education: Research Discourses in the Norwegian National Research School for Teacher Education

Science.gov (United States)

Østern, Anna-Lena

2016-01-01

Background and purpose: The purpose of this article is to shed light on how the research projects of 140 PhD candidates in the National Research School for Teacher Education in Norway (NAFOL) respond to the challenges faced by Norwegian teacher education regarding the demand for higher competence and a stronger research base. The concept of NAFOL…

Designing a Curriculum for Teacher Educators

NARCIS (Netherlands)

Lunenberg, Mieke

2002-01-01

SUMMARY This article describes the experiences of a small group with designing a curriculum for beginning teacher educators in teacher education institutes as well as in schools. Based on the Dutch professional standard for teacher educators, literature study, case studies and discussions with

Designing a Curriculum for Teacher Educators

NARCIS (Netherlands)

Lunenberg, Mieke; Elt, Introduction

2013-01-01

SUMMARY This article describes the experiences of a small group with designing a curriculum for beginning teacher educators in teacher education institutes as well as in schools. Based on the Dutch professional standard for teacher educators, literature study, case studies and discussions with

Web-Based Certification Courses: The Future of Teacher Preparation in Special Education?

Science.gov (United States)

Sun, Ling; Bender, William N.; Fore, Cecil, III

2003-01-01

This article describes development and implementation of the Western Carolina University Teacher Support Program, a multi-component Web-based special education teacher development course. The program is intended to reduce stress and burnout, improve retention, develop problem solving strategies, and improve the effectiveness of teachers.…

Promoting Issues-based STSE Perspectives in Science Teacher Education: Problems of Identity and Ideology

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Pedretti, Erminia G.; Bencze, Larry; Hewitt, Jim; Romkey, Lisa; Jivraj, Ashifa

2008-09-01

Although science, technology, society and environment (STSE) education has gained considerable force in the past few years, it has made fewer strides in practice. We suggest that science teacher identity plays a role in the adoption of STSE perspectives. Simply put, issues-based STSE education challenges traditional images of a science teacher and science instructional ideologies. In this paper, we briefly describe the development of a multimedia documentary depicting issues-based STSE education in a teacher’s class and its subsequent implementation with 64 secondary student-teachers at a large Canadian university. Specifically, we set out to explore: (1) science teacher candidates’ responses to a case of issues-based STSE teaching, and (2) how science teacher identity intersects with the adoption of STSE perspectives. Findings reveal that although teacher candidates expressed confidence and motivation regarding teaching STSE, they also indicated decreased likelihood to teach these perspectives in their early years of teaching. Particular tensions or problems of practice consistently emerged that helped explain this paradox including issues related to: control and autonomy; support and belonging; expertise and negotiating curriculum; politicization and action; and biases and ideological bents. We conclude our paper with a discussion regarding the lessons learned about STSE education, teacher identity and the role of multimedia case methods.

Understanding Higher Education-Based Teacher Educators' Identities in Hong Kong: A Sociocultural Linguistic Perspective

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Yuan, Rui

2016-01-01

While teacher educator identities have received increasing attention over the past decade, there is a lack of research on teacher educators' professional identities in the complex and shifting higher education contexts. Informed by the sociocultural linguistic perspective, this study investigates two language teacher educators' professional…

Building High-Performing and Improving Education Systems: Teachers. Review

Science.gov (United States)

Slater, Liz

2013-01-01

There is overwhelming evidence that teachers have the most effect on pupil outcomes (closely followed by the quality of leadership). The Organisation for Economic Co-Operation and Development (OECD) concluded that: (1) teachers were central to school improvement; (2) in order to improve the quality and fairness of education, teachers had to be…

Teacher Education in Scotland

Science.gov (United States)

Munn, Pamela

2006-01-01

Using the notion of travelling global policy, this paper discusses the ways in which teacher education in Scotland has responded to world-wide demands on school systems. It highlights the embedded practices which have resisted an unequivocal move to a market-based approach in initial teacher education and contrasts this with approaches to…

Impact of emotional intelligence on teacher׳s performance in higher education institutions of Pakistan

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Muhammad Asrar-ul-Haq

2017-12-01

Full Text Available This research paper aims at investigating the impact of emotional intelligence on teacher׳s job performance in the education sector of Pakistan. Sample size consists of 166 teachers from universities in the area of central Punjab, Pakistan. Theories of emotional intelligence proposed by Salovey and Mayer (1989–1990 were used as the conceptual framework and its relationship with the job performance of teachers was examined. Reliability and validity of variables was tested through measurement model of PLS-SEM. The result indicated that emotional intelligence has a significant impact on the teacher׳s job performance. Key research finding revealed that emotional self-awareness, self-confidence, achievement, developing others and conflict management have a positive and significant relationship with the teacher׳s job performance. Keywords: Emotional intelligence, Performance, Teachers, Pakistan

High Performance Education Fails in Sustainability?--A Reflection on Finnish Primary Teacher Education

Science.gov (United States)

Wolff, Lili-Ann; Sjöblom, Pia; Hofman-Bergholm, Maria; Palmberg, Irmeli

2017-01-01

Sustainability is internationally often emphasized as an essential aim of higher education, but more as a principle than on the practical level. This is also obvious in the academic education of primary teachers in Finland. Therefore, it is a great challenge for Finnish teachers to include sustainability in their teaching and everyday life in…

Teacher interpersonal behaviour and student motivation in competence-based vocational education : Evidence from Indonesia

NARCIS (Netherlands)

Misbah, Zainun; Gulikers, Judith; Maulana, Ridwan; Mulder, Martin

2015-01-01

Competence-based education requires changing teacher roles probably affecting teacher–student interactions and student motivation. This study examines how students (N = 1469) from competence-based and less-competence-based vocational schools perceive their teachers' interpersonal behaviour and its

Competency-Based Education--What Is It?

Science.gov (United States)

Turney, Mildred; And Others

This task force report defines competency-based education (CBE) as a system of education designed to develop competencies in those who are products of the system. A distinction is made between CBE and performance based education (PBE) in this report. Although the American Association of Colleges for Teacher Education Committee on Performance-Based…

The Role of Learning Goals in Building a Knowledge Base for Elementary Mathematics Teacher Education

Science.gov (United States)

Jansen, Amanda; Bartell, Tonya; Berk, Dawn

2009-01-01

In this article, we describe features of learning goals that enable indexing knowledge for teacher education. Learning goals are the key enabler for building a knowledge base for teacher education; they define what counts as essential knowledge for prospective teachers. We argue that 2 characteristics of learning goals support knowledge-building…

Relational competence in teacher education

DEFF Research Database (Denmark)

Grams Davy, Sarah

This paper presents an ongoing research project aiming to develop both a research-based terminology as well as a practical approach to develop the concept of relational competence in Danish teacher education. The current practical part of Danish teacher education operates with three framing...... learning goals for students: Didactics, classroom leadership and relational work. Especially the latter, relational work, lacks in-depth description and definition in order to become a tangible concept based on which teacher students’ professional qualifications can be developed....

Constructivism and the use of performance assessment in science: A comparative study of beliefs among preservice and inservice teachers

Science.gov (United States)

Bednarski, Marsha H.

Reform efforts in science education stress the importance of preservice and inservice teacher education in curriculum, instruction, and assessment. A change in current student assessment practices is seen as the catalyst in the reform of curriculum and instruction. Recommended for assessment of the proposed inquiry-based science programs are performance-based assessments (National Research Council, 1996). The constructivist philosophy, the foundation for these reform efforts, proposes that knowledge acquisition by the learner is a result of the interaction between what is brought to the learning situation and what is experienced while in it. Literature supports the use of constructivist-based instructional strategies for preservice and inservice teacher education (American Federation of Teachers, National Council on Measurement in Education, and National Education Association, 1990). Literature also provides support for the importance of teacher beliefs in relation to the successful transfer of these instructional strategies (Keegan, 1992; Nespor, 1987). There is not supporting evidence related to constructivist instructional strategies and teacher beliefs transferring to the use of performance assessment. This study identified whether preservice and inservice teachers differed with respect to their beliefs about constructivist-based learning strategies and performance assessment. It also identified whether teacher beliefs held about constructivist-based learning strategies were related to the construction of assessments they developed for use in their classrooms. Education majors enrolled in a Northeastern university's assessment course and inservice teachers from three Northeast public school districts participated in this study. Results of a 36-item belief survey, administered to preservice and inservice teachers, and a 10-item checklist, used to score assessment examples provided by the teachers, concluded that attitudes toward constructivist-based learning

Teacher Educators' Views on Inclusive Education and Teacher Preparation in Ghana

Science.gov (United States)

Nketsia, William; Saloviita, Timo; Gyimah, Emmanuel Kofi

2016-01-01

The crucial role of initial teacher education programmes and teacher educators in preparing effective inclusive practitioners has been universally acknowledged. This study explored the attitudes of 125 teacher educators from four colleges of education towards inclusive education, their views and concerns about teacher preparation and the…

Development and Implementation of Science and Technology Ethics Education Program for Prospective Science Teachers

Science.gov (United States)

Rhee, Hyang-yon; Choi, Kyunghee

2014-05-01

The purposes of this study were (1) to develop a science and technology (ST) ethics education program for prospective science teachers, (2) to examine the effect of the program on the perceptions of the participants, in terms of their ethics and education concerns, and (3) to evaluate the impact of the program design. The program utilized problem-based learning (PBL) which was performed as an iterative process during two cycles. A total of 23 and 29 prospective teachers in each cycle performed team activities. A PBL-based ST ethics education program for the science classroom setting was effective in enhancing participants' perceptions of ethics and education in ST. These perceptions motivated prospective science teachers to develop and implement ST ethics education in their future classrooms. The change in the prospective teachers' perceptions of ethical issues and the need for ethics education was greater when the topic was controversial.

Preservice Agricultural Education Teachers' Mathematics Ability

Science.gov (United States)

Stripling, Christopher T.; Roberts, T. Grady

2012-01-01

The purpose of this study was to examine the mathematics ability of the nation's preservice agricultural education teachers. Based on the results of this study, preservice teachers were not proficient in solving agricultural mathematics problems, and agricultural teacher education programs require basic and intermediate mathematics as their…

What Unites Us All: Establishing Special Education Teacher Education Universals

Science.gov (United States)

Darling, Sharon M.; Dukes, Charles; Hall, Kalynn

2016-01-01

The theoretical base that supports human universals served as a model for proposing special education teacher education universals. The human universals model is explained and put forth as a basis for identifying special education teacher education universals. Twenty-four English language journals from different countries representing four…

Sustaining Physics Teacher Education Coalition programs in physics teacher education

Directory of Open Access Journals (Sweden)

Rachel E. Scherr

2017-02-01

Full Text Available Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC, led by the American Physical Society (APS and the American Association of Physics Teachers (AAPT, has supported transformation of physics teacher preparation programs at a number of institutions around the country for over a decade. In 2012–2013, PhysTEC supported an independent study on the sustainability of its sites after project funding ends. The study sought to measure the extent to which programs have been sustained and to identify what features should be prioritized for building sustainable physics teacher preparation programs. Most of the studied sites have sustained increases in the number of physics teachers educated per year as well as funding for physics teacher preparation. About half of the programs are thriving, in that in the post-award period, they have further increased both the number of physics teachers educated per year and funding for physics teacher preparation. All studied sites that sustained increases in the number of physics teachers educated per year have two features in common: a champion of physics teacher education and institutional commitment. The thriving physics teacher preparation programs in this study implemented different elements of physics teacher preparation according to diverse local priorities and opportunities, including the unique expertise of local personnel.

Interdisciplinary Project-Based Learning: An Online Wiki Experience in Teacher Education

Science.gov (United States)

Biasutti, Michele; EL-Deghaidy, Heba

2015-01-01

In the current research study the use of Wikis as an online didactic tool to apply project-based learning in higher education was reported. The study was conducted in university teacher education programmes. During the online activities, participants developed interdisciplinary projects for the primary school working collaboratively in small…

Beginning science teachers' performances: Assessment in times of reform

Science.gov (United States)

Budzinsky, Fie K.

2000-10-01

The current reform in science education and the research on effective teaching and student learning have reinforced the importance of teacher competency. To better measure performances in the teaching of science, performance assessment has been added to Connecticut's licensure process for beginning science teachers. Teaching portfolios are used to document teaching and learning over time. Portfolios, however, are not without problems. One of the major concerns with the portfolio assessment process is its subjectivity. Assessors may not have opportunities to ask clarifying or follow-up questions to enhance the interpretation of a teacher's performance. In addition, portfolios often contain components based on self-documentation, which are subjective. Furthermore, the use of portfolios raises test equity issues. These concerns present challenges for persons in charge of establishing the validity of a portfolio-based licensure process. In high-stakes decision processes, such as teaching licensure, the validity of the assessment instruments must be studied. The primary purpose of this study was to explore the criterion-related validity of the Connecticut State Department of Education's Beginning Science Teaching Portfolio by comparing the interpretations of performances from science teaching portfolios to those derived from another assessment method, the Expert Science Teaching Educational and Evaluation Model, (ESTEEM). The analysis of correlations between the Beginning Science Teaching Portfolio and ESTEEM instrument scores was the primary method for establishing support for validity. The results indicated moderate correlations between all Beginning Science Teaching Portfolio and ESTEEM category and total variables. Multiple regression was used to examine whether differences existed in beginning science teachers' performances based on gender, poverty group, school level, and science discipline taught. None of these variables significantly contributed to the

An Alternative Collaborative Supervision Practice between University-Based Teachers and School-Based Teachers

Science.gov (United States)

Steele, Annfrid R.

2017-01-01

There is an increased focus in teacher education on research-based teaching as a means to develop a more research-based professional knowledge. However, research from several Western countries shows that neither school-based nor university-based teachers are familiar with how to integrate research-based knowledge in professional teacher practice.…

Understanding the Educational Experiences of Science Teachers in a Five-Year Teacher Education Program: A Phenomenological Study

Science.gov (United States)

Srivastava, Nitin

This qualitative study provides an overview of educational experiences of six in-service and three pre-service secondary science teachers in the Benedum Collaborative Five-Year Teacher Education Program at a land-grant university. The researcher interviewed secondary science teachers on the experiences they found meaningful in various program components that influenced their teacher identity, beliefs about science pedagogy, and their sense of preparedness for teaching. Document analysis of teachers' journals and lesson plans supplemented the qualitative data in addition to the researcher's role and knowledge as an outsider (non-Benedum graduate) and insider (facilitator and instructor in the technology integration based classes for one year) of the Benedum Collaborative Five-Year Teacher Education Program. Findings also supported the Holmes (1986) and Goodlad (1990) views for extended field experiences and "collaborative culture" in teacher education for well-prepared teachers.

Turkish Primary Science Teachers' Perceptions of an Ideal Teacher Education System

Science.gov (United States)

Korkmaz, Hunkar; Altindag, Ahmet

2017-01-01

The goals of this descriptive study were to determine Turkish pre-service science teachers' perceptions of an ideal teacher education system. The sample consisted of 137 pre-service teachers, including 74 females and 63 males. The questionnaire was based on open-ended questions and was developed to investigate ideal teacher education system…

Taking Teacher Education to Task: Exploring the Role of Faculty Education in Promoting Values and Moral Education of Task-Based Language Teaching

Directory of Open Access Journals (Sweden)

Dr. Gabriel C. Delariarte

2014-02-01

Full Text Available - This study aimed to determine the taking teacher education to task: exploring the role of teacher education in promoting values and moral education of task-based language teaching in the college of education of West Visayas State University Calinog-Campus for the school year 2012-2013. Descriptive research method was utilized in the study. The findings revealed that the respondents perceived highly observable Teachers’ role in promoting values and moral education of task-based language teaching; the entire group of respondents has perceived highly observable Teachers’ role in promoting values and moral education of task-based language teaching; both male and female respondent have perceived a highly observable Teachers’ role in promoting values and moral education of task-based language teaching; all age brackets have perceived a highly observable Teachers’ role in promoting values and moral education of task-based language teaching except 19 to 20 brackets that perceived very highly observable Teachers’ role in promoting values and moral education of taskbased language teaching. Finally, there is no significant difference in the perceived teacher’s role in promoting values and moral education of task-based language teaching when classified as to sex and age.

Investigating the Efficiency of Scenario Based Learning and Reflective Learning Approaches in Teacher Education

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Hursen, Cigdem; Fasli, Funda Gezer

2017-01-01

The main purpose of this research is to investigate the efficiency of scenario based learning and reflective learning approaches in teacher education. The impact of applications of scenario based learning and reflective learning on prospective teachers' academic achievement and views regarding application and professional self-competence…

Teacher Prep 3.0: A Vision for Teacher Education to Impact Social Transformation

Science.gov (United States)

Kretchmar, Kerry; Zeichner, Ken

2016-01-01

Teacher education in the USA is composed of both defenders and critics of the current system of teacher preparation. Some critics of college and university-based teacher education who describe themselves as "reformers" have referred to the non-university programmes as "teacher preparation 2.0" in order to emphasise the…

Challenges to nordic teacher education programmes

DEFF Research Database (Denmark)

Rasmussen, Jens; Dorf, Hans

2010-01-01

and subjects in the Finnish teacher education program (pedagogical studies, quality of practice teaching, research base) and its strong focus on training future teachers for the teacher profession and a professional community play an important role in respect to recruitment and low drop-out rates.......  This article resumes a comparative study on the Nordic teacher education programs in Denmark, Finland, Iceland, Norway and Sweden (Nordisk Ministerråd/Nordic Council of Ministers, 2008). By focusing on the part of the study which is occupied with the structure and organisation of the Nordic...... teacher education programs it tries to find explanations for the fact that only the Finnish teacher education does not suffer from a decreasing number of applicants, from high drop-out rates, and from low retention rates. It is claimed that the strong emphasis on specific professional elements...

Special Education Professional Standards: How Important Are They in the Context of Teacher Performance Evaluation?

Science.gov (United States)

Woolf, Sara B.

2015-01-01

Teacher performance evaluation represents a high stakes issue as evidenced by its pivotal emphasis in national and local education reform initiatives and federal policy levers. National, state, and local education leaders continue to experience unprecedented pressure to adopt standardized benchmarks to reflect and link student achievement data to…

The Role of Educational Psychology in Teacher Education: Three Challenges for Educational Psychologists

Science.gov (United States)

Patrick, Helen; Anderman, Lynley H.; Bruening, Paige S.; Duffin, Lisa C.

2011-01-01

We argue that this is a crucial time for educational psychology as a field to refocus its attention on the evidence base for its contribution to teacher education. In revisiting the recommendations of the APA Division 15 committee charged with examining the role of educational psychology in teacher education (Anderson et al., 1995), we note…

Problem-Based Learning: An Experiential Strategy for English Language Teacher Education in Chile

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Diego Muñoz Campos

2017-01-01

Full Text Available The Chilean education system requires English language teachers to be equipped with non-conventional teaching strategies that can foster meaningful learning and assure successful learners’ performances in diverse and complex settings. This exploratory, descriptive, research study aimed at discovering the perceptions of 54 pre-service teachers about the impact of a problem-based learning activity in the development of key competencies, including higher order thinking skills and reflective, research, knowledge transfer/integration, social, and self-management skills. Groups of participants chose a made-up, ill-structured problem which combined language teaching and socio-cultural issues, and devised holistic solutions. Findings suggest a comprehensive impact on the first four skills, but a limited impact on social and self-management skills.

The Transformation of Creativity in Entrepreneurial Learning in Teacher Education: A Critical Reflection

Science.gov (United States)

Ehrlin, Anna; Insulander, Eva; Sandberg, Anette

2016-01-01

The purpose of this study is to examine how students on a teacher education programme interpret entrepreneurial learning. The study was performed in Sweden, based on a design theoretical and multimodal perspective on learning and communication which provides the basis for how we understand learning processes in early teacher education. The sample…

Examining High-Performing Education Systems in Terms of Teacher Training: Lessons Learnt for Low-Performers

Science.gov (United States)

Çer, Erkan; Solak, Ekrem

2018-01-01

The quality of a teacher plays one of the most important roles in the achievement of an education system. Teacher training is a multi-dimensional process which comprises the selection of teacher candidates, pre-service training, appointment, in-service training and teaching practices. Therefore, this study focuses on teacher training processes in…

CO-CREATE: Teachers' Voices to Inform Special Education Teacher Education

Science.gov (United States)

Young, Kirsty

2018-01-01

Teacher education is under increasing scrutiny regarding the preparedness of graduates to work in the profession in the early years of their career. To inform a teacher education program on the issues affecting graduates working in the field of special education, 77 special education teachers and principals were surveyed. Findings highlight the…

A Research-Based Science Teacher Education Program for a Competitive Tomorrow

Science.gov (United States)

Clary, R. M.; Hamil, B.; Beard, D. J.; Chevalier, D.; Dunne, J.; Saebo, S.

2009-12-01

A united commitment between the College of Education and the College of Arts and Sciences at Mississippi State University, in partnership with local high-need school districts, has the goal of increasing the number of highly qualified science teachers through authentic science research experiences. The departments of Geosciences, Biological Sciences, Chemistry, and Physics offer undergraduate pre-service teachers laboratory experiences in science research laboratories, including 1) paleontological investigations of Cretaceous environments, 2) NMR studies of the conformation of tachykinin peptides, 3) FHA domains as regulators of cell signaling in plants, 4) intermediate energy nuclear physics studies, and 5) computational studies of cyclic ketene acetals. Coordinated by the Department of Curriculum and Instruction, these research experiences involve extensive laboratory training in which the pre-teacher participants matriculate through a superior education curriculum prior to administrating their individual classrooms. Participants gain valuable experience in 1) performing literature searches and reviews; 2) planning research projects; 3) recording data; 4) presenting laboratory results effectively; and 5) writing professional scientific manuscripts. The research experience is available to pre-service teachers who are science education majors with a declared second major in a science (i.e., geology, biology, physics, or chemistry). Students are employed part-time in various science university laboratories, with work schedules arranged around their individual course loads. While the focus of this endeavor is upon undergraduate pre-service teachers, the researchers also target practicing science teachers from the local high-need school districts. A summer workshop provides practicing science teachers with a summative laboratory experience in several scientific disciplines. Practicing teachers also are provided lesson plans and ideas to transform their classrooms into

Research-Based Teacher Education and Professional Development. Achievements and Contributions of EDiTE

Directory of Open Access Journals (Sweden)

Rozalia Małgorzata Ligus

2013-12-01

Full Text Available This article’s aim is to describe some of the sources of the European debate over the third cycle studies in teacher education in Europe. Then it will introduce the international Project EDiTE as one of the collaborative initiatives concerning the European scientific proposal of the teachers’ lifelong learning development. Next, some good practices of promoting the doctoral research based teacher education on national levels will be presented. Finally, in the article, there will be revealed selected findings of the EDiTE team that are focused on the current needs in teacher education that have been pointed by different stakeholders of five European countries represented by the project consortium, while interviewing them in 2013 y. The main goal of this article is to involve the stakeholders in a thought provoking debate for future roles of teachers in Europe, but not through looking for a ‘standardized teacher model’ or to create a ‘European super teacher’, but to see the dilemmas that should be shared while questioning ‘What makes a teacher European?,’ as Michael Schratz underlines, in a diversity of national identities and in the face of challenges of 21st century.

Examining Secondary Special Education Teachers' Literacy Instructional Practices

Science.gov (United States)

Leko, Melinda M.; Handy, Tamara; Roberts, Carly A.

2017-01-01

This study presents findings from a survey of secondary special education teachers who teach reading. Respondents were 577 special education teachers from a large Midwestern state who completed an online or mail survey. Results based on quantitative and qualitative analyses indicate predominant foci of secondary special education teachers' reading…

Elementary Teacher Education in the Top Performing European TIMSS Countries: A Comparative Study

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Sabrin, Mohammed

2018-01-01

This paper analyzed elementary teacher education (hereafter 'TED') programs in the top performing European (TIMSS) countries to help inform future elementary TED policy in the Kingdom of Saudi Arabia. Methodological emphasis revolved around how much emphasis should be placed on general content knowledge (GCK), as opposed to general pedagogical…

Comprehensive Teacher Education: A Handbook of Knowledge.

Science.gov (United States)

American Association of Colleges for Teacher Education, Washington, DC.

Since 1992, AACTE and the DeWitt Wallace-Reader's Digest Fund have worked in partnership to advance the knowledge base of comprehensive teacher education. The AACTE/DeWitt Wallace-Reader's Digest Fund's Comprehensive Teacher Education National Demonstration Project is grounded in the mutual belief that preparation of classroom teachers must…

Sustaining Physics Teacher Education Coalition programs in physics teacher education

OpenAIRE

Rachel E. Scherr; Monica Plisch; Renee Michelle Goertzen

2017-01-01

Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the American Association of Physics Teachers (AAPT), has supported transformation of physics teacher preparation programs at a number of institutions aro...

Teaching judging and judging teaching in teacher education

DEFF Research Database (Denmark)

Lund, Birthe; Lindhart, Lars

education may influence the professional judgment and influence the concrete practice. Since educating professional judgment is value-laden, and there are disagreements about the role of the school and the understanding of the ideal teacher, values and moral issues deserves serious attention. However......The concept of professional judgment and how to develop this within teacher education is the core focus in this paper. The aim of teacher education in Denmark is to qualify the students for a specific profession as teachers in the Folkeskole (the primary and lower secondary school). The teacher...... education is often criticized by students and politicians that theory and professional practice are not linked successfully and, consequently, the teacher education is often changed, recently brought about by competence-based curricula. It is therefore relevant to gain new knowledge about how teacher...

Pattern of Acquisition of ICT-Based Skills by Student-Teachers: Implications for Teacher Education in Nigeria in This Era of Digitalization

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Emesini, Nnenna Orieoma

2015-01-01

The study examined the pattern of acquisition of ICT-based skills by student-teachers and its implications for teacher education in Nigeria in this era of digitalization. The study was a survey research type with two research questions guiding it. The population for the study was 1,570, made up of 3rd and 4th year Faculty of Education students of…

Teachers' Individual Action Theories about Competence-Based Education: The Value of the Cognitive Apprenticeship Model

Science.gov (United States)

Seezink, Audrey; Poell, Rob F.; Kirschner, Paul A.

2009-01-01

Dutch prevocational secondary schools are reforming their educational programmes to make them more competence-based. This reform has substantial implications for the roles played by teachers. Yet, little empirical research has been conducted on teachers' processes of competence development in vocational settings. This study explores teachers'…

Motivation and degree completion in a university-based teacher education programme

NARCIS (Netherlands)

Fokkens-Bruinsma, Marjon; Canrinus, Esther Tamara

2015-01-01

This study investigated which factors determine degree completion in a Dutch university-based teacher education programme. We assumed that both student characteristics and characteristics of the learning environment affected degree completion. We included the following factors in our study:

Sex education in the pedagogical practice of public school teachers

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Camila Borges Rufino

2013-12-01

Full Text Available This descriptive study was performed with 29 teachers from three public state schools in Goiânia, Goiás state. The teachers answered a semi-structured questionnaire that aimed at verifying the pedagogical practice in sex education, difficulties related to the theme, and the need for training. Most teachers were male (69% and aged between 25 and 35 years (74%. Half held a graduate degree (54% in human sciences (49%. Nearly all teachers find difficulties in working the topic (89% and need training (93%. Contents on sexuality were not addressed in the Political Pedagogical Projects (76% and the biology program aimed at teaching the theme (55%, a reality that disagrees with the National Curricular Standards, which is based on transversality. Partnerships between health and education must be established, particularly between the Family Health Strategy the higher education institutions, providing public school teachers with the necessary didactic-pedagogical support to address sexuality in the classroom. Descriptors: Sexuality; Schools; Nursing; Public Health.

Teacher Competence and Teacher Quality in Cambodia's Educational Context Linked to In-Service Teacher Training: An Examination Based on a Questionnaire Survey

Science.gov (United States)

Phin, Chankea

2014-01-01

Competent teacher is an indispensable pillar for students' learning outcome and education quality improvement. This paper examines Cambodian teachers' perception regarding: (1) teacher competence and improving education quality and (2) ensuring teacher quality and in-service teacher training. This study used questionnaire that targeted a line of…

Exploring the Educative Power of an Experienced Mathematics Teacher Educator-Researcher

Science.gov (United States)

Yang, Kai-Lin; Hsu, Hui-Yu; Lin, Fou-Lai; Chen, Jian-Cheng; Cheng, Ying-Hao

2015-01-01

This paper aims to explore the educative power of an experienced mathematics teacher educator-researcher (MTE-R) who displayed his insights and strategies in teacher professional development (TPD) programs. To this end, we propose a framework by first conceptualizing educative power based on three constructs--communication, reasoning, and…

Practice Teachers’ Role in Teacher Education – Individual Practices across Educational Curricula

Directory of Open Access Journals (Sweden)

Kirsten Elisabeth Thorsen

2016-04-01

Full Text Available Praksislærere har en sentral rolle i lærerutdanning. Forskning peker imidlertid på at både tilfeldigheter og uklarheter er knyttet til utøvelse av rollen. Forskningsprosjektet “Teachers` Professional Qualifications” (TPQ, undersøker intensjoner med den nye lærerutdannings­reformen i Norge i et bredt perspektiv. Denne artikkelen undersøker hvordan praksislærere oppfatter sin rolle og sine oppgaver på bakgrunn av at reformen har ambisjoner om praksis­lærere som likeverdige samarbeidspartnere i lærerutdanning. Studien har utgangspunkt i en spørreundersøkelse med 45 praksislærere i tillegg til dybdeintervju med åtte andre.Resultatene viser at det som kjennetegner rollen som praksislærer, først og fremst er lang erfaring som lærer. I tillegg viser resultatene at generelle læreroppgaver har mer oppmerk­somhet i praksisperioder enn det som er mål i lærerutdanningsprogrammet. På den måten legitimerer praksislærere sin rolle ut av en lærerutdanningskontekst. Studien bekrefter også det internasjonal forskning viser: behovet for å involvere praksislærere i felles prosesser for å utvikle sammenhenger mellom teoristudier og praksisopplæring i lærerutdanning.Fire år etter implementering av lærerutdanningsreformen i Norge er det grunn til å stille spørsmål ved i hvilken grad intensjonene i reformen har blitt realisert. Diskusjonen er i hovedsak knyttet til profesjonalisering av praksislærerrollen og praksislærere som likeverdige samarbeidspartnere i lærerutdanning.Nøkkelord: lærerutdanning, lærerutdannere, praksislærere, forholdet teori-praksisAbstractPractice teachers have a central role in teacher education. However, research indicates ran­domness and obscurity in performing this role. The research project “Teachers’ Professional Qualifications” (TPQ examines objectives regarding the new Teacher Education Reform in Norway from 2010 in a broad perspective. As the reform places high demands on practice

Teachers Implementing Entrepreneurship Education: Classroom Practices

Science.gov (United States)

Ruskovaara, Elena; Pihkala, Timo

2013-01-01

Purpose: This study aims to highlight the entrepreneurship education practices teachers use in their work. Another target is to analyze how these practices differ based on a number of background factors. Design/methodology/approach: This article presents a quantitative analysis of 521 teachers and other entrepreneurship education actors. The paper…

Strategic Measures of Teacher Performance

Science.gov (United States)

Milanowski, Anthony

2011-01-01

Managing the human capital in education requires measuring teacher performance. To measure performance, administrators need to combine measures of practice with measures of outcomes, such as value-added measures, and three measurement systems are needed: classroom observations, performance assessments or work samples, and classroom walkthroughs.…

Documenting Teacher Candidates' Professional Growth through Performance Evaluation

Science.gov (United States)

Brown, Elizabeth Levine; Suh, Jennifer; Parsons, Seth A.; Parker, Audra K.; Ramirez, Erin M.

2015-01-01

In the United States, colleges of education are responding to demands for increased accountability. The purpose of this article is to describe one teacher education program's implementation of a performance evaluation tool during final internship that measures teacher candidates' development across four domains: Planning and Preparation,…

The Implementation of Graduate Education to Professional Performance: Teachers' Perspectives

Science.gov (United States)

Berkant, Hasan Güner; Baysal, Seda

2017-01-01

One of the core figures of education system is undoubtfully the teacher who is expected to contribute dramatically to the qualified learning environment both with professional skills and with personal characteristics. Therefore, the need for graduate education and its significance to specialize in maintaining education after Bachelor's degree has…

Innovative Training of In-Service Teachers for Active Learning: A Short Teacher Development Course Based on Physics Education Research

Science.gov (United States)

Zavala, Genaro; Alarcon, Hugo; Benegas, Julio

2007-01-01

In this contribution we describe a short development course for in-service physics teachers. The course structure and materials are based on the results of educational research, and its main objective is to provide in-service teachers with a first contact with the active learning strategy "Tutorials in Introductory Physics," developed by…

Performance Pay for Teachers: Determinants and Consequences

Science.gov (United States)

Belfield, Clive R.; Heywood, John S.

2008-01-01

Theory and evidence on performance-related pay for teaching remain inconclusive. Teachers will respond to rewards, but an appropriate reward structure may not be devised because education is a collaborative endeavor. Here we test three hypotheses: performance-related pay among teachers is more likely to be observed when there are evident…

Features principles and purposes of teacher performance evaluation.

Directory of Open Access Journals (Sweden)

Esnares José Maussa Díaz

2015-03-01

Full Text Available Teacher evaluation represents a nodal aspect for improving of system education. Any evaluation has a previously predefined purpose and is essentially a valorative act, where the principles applied are indicators of the degree of responsibility which is performed and the visión that society gives to the education. This paper analyzes how the purposes are fulfilled, principles and characteristics of the performance evaluation of teachers in connection with the practice of respect for the guiding principles of assessment practice teaching; just like existing rating on indicators of professional and personal development achieved by teachers as a result of the evaluative practices in the context of the pursuit of improving of quality of education. 

Evaluation of an Educational Model Based on the Development of Sustainable Competencies in Basic Teacher Training in Spain

Directory of Open Access Journals (Sweden)

Pedro Vega-Marcote

2015-03-01

Full Text Available The environmental deterioration of the planet, caused by unsustainable development and an unfair model, requires global change on a political, social and environmental level. To boost this change, it is necessary to redirect education and, specifically, environmental education, to educate citizens so that they are capable of making responsible decisions and behaving sustainably. The purpose of this study is to evaluate an educational teacher training model based on the development of sustainable competencies and on the solving of environmental problems. Its final aim is to search for a model that enables students to participate, individually and collectively, in the solution of socio-environmental problems in their surroundings, but without losing the global perspective, and that fosters sustainable life styles. To do so, a quasi-experimental quantitative research was performed with two pretest-posttest phases to compare the results of an active and participative methodology with another more expository one. The results show significant differences in the knowledge, attitudes and intention of the behavior of the aspiring teachers. Thus, this first analysis shows that the experiential educational model promotes and favors sustainable actions in higher education (the faculty of educational science, responsible for basic teacher training more efficiently and could be the basis for future proposals in this field.

Situated Task-Based Language Teaching in Chinese Colleges: Teacher Education

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Liu, Yuying; Xiong, Tao

2016-01-01

This study investigated college EFL teachers' attitudes toward task-based language teaching (TBLT), regarding their familiarity with the idea of TBLT, their actual use of TBLT, and contextual factors that impede the implementation of TBLT in the higher education context in China. The study described here is a questionnaire survey with 26 valid…

The Influence of Teacher Motivation in the Context of Performance-Based Compensation

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Glass, Jason E.

2011-01-01

The purpose of this study was to examine teacher motivation in the context of performance-based compensation systems. The researcher specifically sought to address four research questions: 1. To what extent are teachers motivated for behavioristic/economic reasons and extrinsic rewards? 2. To what extent are teachers motivated for altruistic/PSM…

Contested Discourses of Teacher Professionalism: Current Tensions between Education Policy and Teachers' Union

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Mausethagen, Solvi; Granlund, Lise

2012-01-01

This article addresses constructions and redefinitions of teacher professionalism by focusing on the discursive negotiations between the government and the teachers' union in Norway. Based on an examination of three white papers on teacher education from the past 15 years and policy documents put forth by the Union of Education Norway during the…

Sustaining Physics Teacher Education Coalition Programs in Physics Teacher Education

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Scherr, Rachel E.; Plisch, Monica; Goertzen, Renee Michelle

2017-01-01

Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the…

Comparative study of teaching content in teacher education programmes in Canada, Denmark, Finland and Singapore

DEFF Research Database (Denmark)

Rasmussen, Jens; Bayer, Martin

2014-01-01

of professional knowledge within the Danish teacher education programmes, which is not true of the programmes in the Top-3 countries and (2) the programmes in Canada and Singapore more frequently employ literature combining research-based knowledge with practical guidance and experiences, while the programmes......This article presents the results of a comparative study of the content in selected teacher education programmes for primary and lower secondary teachers in Canada, Denmark, Finland and Singapore. First and foremost, the study is a comparison between teacher education programmes in, on the one hand....... The study does not offer proof of any clear difference between the Danish teacher education programmes and those found in the top-performing countries. Two main findings are: (1) philosophically based professional knowledge, much of which is normative in character, forms an extensive part of the body...

Principals' and Special Education Teachers' Perceptions of Special Education Teachers' Roles and Responsibilities

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Mott, Japhia

2013-01-01

This explanatory mixed methods study focuses on the perceptions of principals and special education teachers about special education teachers' roles and responsibilities. An online survey was conducted with 11 principals and 41 special education teachers (Resource Specialists and Special Day Class teachers). Independent semi-structured interviews…

Comparison between Primary Teacher Educators' and Primary School Teachers' Beliefs of Primary Geography Education Quality

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Bent, Gert Jan; Bakx, Anouke; den Brok, Perry

2016-01-01

In this study teacher educators' beliefs concerning primary geography education have been investigated and compared with primary school teachers' beliefs. In this study 45 teacher educators and 489 primary school teachers completed a questionnaire, and nine teacher educators have been interviewed as well. It has been found that teacher educators…

The meaning of teacher competence in contexts of change: In search of missing elements of a knowledge base for teacher education – moral purposes and change agentry

NARCIS (Netherlands)

Pantic, N.

2011-01-01

The thesis contributes to an articulation of a more comprehensive knowledge base for teacher education. It explores the concept of teacher competence as basis for teacher education including preparation for moral roles and change agentry. The thesis develops tools for exploration of the

Knowledge Base of Mathematics Teacher Educators: A Goals-Knowledge-Practice Approach

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Veselovsky, Aleksandra

2017-01-01

Critical analysis of the literature reveals that many questions about the knowledge and practice of mathematics teacher educators (MTEs) remain in need of further research: how do they know what to teach; how do they learn how to teach teachers; how do they prepare to teach their courses; how does the research on teacher education inform their…

Becoming a science teacher: The competing pedagogies of schools and teacher education

Science.gov (United States)

Rozelle, Jeffrey J.

classroom or not. To explore this disproportionate influence, this study documented the differences between the school-based placements and teacher education. Three contrasts were described. First, in schools, interns received support and assistance in real-time from cooperating teachers as they taught, while in teacher education, interns received support in planning for and reflecting on instruction. Second, in schools, interns and cooperating teachers' work had a task-orientation in which they solved concrete and contextualized problems together, while teacher educators were oriented toward ideas about teaching that might be generalized beyond the immediate context of the intern. Finally, in schools, interns acted like teachers. This meant dressing like a teacher, learning to use their bodies and voice in authoritative ways, and managing the physical space of the classroom. In teacher education classrooms, interns returned to talk and learn about teaching but reacquired the persona of students in their dress, movements, and social interactions. This study confirms the literature's consistent finding about the importance of cooperating teacher in the development of a student teacher's practices. In describing the worlds of the school and teacher education, it suggests reasons why the field experience acts as an influential "pedagogy of enactment" (Grossman, Hammerness, & McDonald, 2009) and discusses the implications for teacher education pedagogy.

Assessing trainees' oral performance in a Chilean teacher training program: A corpus-based study

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Maritza Fernanda Ortega

2014-09-01

Full Text Available The present paper reports the implementation of syllabus innovations in EFL teacher education in Chile after diagnosing a lack of language achievement standards common to all EFL teacher training programs offered in public and private universities alike. The aim of this study is to collect linguistic data in natural and artificial social contexts – EFL trainees’ intermediate status between their native language (Spanish and the target language (English – in order to create the first Chilean corpus of spoken English as a foreign language, in the interest of analyzing the errors that are most likely to be made and fossilized by native speakers of Chilean Spanish. Once the results of this exercise are available, EFL trainers, professors, and SLA researchers will be able to design a newly sequenced syllabus based on the Content-based Approach and tailored to students’ needs so as to enhance oral performance in L2 English.

Effective Mathematics Teaching in Finnish and Swedish Teacher Education Discourses

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Hemmi, Kirsti; Ryve, Andreas

2015-01-01

This article explores effective mathematics teaching as constructed in Finnish and Swedish teacher educators' discourses. Based on interview data from teacher educators as well as data from feedback discussions between teacher educators and prospective teachers in Sweden and Finland, the analysis shows that several aspects of the recent…

Inquiry based learning in physical education

DEFF Research Database (Denmark)

Østergaard, Lars Domino

2014-01-01

The present project is a case study founded on the decreasing motivation and engagement in physical education. The project suggests inquiry based learning (IBL) as an educational methodology. This may help to turn the trend as IBL has shown to engage and motivate students at different educational...... levels and within different subjects. In this pilot research project performed at a physical education teacher education program, qualitative methods were chosen to investigate students’ motivation and engagement within an IBL-unit in physical education and to accentuate challenges, advantages...... and disadvantages within the IBL-methodology in relation to students’ motivation. Instructed in guided inquiry, 32 students of physical education in a teacher training college worked with inquiry based learning in physical education over a four week period. During the IBL-unit, qualitative data such as the students...

Teacher Educator Technology Competencies

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Foulger, Teresa S.; Graziano, Kevin J.; Schmidt-Crawford, Denise A.; Slykhuis, David A.

2017-01-01

The U.S. National Educational Technology Plan recommends the need to have a common set of technology competencies specifically for teacher educators who prepare teacher candidates to teach with technology (U.S. Department of Education, Office of Educational Technology, 2017). This study facilitated the co-creation of the Teacher Educator…

Construction of the Entrepreneurship Education Teachers Based on the Characteristics of Business Education Level

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Wei, Yaping; Guo, Wenting

2010-01-01

College entrepreneurship education relatively lags behind in China at present. The main reason is that the lack of qualified teachers. For the construction of teachers' team training, firstly analysis the characteristics of the entrepreneurship education level, and then divide into two relatively independent levels which are basic entrepreneurship…

Prospective Special Education Teachers' Metaphorical Perceptions on the Concept of Special Education Teacher

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Deniz, Levent

2016-01-01

The aim of this research is to define the perceptions of prospective special education teachers regarding special education teacher through metaphors. Phenomenology design was used in this research. The study group comprised 116 third year prospective special education teachers studying at Marmara University, Ataturk Faculty of Education, Special…

Importance–Performance Analysis (IPA) of Foodservice Operation, Dietary Life Education, and Nutrition Counseling Tasks of Nutrition Teachers and Dietitians in Jeju, Korea

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Park, Eun A; Chae, In Sook; Jo, Mi Na

2017-01-01

The purpose of this study was to analyze foodservice operation, dietary life education, and nutrition counseling tasks of nutrition teachers and dietitians in elementary, middle, and high schools in Jeju, Korea, and to provide effective ways to implement dietary life education and nutrition counseling in schools. This study surveyed 94 nutrition teachers and 46 dietitians working at elementary, middle, and high schools in Jeju during 7–14 May 2015. The importance and performance of 16 tasks of nutrition teachers and dietitians were measured using questionnaires. The data was analyzed by using the SPSS software and Importance–Performance Analysis (IPA). Importance was ranked in the order of foodservice operation (4.72), dietary life education (4.37), and nutrition counseling (4.24); and performance was ranked in the order of foodservice operation (4.48), dietary life education (3.70), and nutrition counseling (3.22). The importance–performance matrix showed that in Quadrant 4, the “Concentrate Here” item was “nutrition and dietary life education for students”, while in Quadrant 2, the “Possible Overkill” item was “cost control and office management”. These findings suggest that it is important to reduce unnecessary administrative and office management tasks in order for nutrition teachers and dietitians to implement effective nutrition education, dietary life education, and nutrition counseling programs. PMID:29065495

JOB SATISFACTION FOR PHYSICAL EDUCATION TEACHERS AND ITS RELATIONSHIP TO JOB PERFORMANCE AND ORGANIZATIONAL COMMITMENT

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Mouloud Kenioua

2016-06-01

Full Text Available The purpose: this study was to investigate the relation and correlation between job satisfaction, job performance, and organizational commitment among physical education teachers. Material: The participants where 100 physical educations teachers’ male and female from secondary schools. Job satisfaction, job performance, and organizational commitment were measured through a questionnaire has 05 axes. Results: The findings indicated that there was a strongly positive relationship between job satisfaction and job performance, and the same relationship between job satisfaction and organizational commitment. Conclusion: there is a need to create an appropriate environment to ensure the success of the professors of physical education as well as providing incentives and promotions through clear standards.

Teachers' individual action theories about competence-based education: the value of the cognitive apprenticeship model

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Prof. Dr. Paul A. Kirschner; Dr. Audrey Seezink; Prof. Dr. Rob F. Poell

2009-01-01

Dutch prevocational secondary schools are reforming their educational programmes to make them more competence-based. This reform has substantial implications for the roles played by teachers. Yet, little empirical research has been conducted on teachers' processes of competence development in

Production-Based Education Model for Improving Technical and Vocational Teachers Ability

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Saputro, H.; Suharno; Widiastuti, I.; Harjanto, B.

2018-02-01

The vocational high schools (SMK) in Surakarta have applied the Production-Based Education (PBE) in order to improve the student skills. On the other hand, the implementation of PBE model is needed the professional teachers who have the skill qualifications in the production and learning. This study focuses on strengthening of teacher’s behavior related to the implementation of PBE model at vocational high schools in Surakarta, especially on teacher’s Organizational Citizenship Behavior. This research conducted based on the observational research method that employed 134 teachers of SMK Warga Surakarta as respondents. The data of teachers OCB were analyzed by using the descriptive analysis. The result showed that the PBE model had strengthened the teachers OCB at SMK Warga Surakarta. The measurements of OCB level of SMK teachers had shown the high (H) level and some of the teachers’ OCB characters show very high (VH) levels such as altruism and civic virtue. OCB or “good soldier syndrome” could be manifested by the teacher’s interaction at school such as loyalty, volunteering and helping others. Therefore, teacher’s OCB behavior became important due to the organizational effectiveness at vocational high school (SMK).

Exploring associations between state education initiatives and teachers' sleep: A social-ecological approach.

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Fujishiro, Kaori; Farley, Amy N; Kellemen, Marie; Swoboda, Christopher M

2017-10-01

Social policies that are not specifically aimed at impacting health can still have health consequences. State education reforms, such as standardized testing and stringent accountability for schools and teachers, may affect teacher health by changing their working conditions. This study explores associations between state education initiatives and teachers' sleep, an important predictor of productivity and chronic health conditions. The Behavioral Risk Factor Surveillance System 2013 and 2014 data sets provided sleep and demographic data for 7836 teachers in 29 states in the United States. We linked the teacher data to state education reform data from the U.S. Department of Education. Logistic regression was used to estimate odds ratios (ORs) of reporting inadequate sleep (i.e., state education policies after adjusting for demographic characteristics. Teachers had significantly higher odds of reporting inadequate sleep if their state financed professional development, sanctioned or rewarded schools based on student performance, and regulated classroom materials for state-wide common core standards (ORs ranging from 1.25 to 1.84). More strictly defined inadequate sleep (states to implement reforms through regulations and legislations, was also associated with inadequate sleep (OR = 1.41, p state education policies may have impacts on teacher sleep. Consequences of education reform for teacher health deserve more attention. Published by Elsevier Ltd.

Computer Self-Efficacy, Computer Anxiety, Performance and Personal Outcomes of Turkish Physical Education Teachers

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Aktag, Isil

2015-01-01

The purpose of this study is to determine the computer self-efficacy, performance outcome, personal outcome, and affect and anxiety level of physical education teachers. Influence of teaching experience, computer usage and participation of seminars or in-service programs on computer self-efficacy level were determined. The subjects of this study…

Beginning Teachers as Enquirers: M-Level Work in Initial Teacher Education

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Dickson, Beth

2011-01-01

In order to deliver life-long learning for teachers, practitioner-based enquiry learning is being promoted by teacher education institutions on the basis that this form of learning gives teachers the ability to understand factors affecting learning within their own classrooms by systematic investigations of issues and the construction of an…

Current Challenges to Teacher Education in Denmark

DEFF Research Database (Denmark)

Staugaard, Hans Jørgen; Rasmussen, Palle

and other subjects. But the university colleges are not part of the regular university sector, so teacher education is still generally separated from the research-based university tradition. Currently this fact is much debated. Two main types of arguments are being put forward for relocating teacher...... education to universities. One is that it will improve the subject knowledge of teacher and thus enable them to raise the skill levels of Danish students in core subjects. This is deemed necessary in the wake of international comparative surveys of achievement (like the PISA). Another argument is that many......Until recently, teacher education in Denmark for primary and lower secondary school (the Folkeskole) was organised in separate teacher training colleges. During the last ten years two comprehensive reforms of the system of medium cycle higher education have been implemented, first the act...

Maths4Stats: Educating teachers

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Renette J. Blignaut

2013-02-01

Full Text Available The inadequate nature of the education infrastructure in South Africa has led to poor academic performance at public schools. Problems within schools such as under-qualified teachers and poor teacher performance arise due to the poorly constructed education system in our country. The implementation in 2012 of the Curriculum and Assessment Policy Statement (CAPS at public schools in South Africa saw the further crippling of some teachers, as they were unfamiliar with parts of the CAPS subject content. The Statistics and Population Studies department at the University of the Western Cape was asked to join the Maths4Stats project in 2012. This project was launched by Statistics South Africa in an effort to assist in training the teachers in statistical content within the CAPS Mathematics curricula. The University of the Western Cape’s team would like to share their experience of being part of the Maths4Stats training in the Western Cape. This article focuses on how the training sessions were planned and what the outcomes were. With the knowledge gained from our first Maths4Stats experience, it is recommended that future interventions are still needed to ensure that mathematics teachers become well-informed and confident to teach topics such as data handling, probability and regression analysis.

Community-Based Urban Teacher Education: Theoretical Frameworks and Practical Considerations for Developing Promising Practices

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Noel, Jana

2016-01-01

Traditional campus-based teacher education programs, located on college or university campuses, have been criticized for being removed from the "real world" of community life, and a number of programs have moved directly into urban communities in order for preservice teachers to become immersed in the life of the community. This article…

Inclusive education teacher: reflections from a comprehensive curruculum approach

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Soraia Napoleão Freitas

2012-08-01

Full Text Available The Brazilian educational policy of inclusion can still be considered recent. The educational agents acting, that can accomplishthis inclusive proposal of students with special needs, can be seen in this process, from the current legislation. The objective of this focal bibliographical study is to describe the socio-cultural and educational changes considering science advances looking for an interpretation for transformations and the changing need in the teacher’s formation emphasizing the development of actions in the perspective of inclusive education. It was found that four factors, related to the teacher’s formation and acting, are crucial to an analysis that allows the performance of the teacher in view of effective inclusion. They are: socio-cultural and educational transformations, curriculum,subjective aspects of the individual teacher and the teaching process. It is concluded that the performance of the teacher in contemporary, beyond their initial training requires understanding, for an innovative performance that reaches the goals of inclusive education.

Teacher Professionalism in Technical and Vocational Education

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Tampang, B. L. L.; Wonggo, D.

2018-02-01

The advancement of a nation is largely determined by the advancement of education, and the field of education is on the teachers’ shoulders. Therefore, professionalism of teachers should be improved in performing their duties as facilitators, initiators, and motivators in achieving the competence of graduates. Teachers should be able to facilitate the learning process and pay attention to the development of learners in its various dimensions, leading to the ownership and development of intelligence, learning skills, attitudes, work skills, and social independence. Vocational education carried by Vocational High School, should not only provide theory, but also be coupled with the application or application of theory. It is time for us to rise up to give birth to professional experts in their fields, in accordance with the needs of the workforce. A professional teacher is required to have a work ethic and a high commitment to his profession, and always through continuous development through professional organizations, the internet, books, seminars, and the like. With the professionalism of teachers, then the future teacher does not appear again only as a teacher (teacher), such a prominent function during this, but switch as coach, counselor, and learning manager. Each Educational Institution of Education Personnel graduate and other college graduates who wish to become teachers are required to have at least the competence of the standard. Thus, teacher professionalism is a life-long and never-ending process. Developing and developing vocational education is an important and absolute thing to do, considering that approximately 80% of the workforce in the field is lower middle-level workforce.

The System of Teacher Education Management in Great Britain

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Chychuk, Antonina

2015-01-01

The system of teacher education management, namely, forms and principles of teacher education management according to the normative base (Education Reform Act (1988); Education Act (1992; 1993; 1996; 1997; 2002); School Standards and Framework Act (1998); Higher Education Act (2004), etc.), monitoring and participation of the public in its…

Extra-role performance behavior of teachers: the role of identification with the team, of experience and of the school as an educational organization

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Aleksei Aleksandrovich Klimov

2015-01-01

Full Text Available The article discusses extra-role performance behavior of teachers and their identification with the teaching staff under the conditions of modernization of the education system and optimization of the network of educational institutions in Russia. The author provides a review of the literature on the subject and specifies the concept of extra-role performance behavior of teachers, what factors cause or promote such behavior, and what it means to be a “good teacher”. Understanding the importance of extrarole performance behavior as an essential component of labor efficiency will help educational organizations’ heads to use it in the recruitment, selection and certification of teachers, and in the development of personnel reserve. The author selects three factors predicting extra-role performance behavior: work experience, the school as an organization, and identification with the school staff. Regression models based on data on school teachers of Vologda (N = 78.6 schools, explained extra-role performance behavior associated with a change in the functioning of the organization (Model 2. Enhancement of performance, R2=0.21 and with behavior toward colleagues (Model 4. Helping the colleagues,R2=0.19. The predictive capacity (partial R2 of predictors turned out different: for work experience – 0.10, for affiliation with a particular school – 0.06, for identification with the school staff – 0.02 . Extra-role performance behavior of teachers in Vologda is more pronounced in comparison with the standardization sample. Newcomers are much less likely to display such behavior since they do not have opportunities to influence the school organization and help colleagues. The low degree of satisfaction with group membership as a component of identification with the school team can be caused by significant work-load. We assume that when work-load increases, it is extra-role performance behavior that suffers in the first place, and this leads to

The Internet in EFL Teacher Education: Investigating the Possibilities and Challenges in a Pre-Service Teacher Education Programme

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Abdallah, Mahmoud Mohammad Sayed

2011-01-01

The paper reported on a small-scale qualitative study on EFL (English as a Foreign Language) teacher education with a two-fold objective, investigating the possibility of integrating the Internet for academic purposes in the context of a pre-service English teacher education programme in Egypt, and suggesting some guidelines based on the specific…

Expanding Roles: Teacher Educators' Perspectives on Educating English Learners

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Daniel, Shannon; Peercy, Megan Madigan

2014-01-01

Although the underpreparation of teachers to work with English learners is a documented problem in teacher education, little research has addressed teacher educators' perspectives in guiding prospective teachers to educate English learners. This case study of one 13-month elementary certification program highlights teacher educators' efforts and…

Preservice Teachers' Beliefs about Inclusive Education: What Should Teacher Educators Know?

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Garriott, Pamela Pruitt; Snyder, Lynne; Miller, Maurice

2003-01-01

Examined preservice teachers' beliefs about inclusive education for students with mild disabilities. Surveys of 239 undergraduate and graduate students indicated that while many preservice teachers held positive attitudes toward inclusive education, nearly half considered the special education classroom to be the optimum placement for students…

The Influence of Performance-Based Accountability on the Distribution of Teacher Salary Increases

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Bifulco, Robert

2010-01-01

This study examines how aspects of a district's institutional and policy environment influence the distribution of teacher salary increases. The primary hypothesis tested is that statewide performance-based accountability policies influence the extent to which districts backload teacher salary increases. I use data on teacher salaries from the…

Issues in competence and pre-service teacher education. Part 1.Can ...

African Journals Online (AJOL)

The Department of Education's Norms and standards for educators (Department of. Education 2000) require that higher education institutions design and implement outcomes-based teacher education programmes to enable novice teachers to demonstrate their competence across a range of teacher roles. In this article the

The reflective teacher education: teaching as an object of research

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Altair Alberto Fávero

2013-06-01

Full Text Available The continuing education of teachers has become a compulsory subject in our time. There is a consensus among teachers and school leaders regarding the need to “educate the educators”, because the rational knowledge learned in the process of formation of teachers is not sufficient to face the complexity and the diversity of the problems that the teachers’ work demands. It is necessary and urgent, in any area from education, to reflect about the new forms of exercising the skills needed for the professional practice. In regards to teaching, reflecting in and about the practice enables the educator to reconsider their own performance. The focus of this essay is to analyze the continuing education of teachers from the paradigm of the reflective teacher.KEYWORDS: Reflective teacher, Formative process, Educational policies.

Bridging "The Gap"--Linking Workplace-Based and University-Based Learning in Preschool Teacher Education in Sweden

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Karlsson Lohmander, Maelis

2015-01-01

Professional experience in preschool settings comprises an important part of the education of preschool teachers. During their placements, students are expected to link theory to practice, to integrate university-based knowledge with workplace-based knowledge and skills essential for their future profession. They often refer to a perceived gap…

"We Brought It upon Ourselves": University-Based Teacher Education and the Emergence of Boot-Camp-Style Routes to Teacher Certification

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Friedrich, Daniel

2014-01-01

The proliferation of boot-camp-style routes to teacher certification in the last two decades is seen by many university-based teacher educators as the result of the advancement of conservative interests aimed at de-professionalizing teaching. This essay argues that this view only accounts for one piece of the answer, the other one being that some…

Free teacher education in China : a study on free teacher program

OpenAIRE

Gao, Wen

2009-01-01

The supply and quality of teachers are the keys to the development of education. Teacher education is an important part of social education system. Chinese government have practiced free teacher education program in 2007 to improve teacher education. The purpose of this study is to present an overview of free teacher education in China. The contents, reasons and goals of free teacher education are illustrated in this study to analyze this new education program. Quantitative research meth...

The Perception of University Teacher of Physical Education

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Salvador Jesús López Alonzo

2015-06-01

Full Text Available Objective: to find out the epistemological perception of university teachers about Physical Education, to contrast this approach with current literature and the needs for this subject. Methodology: A review of the reforms, standards, policies and physical education premises for the construction of a survey as a measurement instrument was performed. 41 teachers, who teach in the Undergratuate Course of Study of Physical Education, were surveyed. Results: The reliability of the instrument shows a Cronbach's alpha (.611, 64.3% of teachers thinks that the control of motor skills and movement forms necessary to participate in a variety of physical activities is very important; 54.8% considers that the assessment of the components of fitness that improve the physical performance and health is very important; 45.2% believes that regular participation in a variety of physical activities is very important. Conclusion: epistemological perception of teachers surveyed is not fully consistent with the epistemological point of view that arises internationally, so work should be done on training and reorientation of university teachers to have an epistemological point of view along with the current Physical Education

Teacher Passion and Distance Education Theory

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Greenberger, Scott W.

2012-01-01

Despite a significant body of research on post-secondary distance education, harmonious passion has not been explored in relation to teacher presence. Teacher presence within a community of inquiry has been identified as an important influence and predictor of student performance. As such, determining the degree of relationship between teacher…

Knowledge and attitude of secondary school teachers in Enugu to school based sex education.

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Aniebue, P N

2007-12-01

To assess the knowledge and attitude to sex education among secondary school teachers in Enugu. A cross sectional study of 300 teachers drawn from nine randomly selected secondary schools in Enugu metropolis was carried out. Pre-tested self administered structured questionnaire was used as instrument for data collection. Three hundred teachers, 215 females and 85 males were interviewed. The mean age of the teachers was 38.1+/-7.5 years. Sixty-nine (23.0%) had adequate knowledge of sex education and 282 (94.0%) approved the inclusion of sex education into the school curriculum. The commonest reason for disapproval of sex education was fear that it would lead to promiscuity amongst the students. Educational status and marital status of the teachers were significant determinants of positive attitude to sex education psex education according to the teachers is 11-15 years. Two hundred and thirty eight (79.3%) respondents were of the opinion that teachers needed to be trained to provide sex education to students and 244 (81.3%) admitted that sex education was not in the school curriculum. Secondary school teachers are in support of provision of sex education to students. However they need training and skills on how to present sex information in a positive manner to achieve the desired goal. There is need to include sex education in the school curriculum.

Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance after Two Years

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Chiang, Hanley; Wellington, Alison; Hallgren, Kristin; Speroni, Cecilia; Herrmann, Mariesa; Glazerman, Steven; Constantine, Jill

2016-01-01

Recent efforts to attract and retain effective educators and to improve teaching practices have focused on reforming evaluation and compensation systems for teachers and principals. In 2006, Congress established the Teacher Incentive Fund (TIF), which provides grants to support performance-based compensation systems for teachers and principals in…

Physics Teachers' Views on Their Initial Teacher Education

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Buabeng, Isaac; Conner, Lindsey; Winter, David

2016-01-01

This paper explores New Zealand (NZ) physics teachers' and physics educators' views about Initial Teacher Education (ITE). Perspectives of physics teachers nationally indicated that in general, teachers considered themselves not well-prepared in some content areas including electronics, modern physics, and atomic and nuclear physics. This may be…

Physics Teachers' Education (PTE): Problems and Challenges

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Sassi, Elena; Michelini, Marisa

A vast majority of the research results acknowledge the crucial role of teacher's education, as a vital tool in enhancing the quality of physics education. The projects like PISA, ROSE and TIMMS showcase the impact of teacher's education as a qualitative improvement in the physics learning environment. In Physics Education Research (PER), the impact of teacher's education had been addressed for the its role in the enhancement of positive interest among the students. The current world-wide state of the art characterizes a large variety of boundary conditions, traditions and practices that are being followed. In our present context, we foucus and discuss on the multidimensional challanges such as competencies needed, degrees required, problems encountered, support to be provided and the basic pre-requirements of Teacher's education for the secondary schools. We present some of the teaching methods and practices followed in coherent with, both, the Student centered and open learning environments along with some of the useful didactical indicators. Also, we potray a couple of research-based examples successfully experimented in Italy. Finally we propose some useful recommendations along with the criteria to be followed in the teachers education for the overall improvement.

Picturebooks in Teacher Education: Eight Teacher Educators Share Their Practice

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Daly, Nicola; Blakeney-Williams, Marilyn M.

2015-01-01

There is a great deal of contemporary research demonstrating the effective use of picturebooks in the classroom; however, there are few studies recording perceptions and use of picturebooks in Initial Teacher Education [ITE]. This study explores the reported use of picturebooks within a New Zealand university-based ITE degree programme. The data…

Elementary Preservice Teachers' and Teacher Educators' Perceptions of Financial Literacy Education

Science.gov (United States)

Henning, Mary Beth; Lucey, Thomas A.

2017-01-01

The authors conducted an online survey of elementary teacher education programs within a large midwestern state to assess preservice teachers' and teacher educators' beliefs about and preparedness to teach financial literacy. Very few preservice teachers had meaningful experiences with personal finance in high school, college, or personal decision…

Performance Measures for Teachers and Teacher Education: Corporate Education Reform Opens the Door to New Legal Issues

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Pullin, Diana

2015-01-01

Recent efforts to change the teaching profession and teacher preparation include a number of innovations to use portfolio assessment, value added measures (VAM), accountability metrics and other corporate education reform ideas. These approaches may provoke considerable potential legal consequences. Traditional constitutional and civil rights…

The Emergent Nature of Strategic Mediation in ESL Teacher Education

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Kaur, Kuldip

2015-01-01

This article concentrates on a practitioner-driven approach to teacher education aimed at advancing ESL teachers' instructional knowledge about writing. Based on activity-centred interaction between a group of Malaysian English teachers and their teacher educator, the discussion demonstrates (1) the emergent, unplanned nature of strategic…

Neuromyths in Music Education: Prevalence and Predictors of Misconceptions among Teachers and Students.

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Düvel, Nina; Wolf, Anna; Kopiez, Reinhard

2017-01-01

In the last decade, educational neuroscience has become increasingly important in the context of instruction, and its applications have been transformed into new teaching methods. Although teachers are interested in educational neuroscience, communication between scientists and teachers is not always straightforward. Thus, misunderstandings of neuroscientific research results can evolve into so-called neuromyths . The aim of the present study was to investigate the prevalence of such music-related neuromyths among music teachers and music students. Based on an extensive literature research, 26 theses were compiled and subsequently evaluated by four experts. Fourteen theses were selected, of which seven were designated as scientifically substantiated and seven as scientifically unsubstantiated (hereafter labeled as "neuromyths"). One group of adult music teachers ( n = 91) and one group of music education students ( n = 125) evaluated the theses (forced-choice discrimination task) in two separate online surveys. Additionally, in both surveys person-characteristic variables were gathered to determine possible predictors for the discrimination performance. As a result, identification rates of the seven scientifically substantiated theses were similar for teachers (76%) and students (78%). Teachers and students correctly rejected 60 and 59%, respectively, of the seven neuromyths as scientifically unsubstantiated statements. Sensitivity analysis by signal detection theory revealed a discrimination performance of d' = 1.25 ( SD = 1.12) for the group of teachers and d' = 1.48 ( SD = 1.22) for the students. Both groups showed a general tendency to evaluate the theses as scientifically substantiated (teachers: c = -0.35, students: c = -0.41). Specifically, buzz words such as "brain hemisphere" or "cognitive enhancement" were often classified as correct. For the group of teachers, the best predictor of discrimination performance was having read a large number of media about

Neuromyths in Music Education: Prevalence and Predictors of Misconceptions among Teachers and Students

Directory of Open Access Journals (Sweden)

Reinhard Kopiez

2017-04-01

Full Text Available In the last decade, educational neuroscience has become increasingly important in the context of instruction, and its applications have been transformed into new teaching methods. Although teachers are interested in educational neuroscience, communication between scientists and teachers is not always straightforward. Thus, misunderstandings of neuroscientific research results can evolve into so-called neuromyths. The aim of the present study was to investigate the prevalence of such music-related neuromyths among music teachers and music students. Based on an extensive literature research, 26 theses were compiled and subsequently evaluated by four experts. Fourteen theses were selected, of which seven were designated as scientifically substantiated and seven as scientifically unsubstantiated (hereafter labeled as “neuromyths”. One group of adult music teachers (n = 91 and one group of music education students (n = 125 evaluated the theses (forced-choice discrimination task in two separate online surveys. Additionally, in both surveys person-characteristic variables were gathered to determine possible predictors for the discrimination performance. As a result, identification rates of the seven scientifically substantiated theses were similar for teachers (76% and students (78%. Teachers and students correctly rejected 60 and 59%, respectively, of the seven neuromyths as scientifically unsubstantiated statements. Sensitivity analysis by signal detection theory revealed a discrimination performance of d' = 1.25 (SD = 1.12 for the group of teachers and d' = 1.48 (SD = 1.22 for the students. Both groups showed a general tendency to evaluate the theses as scientifically substantiated (teachers: c = −0.35, students: c = −0.41. Specifically, buzz words such as “brain hemisphere” or “cognitive enhancement” were often classified as correct. For the group of teachers, the best predictor of discrimination performance was having read a large

Neuromyths in Music Education: Prevalence and Predictors of Misconceptions among Teachers and Students

Science.gov (United States)

Düvel, Nina; Wolf, Anna; Kopiez, Reinhard

2017-01-01

In the last decade, educational neuroscience has become increasingly important in the context of instruction, and its applications have been transformed into new teaching methods. Although teachers are interested in educational neuroscience, communication between scientists and teachers is not always straightforward. Thus, misunderstandings of neuroscientific research results can evolve into so-called neuromyths. The aim of the present study was to investigate the prevalence of such music-related neuromyths among music teachers and music students. Based on an extensive literature research, 26 theses were compiled and subsequently evaluated by four experts. Fourteen theses were selected, of which seven were designated as scientifically substantiated and seven as scientifically unsubstantiated (hereafter labeled as “neuromyths”). One group of adult music teachers (n = 91) and one group of music education students (n = 125) evaluated the theses (forced-choice discrimination task) in two separate online surveys. Additionally, in both surveys person-characteristic variables were gathered to determine possible predictors for the discrimination performance. As a result, identification rates of the seven scientifically substantiated theses were similar for teachers (76%) and students (78%). Teachers and students correctly rejected 60 and 59%, respectively, of the seven neuromyths as scientifically unsubstantiated statements. Sensitivity analysis by signal detection theory revealed a discrimination performance of d' = 1.25 (SD = 1.12) for the group of teachers and d' = 1.48 (SD = 1.22) for the students. Both groups showed a general tendency to evaluate the theses as scientifically substantiated (teachers: c = −0.35, students: c = −0.41). Specifically, buzz words such as “brain hemisphere” or “cognitive enhancement” were often classified as correct. For the group of teachers, the best predictor of discrimination performance was having read a large number of

Elementary science education: Dilemmas facing preservice teachers

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Sullivan, Sherry Elaine

Prospective teachers are involved in a process of induction into a culture of teaching that has rules, or codes of conduct for engaging in teaching practice. This same culture of teaching exists within a larger culture of schooling that also has values and norms for behaviors, that over time have become institutionalized. Teacher educators are faced with the challenging task of preparing preservice teachers to resolve dilemmas that arise from conflicts between the pressure to adopt traditional teaching practices of schooling, or to adopt inquiry-based teaching practices from their university methods classes. One task for researchers in teacher education is to define with greater precision what factors within the culture of schooling hinder or facilitate implementation of inquiry-based methods of science teaching in schools. That task is the focus of this study. A qualitative study was undertaken using a naturalistic research paradigm introduced by Lincoln and Guba in 1985. Participant observation, interviews, discourse analysis of videotapes of lessons from the methods classroom and written artifacts produced by prospective teachers during the semester formed the basis of a grounded theory based on inductive analysis and emergent design. Unstructured interviews were used to negotiate outcomes with participants. Brief case reports of key participants were also written. This study identified three factors that facilitated or hindered the prospective teachers in this research success in implementing inquiry-based science teaching in their field placement classrooms: (a) the culture of teaching/teacher role-socialization, (b) the culture of schooling and its resistance to change, and (c) the culture of teacher education, especially in regards to grades and academic standing. Some recommendations for overcoming these persistent obstacles to best practice in elementary science teaching include: (a) preparing prospective teachers to understand and cope with change

Chinese Preservice Teachers' Professional Identity Links with Education Program Performance: The Roles of Task Value Belief and Learning Motivations.

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Zhang, Yan; Hawk, Skyler T; Zhang, Xiaohui; Zhao, Hongyu

2016-01-01

Professional identity is a key issue spanning the entirety of teachers' career development. Despite the abundance of existing research examining professional identity, its link with occupation-related behavior at the primary career stage (i.e., GPA in preservice education) and the potential process that underlies this association is still not fully understood. This study explored the professional identity of Chinese preservice teachers, and its links with task value belief, intrinsic learning motivation, extrinsic learning motivation, and performance in the education program. Grade-point average (GPA) of courses (both subject and pedagogy courses) was examined as an indicator of performance, and questionnaires were used to measure the remaining variables. Data from 606 preservice teachers in the first 3 years of a teacher-training program indicated that: (1) variables in this research were all significantly correlated with each other, except the correlation between intrinsic learning motivation and program performance; (2) professional identity was positively linked to task value belief, intrinsic and extrinsic learning motivations, and program performance in a structural equation model (SEM); (3) task value belief was positively linked to intrinsic and extrinsic learning motivation; (4) higher extrinsic (but not intrinsic) learning motivation was associated with increased program performance; and (5) task value belief and extrinsic learning motivation were significant mediators in the model.

Does Early Childhood Teacher Education Affect Students' Cognitive Orientations? The Effect of Different Education Tracks in Teacher Education on Prospective Early Childhood Teachers' Cognitive Orientations in Germany

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Mischo, Christoph; Wahl, Stefan; Strohmer, Janina; Wolf, Carina

2014-01-01

Early childhood teachers may differ regarding the knowledge base they use when making professional decisions. In this study two orientations are distinguished: the orientation towards scientific knowledge vs. the orientation towards intuition and subjective experience. As different tracks in early childhood teacher education qualify for…

Quantitative Analyses about Market- and Prevalence-Based Needs for Adapted Physical Education Teachers in the Public Schools in the United States

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Zhang, Jiabei

2011-01-01

The purpose of this study was to analyze quantitative needs for more adapted physical education (APE) teachers based on both market- and prevalence-based models. The market-based need for more APE teachers was examined based on APE teacher positions funded, while the prevalence-based need for additional APE teachers was analyzed based on students…

The Impact of a Pedagogy of Teacher Education Seminar on Educator and Future Teacher Educator Identities

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Butler, Brandon M.; Burns, Elizabeth; Frierman, Christina; Hawthorne, Katrice; Innes, Alisa; Parrott, James A.

2014-01-01

Educators require support as they move from classroom to higher education settings. This collaborative self-study provides insight into one such support space, a doctoral seminar titled Pedagogy of Teacher Education, and how our identities as educators and future teacher educators developed through participation in the course. Several important…

Harnessing Open Educational Resources to the Challenges of Teacher Education in Sub-Saharan Africa

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Thakrar, Jayshree; Zinn, Denise; Wolfenden, Freda

2009-01-01

The challenges to teacher educators in sub-Saharan Africa are acute. This paper describes how the Teacher Education in Sub-Saharan Africa (TESSA) consortium is working within institutional and national policy systems to support school-based teacher professional development. The TESSA consortium (13 African institutions and 5 international…

Knowledge and Social Relationships in Teacher Education.

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Bell, Adrian

1981-01-01

Based on Max Weber's three ideal types of education (charismatic education, education of the cultivated man, and specialized expert training), the article analyzes interpersonal interaction and students' educational identities in teacher training institutions in Britain. (DB)

The Evaluation of Teachers' Job Performance Based on Total Quality Management (TQM)

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Shahmohammadi, Nayereh

2017-01-01

This study aimed to evaluate teachers' job performance based on total quality management (TQM) model. This was a descriptive survey study. The target population consisted of all primary school teachers in Karaj (N = 2917). Using Cochran formula and simple random sampling, 340 participants were selected as sample. A total quality management…

Teacher Efficacy of Secondary Special Education Science Teachers

Science.gov (United States)

Bonton, Celeste

Students with disabilities are a specific group of the student population that are guaranteed rights that allow them to receive a free and unbiased education in an environment with their non-disabled peers. The importance of this study relates to providing students with disabilities with the opportunity to receive instruction from the most efficient and prepared educators. The purpose of this study is to determine how specific factors influence special education belief systems. In particular, educators who provide science instruction in whole group or small group classrooms in a large metropolitan area in Georgia possess specific beliefs about their ability to provide meaningful instruction. Data was collected through a correlational study completed by educators through an online survey website. The SEBEST quantitative survey instrument was used on a medium sample size (approximately 120 teachers) in a large metropolitan school district. The selected statistical analysis was the Shapiro-Wilk and Mann-Whitney in order to determine if any correlation exists among preservice training and perceived self-efficacy of secondary special education teachers in the content area of science. The results of this study showed that special education teachers in the content area of science have a higher perceived self-efficacy if they have completed an alternative certification program. Other variables tested did not show any statistical significance. Further research can be centered on the analysis of actual teacher efficacy, year end teacher efficacy measurements, teacher stipends, increased recruitment, and special education teachers of multiple content areas.

Teaching Our Own Babies: Teachers' Life Journeys into Community - Based Initial Education in Indigenous Oaxaca, Mexico

Directory of Open Access Journals (Sweden)

Lois M. Meyer

2016-02-01

Full Text Available In an era when U.S. and Mexican teachers are valued more for their academic achievements than their community-based knowledge and local/ethnic identity (e.g. Teach for America, or its off-shoot, Teach for Mexico, this study provides initial results of a one-year (2011-2012 intensive professional development experience (called a diplomado for 35 indigenous teachers of Initial Education who are “teaching their own babies” in marginalized communities of Oaxaca, Mexico, as documented in portfolios of written and photographic evidence produced by the teachers as their final diplomado product. The goal was to enrich these local teachers' background knowledge and equip them with research skills to investigate and honor the communal practices, governance, and perspectives (known as comunalidad of the rural indigenous communities where they teach, in order to generate an authentic, community-based approach to Initial Education for pregnant mothers, babies and toddlers up to 3 years old – a ground-breaking alternative to the Mexican government’s homogeneous Initial Education approach. Early findings indicate that these Oaxacan indigenous teachers faced a complex of internal and external challenges in this radical, regenerative work: they are young, female, mostly novice teachers, they lack professional preparation, and they have confronted racism throughout their own lives, especially and intensely in Mexican public schools. In the process of documenting communal life and early childhood socialization practices in rural communities where they teach, they confronted their own (often uneasy biculturalism and bilingualism. “Communalizing” early education in indigenous Oaxaca involves reconstructing and revitalizing the indigenous identities and language use of children and teachers alike. Preparing these local indigenous teachers to “teach their own babies” is a challenging but invaluable and achievable task.

The Effect of a School-Based Outdoor Education Program on Visual Arts Teachers' Success and Self-Efficacy Beliefs

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Hursen, Cigdem; Islek, Didem

2017-01-01

The aim of this research is to determine the effect of an education programme developed based on the school-based outdoor education approach on the academic achievement of visual arts teachers, as well as their self-efficacy beliefs for using museums and the natural environment. The aim is likewise to explore the views of the teachers on the…

Building a Team of Teachers for Designing and Implementation of Modul Educational Programs

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Kashtanova S.N.

2015-11-01

Full Text Available This article can be classified as thematic review, since it shows the actual experience of a human resources choice for the design and implementation of modular educational programs. It illustrates the main issues and initiative solutions to the team strategies modeling in a modernization of pedagogical education in Russia. We presents the basic ideological orientations of the modern university teacher from the point of view of reflective pedagogy and pedagogical management. We analyzed the experience of studying the teachers’ readiness to innovative activity and gave examples of dealing with the expectations and needs of potential employers and consumers of educational products using the foresight studies. A model of a graduate and the role of the teacher were analyzed based on expert panels method. Functional mechanisms, and technical aspects of teacher performance, designing and implementing modular educational programs were described with the projection of properties and qualities of the educational product on the professional and personal characteristics of the teacher.

Integrating Inquiry-Based Science and Education Methods Courses in a "Science Semester" for Future Elementary Teachers

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Madsen, J.; Fifield, S.; Allen, D.; Brickhouse, N.; Dagher, Z.; Ford, D.; Shipman, H.

2001-05-01

In this NSF-funded project we will adapt problem-based learning (PBL) and other inquiry-based approaches to create an integrated science and education methods curriculum ("science semester") for elementary teacher education majors. Our goal is to foster integrated understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in their classrooms. This project responds to calls to improve science education for all students by making preservice teachers' experiences in undergraduate science courses more consistent with reforms at the K-12 level. The involved faculty teach three science courses (biology, earth science, physical science) and an elementary science education methods course that are degree requirements for elementary teacher education majors. Presently, students take the courses in variable sequences and at widely scattered times. Too many students fail to appreciate the value of science courses to their future careers as teachers, and when they reach the methods course in the junior year they often retain little of the science content studied earlier. These episodic encounters with science make it difficult for students to learn the content, and to translate their understandings of science into effective, inquiry-based teaching strategies. To encourage integrated understandings of science concepts and pedagogy we will coordinate the science and methods courses in a junior-year science semester. Traditional subject matter boundaries will be crossed to stress shared themes that teachers must understand to teach standards-based elementary science. We will adapt exemplary approaches that support both learning science and learning how to teach science. Students will work collaboratively on multidisciplinary PBL activities that place science concepts in authentic contexts and build learning skills. "Lecture" meetings will be large group active learning sessions that help students understand difficult

Teaching Music in Our Time: Student Music Teachers' Reflections on Music Education, Teacher Education and Becoming a Teacher

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Georgii-Hemming, E.; Westvall, M.

2010-01-01

This article concerns students of music education in Sweden. It investigates the student teachers' perceptions of their ongoing music teacher education, with a particular focus on the task of teaching music today. It considers whether they believe their teacher education prepares them for this undertaking, and in that case, how. Their various…

Teachers' Pedagogical Management and Instrumental Performance in Students of an Artistic Higher Education School

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De La Cruz Bautista, Edwin

2017-01-01

This research aims to know the relationship between the variables teachers' pedagogical management and instrumental performance in students from an Artistic Higher Education School. It is a descriptive and correlational research that seeks to find the relationship between both variables. The sample of the study consisted of 30 students of the…

Interaction between teachers and teaching materials : on the implementation of context-based chemistry education

NARCIS (Netherlands)

Vos, M.A.J.

2010-01-01

Problem definition and research question The research in this dissertation focuses on the implementation of innovative context-based teaching materials in classroom practice by chemistry teachers who are not familiar with context-based education. This implementation is studied with two perspectives:

SimTeacher.com: An Online Simulation Tool for Teacher Education

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Fischler, Robert

2007-01-01

Simulation-based learning (SBL) is a recent yet promising pedagogical approach. There is a plethora of medical and business simulations. However, there is a lack of simulation tools for other areas of study, like teacher education. Furthermore, since the content of many educational simulations is "hard-coded" into the tool, educators typically…

Creating an In-School Pastoral System for Student Teachers in School-Based Initial Teacher Education

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Philpott, Carey

2015-01-01

Recent developments in initial teacher education (ITE) have produced a number of school-centred models. These mean that student teachers may now spend more of their time in schools than has historically been the case. In some of these models, student teachers are more clearly part of the school as an institution than might be the case in more…

Perceived collective teacher efficacy in low performing schools

African Journals Online (AJOL)

Education Management and Leadership, School for Professional Studies in ... enhance collective teacher efficacy, the challenge of low-performing schools ... Collective teacher efficacy, therefore, involves the combined perceptions of ... because greater efficacy leads to greater effort and ... One of the strategies for sharing.

Teacher Educators’ Views on Inclusive Education and Teacher Preparation in Ghana

OpenAIRE

Nketsia, William; Saloviita, Timo; Gyimah, Emmanuel Kofi

2016-01-01

The crucial role of initial teacher education programmes and teacher educators in preparing effective inclusive practitioners has been universally acknowledged. This study explored the attitudes of 125 teacher educators from four colleges of education towards inclusive education, their views and concerns about teacher preparation and the implementation of inclusive education in Ghana. The study found positive attitudes and considerable support for inclusive education. However, ...

Inquiry-based science education: towards a pedagogical framework for primary school teachers

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van Uum, Martina S. J.; Verhoeff, Roald P.; Peeters, Marieke

2016-02-01

Inquiry-based science education (IBSE) has been promoted as an inspiring way of learning science by engaging pupils in designing and conducting their own scientific investigations. For primary school teachers, the open nature of IBSE poses challenges as they often lack experience in supporting their pupils during the different phases of an open IBSE project, such as formulating a research question and designing and conducting an investigation. The current study aims to meet these challenges by presenting a pedagogical framework in which four domains of scientific knowledge are addressed in seven phases of inquiry. The framework is based on video analyses of pedagogical interventions by primary school teachers participating in open IBSE projects. Our results show that teachers can guide their pupils successfully through the process of open inquiry by explicitly addressing the conceptual, epistemic, social and/or procedural domain of scientific knowledge in the subsequent phases of inquiry. The paper concludes by suggesting further research to validate our framework and to develop a pedagogy for primary school teachers to guide their pupils through the different phases of open inquiry.

Towards Evidence-Based Initial Teacher Education in Singapore: A Review of Current Literature

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Low, Ee-Ling; Hui, Chenri; Taylor, Peter G.; Ng, Pak Tee

2012-01-01

Initial teacher education (ITE) in Singapore is shifting towards evidence-based practice. Despite a clear policy orientation, ITE in Singapore has not yet produced the evidence base that it is anticipating. This paper presents an analytical review of previous research into ITE in Singapore and makes comparisons to the larger international context.…

Rethinking and Redesigning Teacher Education

DEFF Research Database (Denmark)

Baltzersen, Johnny

to emphasize that I only consider my contribution to day as a humble effort to address highly complex and complicated issues and further emphasize that everyone seriously engaged in education reform, educational change and teacher education have much to do before we can embark on coherent and well......Teacher education and teachers are in most countries round the world under heavy criticism for not delivering what governments, many politicians and policy analysts and many sections of public life feel they should be delivering. And teacher education is at large on the defensive when confronted...

The Development of Teacher and Educational Personnel Promotional Assessment Framework in Thailand

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Dr. Amporn Tamronglak

2013-08-01

Full Text Available The main purpose of this paper is to present a performance evaluation framework for teacher and educational personnel in Thailand. Based on the research funded by Office of the Teacher Civil Service and Educational Personnel Commission, it is aimed primarily to study the model of academic standing assessment of teacher civil service and educational personnel and to develop criteria and methods for the four tracks of personnel in Thailand, including teaching, educational institution administration, educational administration, and educational supervision. Various methods in gathering data for the study were employed, including 1 documentary research of four different countries, such as United States of America, England, Singapore and Hong Kong; 2 site visits to the government agencies responsible for educational assessment and development and schools in Hong Kong and Singapore; 3 in-depth interviews with Executives in Ministry of Education and a number of stakeholders who had requested for the promotional assessment from all four career tracks; 4 focus group method among experts in the field; and 5 public hearing opened to all stakeholders in teaching careers was also organized to gather comments and suggestions and finetune the proposed framework prior to submission to the Office of the Teacher Civil Service and Educational Personnel Commission for further application in the future.

Re-Searching Secondary Teacher Trainees in Distance Education and Face-to-Face Mode: Study of Their Background Variables, Personal Characteristics and Academic Performance

Science.gov (United States)

Garg, Mamta; Gakhar, Sudesh

2011-01-01

The present investigation was conducted to describe and compare the background variables, personal characteristics and academic performance of secondary teacher trainees in distance education and face-to-face mode. The results indicated that teacher trainees in distance education differed from their counterparts in age, marital status, sex and…

The Weakening Role of Education Studies and the Re-Traditionalisation of Swedish Teacher Education

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Beach, Dennis; Bagley, Carl

2012-01-01

Research suggests that certain common policy presuppositions can be identified regarding teacher education programmes in advanced knowledge-based economies, most notably the relationship between formal education (schooling) and economic production, and the role of teacher education in respect to this relationship. This article draws on the work of…

Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards

Science.gov (United States)

Alake-Tuenter, Ester; Biemans, Harm J. A.; Tobi, Hilde; Wals, Arjen E. J.; Oosterheert, Ida; Mulder, Martin

2012-11-01

Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils' application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based science. Our purpose is to develop a profile of professional competence, required for effective inquiry-based science teaching in primary schools in the Netherlands. This article reviews literature and compares the outcomes to the American National Science Education Standards (NSES). In so doing, it seeks to answer the following research questions: What elements of competencies required by primary school teachers who teach inquiry-based science are mentioned, discussed and researched in recent literature? To what extent are the American NSES (introduced 15 years ago) consistent with elements of competencies found in recent literature? A comprehensive literature review was conducted using Educational Resources Information Centre and Google Scholar databases. Fifty-seven peer-reviewed scientific journal articles from 2004 to 2011 were found using keyword combinations. Analysis of these articles resulted in the identification and classification of 22 elements of competencies. This outcome was compared to the American NSES, revealing gaps in the standards with respect to a lack of focus on how teachers view science teaching and themselves as teachers. We also found that elements of competencies are connected and poor mastery of one may affect a teacher's mastery of another. Therefore, we propose that standards for the Netherlands should be presented in a non-linear, holistic, competence-based model.

Support, Inclusion, and Special Education Teachers' Attitudes toward the Education of Students with Autism Spectrum Disorders

Science.gov (United States)

Rodríguez, Isabel R.; Saldaña, David; Moreno, F. Javier

2012-01-01

This study is aimed at assessing special education teachers' attitudes toward teaching pupils with autism spectrum disorders (ASDs) and at determining the role of variables associated with a positive attitude towards the children and their education. Sixty-nine special education teachers were interviewed. The interview included two multiple-choice Likert-type questionnaires, one about teachers' attitude, and another about teachers' perceived needs in relation to the specific education of the pupil with ASD. The study shows a positive view of teachers' expectations regarding the education of pupils with ASD. A direct logistic regression analysis was performed testing for experience with the child, school relationship with an ASD network and type of school (mainstream or special) as potential predictors. Although all three variables are useful in predicting special education teachers' attitudes, the most relevant was the relationship with an ASD network. Need for information and social support are the relatively highest needs expressed by teachers. PMID:22934171

Effectiveness of the Teacher Performance Evaluation Methods Practiced by Managers of Public Schools in the Directorate of Education in Southern Jordan Valley/Jordan from the Point of View of Teachers

Science.gov (United States)

Al-Tarawneh, Sabri; Al-Oshaibat, Hussein; Ismail, Hairul Al-Nizam

2016-01-01

This study identifies the efficiency of the teacher performance evaluation methods used by government school principals in South Ghour or the hollows educational department from the perspective of teachers. This study dealt with the approaches used by government school principals in the domains of planning assessment, working with the teacher,…

Teacher Identity Construction in Different Contexts of Teacher Education in Brazil.

Science.gov (United States)

Diniz-Pereira, Julio Emilio

Considering current public policies for teacher education, recent educational reforms, and the renewed discussion of the teacher's role within contemporaneous approaches in the field of education, it is essential to discuss how teacher identity is gradually constructed in teacher education programs. This paper discusses processes of teacher…

Implementing HIV/AIDS education: impact of teachers' training on HIV/AIDS education in Bangladesh.

Science.gov (United States)

Sarma, Haribondhu; Oliveras, Elizabeth

2013-03-01

School-based HIV/AIDS education is a common and well-proven intervention strategy for providing information on HIV/AIDS to young people. However, lack of skills among teachers for imparting sensitive information to students can lead to programme failure in terms of achieving goals. A cross-sectional study was conducted among teachers to identify the factors that support or hinder their role in HIV/AIDS education. A self-administered questionnaire was used for interviewing teachers from randomly-selected schools in two adjacent districts in Bangladesh. Based on exposure to teachers' training, the districts were divided into control and intervention areas and the teachers' ability, skill, and their participation in HIV/AIDS education were compared between the districts. Trained teachers in the intervention schools were more likely to participate, less likely to face difficulties, and more likely to use interactive teaching methods in HIV/ AIDS classes compared to the controls who did not receive any training. Inadequate allocation of time for conducting the HIV/AIDS class was found to be barriers to HIV/AIDS education that suggest the need to provide teachers with more support in terms of training and logistics.

How Does It Feel to Become a Teacher? Emotions in Teacher Education

Science.gov (United States)

Anttila, Henrika; Pyhältö, Kirsi; Soini, Tiina; Pietarinen, Janne

2016-01-01

Academic emotions are central ingredients in student teachers' learning. They have been shown to affect cognitive performance, motivation and achievement (e.g. Linnenbrink-Garcia et al. in "Contemp Educ Psychol" 36(1):13-24, 2011). However, until recently the role of emotions in student teachers' learning has largely been neglected (e.g.…

Who Should Evaluate Teachers' Performance at Schools?

Science.gov (United States)

Tabancali, Erkan

2017-01-01

Correct determination of whether or not the objectives are achieved or of the level of achievement of the objectives is vital in educational organizations. In this context, one of the indicators of how teachers serve the organizational objectives is performance evaluation. In Turkish Educational System, the evaluation of the performance of…

Initial teacher education and continuing professional development for science teachers

DEFF Research Database (Denmark)

Dolin, Jens; Evans, Robert Harry

2011-01-01

Research into ways of improving the initial education and continuing professional development of science teachers is closely related to both common and unique strands. The field is complex since science teachers teach at different educational levels, are often educated in different science subjects......, and belong to various cultures, both educationally and socially. Section 1 presents a review of the research literature across these dimensions and looks at the knowledge, skills and competences needed for teaching science, specific issues within science teacher education, and strategies for educating...... and developing science teachers....

Change Project-Based Learning in Teacher Education in Botswana

African Journals Online (AJOL)

where a few teacher educators were introduced to Education for Strong .... from sustainable pathways on the grounds of a wider consideration of arguments for natural ... on sustainable development taking place in society. ..... not only developed students' critical thinking, research and problem-solving skills, it gave them.

The identity of teacher educators in the changing context of teacher education in the Netherlands

NARCIS (Netherlands)

Swennen, J.M.H.; Volman, M.L.L.

2013-01-01

Little is known about the development of the professional identities of teacher educators, especially within historical and contemporary contexts of teacher education in the Netherlands. Teacher education is undergoing significant change and it is paramount to understand how this relates to the

On Reconceptualizing Teacher Education.

Science.gov (United States)

Yates, Robert; Muchisky, Dennis

2003-01-01

Raises questions about what has been referred to as a "reconceptualization of teacher education," which advocates that teacher education in TESOL focuses more on the act of teaching and learning to teach. Argues that this perspective threatens to deemphasize what language teachers need to know about language and language acquisition. (Author/VWL)

Globalization and Teacher Education

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Flinders, David J.

2009-01-01

Educational researchers and teacher educators are often concerned with immediate and practical questions. How can health teachers help youth avoid substance abuse? Should a high school biology teacher show Al Gore's "An Inconvenient Truth," or is that film too political for a science classroom? What sports should be included in a physical…

Place of a Realistic Teacher Education Pedagogy in an ICT ...

African Journals Online (AJOL)

This article is based on a study undertaken to examine the impact of introducing a realistic teacher education pedagogy (RTEP) oriented learning environment supported by ICT on distance teacher education in Uganda. It gives an overview of the quality, quantity and training of teachers in primary and secondary schools

Theory and practice in teacher education

DEFF Research Database (Denmark)

Knudsen, Lars Emmerik Damgaard

Abstract for NERA 2013, Iceland Theory and Practice – Knowledge Forms, Culture Analysis and Embodiment Lars Emmerik Damgaard Knudsen ‘Teacher Education Network’ Compared to other Nordic teacher education programs the Danish teacher education is as designated to the teacher profession but not nece......Abstract for NERA 2013, Iceland Theory and Practice – Knowledge Forms, Culture Analysis and Embodiment Lars Emmerik Damgaard Knudsen ‘Teacher Education Network’ Compared to other Nordic teacher education programs the Danish teacher education is as designated to the teacher profession...... and videotaped in the last placement period and in the students’ phase of writing the bachelor thesis. The analysis demonstrates that the intended and practiced knowledge forms are cultural structured and bodily anchored in the self-images of the placement and teaching sites which points to a significant...... there are still significant contradictions between placement and teaching sites in the understandings of the means and ends of the teacher education program and in the relations between theory and practice. 3. The process of becoming academic and professional formation is in an interpellation process headed...

Pre-Service Teachers' and Teacher-Educators' Experiences and Attitudes toward Using Social Networking Sites for Collaborative Learning

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Soomro, Kamal Ahmed; Kale, Ugur; Zai, Sajid Yousuf

2014-01-01

Extensive use of social networking sites by students and teachers makes educators and researchers to think whether they can be incorporated in instructional process to facilitate students' learning. This survey-based study records and examines Pakistani pre-service teachers' and teacher-educators' current uses of Facebook, and their attitudes…

Internationally Educated Female Teachers who have Immigrated to Nova Scotia: A Research/Performance Text

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Susan C. Walsh

2007-09-01

Full Text Available This research/performance text emerged from a study involving internationally educated female teachers who have immigrated to Atlantic Canada. The text features the words and artwork of the research participants as well as excerpts from newspapers, academic writing, and documents about immigration in Nova Scotia juxtaposed so as to foreground the complexity of the women's immigration and integration experiences. Introductory comments provide contextual information about the research project, the participants, and the evolution of, as well as rationale for, the text as performance piece.

Role of Teacher Educational Institutions in Developing Personality of Student Teachers

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Prakash, Srinivasan; Xavier S. J., S. Amaladoss

2014-01-01

Teacher Education is an integral part of any educational system. It should provide a platform in developing the holistic personality of a student teacher. This paper reports on personality of student teachers and the role of Teacher Educational institutions in developing it. The sample consists of 1,080 student teachers of Madurai revenue…

The Workplace as Learning Environment in Early Childhood Teacher Education: An Investigation of Work-Based Education

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Kaarby, Karen Marie Eid; Lindboe, Inger Marie

2016-01-01

The article focuses on the workplace as a learning environment in work-based early childhood teacher education in Norway. The main question is: Which understandings of the workplace as a learning environment are to be found in regulations and policy documents, among students and among staff managers? Taking as the point of departure, a theoretical…

Dispatches from the front: emergency medicine teachers' perceptions of competency-based education.

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Bandiera, Glen; Lendrum, David

2011-05-01

Controversy exists regarding the applicability of competency-based education during clinical rotations in emergency medicine (EM). Little has been written about the perceptions of front-line teachers regarding one such competency-based education paradigm, the CanMEDS framework. We undertook to determine 1) what perceptions exist among front-line teachers at two academic health science emergency departments (EDs) regarding the use of the CanMEDS roles to frame what residents should learn on ED rotations and 2) how those same teachers envision practically incorporating the CanMEDS roles into feedback provided to residents. Teachers at two sites volunteered for a semistructured focus group study. Focus groups were moderated by an experienced qualitative researcher, and verbatim transcriptions were coded by two independent reviewers. The codes were merged into final themes. The final focus group was used to further explore issues raised and test assumptions made in the preceding groups. In five focus groups involving 21 participants, the Medical Expert and Professional roles were seen as most relevant to an EM rotation, whereas the Health Advocate, Manager, Scholar, and Collaborator roles were least relevant. On further exploration, however, faculty identified highly relevant components of each role that they could envision teaching in an ED. Participants also felt that the framework helped highlight the breadth of physician competencies and provided structure for teaching and feedback. EM faculty find the CanMEDS framework helpful for structuring teaching and learning and that many elements of the roles, when defined, are feasible to integrate into a clinical rotation.

State Teacher Evaluation and Teacher Education

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Marchant, Gregory J.; David, Kristine A.; Rodgers, Deborah; German, Rachel L.

2015-01-01

Current accountability trends suggest an increasing role in state mandates regarding teacher evaluation. With various evaluation models and components serving as the basis for quality teaching, teacher education programs need to recognize the role teacher evaluation plays and incorporate aspects where appropriate. This article makes that case and…

Teachers for Multicultural Education.

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Rivlin, Harry N.; Gold, Milton J.

Developing teachers for multicultural education is an essential assignment for teacher education and school administration today so that educators might help their students learn to live in a multicultural society. In an earlier view, public schools were considered the "great equalizers" among America's social institutions. The assumption was that…

Education Reform Sparks Teacher Protest in Mexico

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Levinson, Bradley A.

2014-01-01

The current tumult in the Mexican education arena has deep roots in politics and tradition, but it is latter-day global competition and international measures of student performance that are driving reform efforts. Teacher strikes and demonstrations are not new in Mexico, but issues raised by today's protesting teachers represent a combination of…

Educating mathematics teacher educators

DEFF Research Database (Denmark)

Højgaard, Tomas; Jankvist, Uffe Thomas

2014-01-01

The paper argues for a three-dimensional course design structure for future mathematics teacher educators. More precisely we describe the design and implementation of a course basing itself on: the two mathematical competencies of modelling and problem tackling, this being the first dimension......; the two mathematical topics of differential equations and stochastics, this being the second dimension; and finally a third dimension the purpose of which is to deepen the two others by means of a didactical perspective....

Pupil – Teacher Ratio: Implication for Quality Education in Nigeria ...

African Journals Online (AJOL)

Significantly, pupil-teacher ratios are very essential to quality of education. They perhaps rank alongside professional knowledge, skill, as well as strategies, in genuinely determining educational success and performance. This paper discusses pupil-teacher ratio and relevance that pupils seem to have a greater impact on ...

Becoming a teacher educator: experiences with a specific induction period for beginning teacher educators.

NARCIS (Netherlands)

dr Rita Schildwacht; MEd Marly Gootzen; dr.ir. Quinta Kools; MEd Marije Veraa

2012-01-01

Introduction and theoretical background In the past few years, there has been a growing interest in the specific position of beginning teacher educators. In the book 'Becoming a teacher Educator' (Swennen & Van der Klink, 2009) several chapters deal with this subject. In conclusion, teacher

Social Cognitive Predictors of Pre-Service Teachers' Technology Integration Performance

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Perkmen, Serkan; Pamuk, Sonmez

2011-01-01

The main objective of the study was to examine interrelationships among social cognitive variables (self-efficacy, outcome expectations, and performance goals) and their role in predicting pre-service teachers' technology integration performance. Although researchers have examined the role of these variables in the teacher-education context, the…

Being a Competent Athlete or a Competent Teacher? Aesthetic Experiences in Physical Education Teacher Education

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Maivorsdotter, Ninitha; Lundvall, Suzanne; Quennerstedt, Mikael

2014-01-01

The aim of this study was to explore physical education teacher education students' meaning-making of participating in lessons--in this case gymnastics and basketball--based on their aesthetic judgements, expressed in written stories. A transactional approach, drawing on the work of John Dewey, was used in the study and the empirical data was…

Web-Based Case Conferencing for Preservice Teacher Education: Electronic Discourse from the Field.

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Bonk, Curtis Jay; Malikowski, Steve; Angeli, Charoula; East, Judy

1998-01-01

The purpose of this study was to foster preservice teacher learning of educational psychology by creating a Web-based learning community using actual case situations experienced during field observations. Participants (146 undergraduate students) were assigned to two electronic-conferencing groups where they generated teaching vignettes related to…

Tactical Decision Competency of Preservice Physical Education Teacher Education Students

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Williams, Skip M.; Coleman, Margo M.; Henninger, Mary L.; Carlson, Kristin B.

2013-01-01

The most recent publication of the "National Standards and Guidelines for Physical Education Teacher Education" (National Association for Sport and Physical Education [NASPE], 2009) requires physical education teacher education (PETE) programs to demonstrate that teacher candidates display both tactical knowledge and physical competence.…

Case-Based Teaching of Fatal Incidents in Outdoor Education Teacher Preparation Courses

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North, Chris; Brookes, Andrew

2017-01-01

This article examines the use of case-based approaches to fatal incidents in outdoor education (OE) with a view to fatality prevention. Fatalities are rare in OE and therefore it is nearly impossible for teachers to learn how to avoid fatalities from their own past experiences. It is, however, possible to learn from the mistakes of others through…

THE SPECIFICS OF PARENT-TEACHER INTERACTION IN EARLY CHILDHOOD EDUCATION

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N. L. Antonova

2018-01-01

Full Text Available Introduction. Early school education as a beginning stage of an individual’s educational trajectory fosters an enabling environment for a child’s personal, physical, intellectual and moral development. A productive interaction between pre-school educational organizations and parents is known to play the key role in the mentioned process.Aim. Based on the empirical-sociological materials of the research, this paper is aimed to identify specific features of interaction between parents and teachers as subjects of the system of early childhood education in large industrial cities.Methodology and research methods. The empirical basis of the research was a questionnaire survey conducted among parents (n=220, whose children attended pre-school institutions in Yekaterinburg, and semi-structured interviews with early school teachers (n=30. The teachers were interviewed using the method of systematic sampling. Results and scientific novelty. A serious divergence was identified with regard to how parents and teachers understand the goal of early school education. The social demand of parents consists in preservation and strengthening of physical health of the child, and teachers consider the development of pupils’ abilities as their main task. The research revealed the main topic for discussion between parents and teachers to be organizational issues (due payments, leaving children in the morning, etc.. The conclusion is drawn that passive acceptance of the current situation prevails in teacher-parent interaction, rather than an active attitude to realization of the principles of partnership and cooperation. Parents’ tight schedules become an impediment for building of partner relationship with their children’s teachers and eventually prevent collaborative interaction between the two sides. Nevertheless, parents are shown to trust teachers and recognize the teachers’ professionalism. This circumstance is seen as a founding principle for

Teacher evaluation system, institutions of technology higher education: quality guidelines

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Laura Belkis Parada Romero

2016-01-01

Full Text Available Due to the globalization of education, it has become prevalent to strengthen the quality systems to ensure that educational actors in higher education institutions are the best. In this context teachers are given a main role since they are cornerstones in educational processes. Currently, teacher quality is assessed through an assessment or evaluation system. Almost every university evaluates its teachers, but there is no legal regulation on how to do it, in most institutions there is a professional in charge of designing and applying assessment instruments according to the authors he/she prefers. In most universities, on the one hand, it is used a traditional questionnaire aiming to collect data about dimensions associated with teaching, on the other hand, there is another option in which assessment models include self-evaluation, as in some cases in Chile. That’s why one of the concerns of this research is to propose guidelines for a more qualitative and formative assessment not exclusively following political parameters –based on administrative decisions–, but following emerging proposals with a deeper analysis. Nowadays the main actors in teacher evaluation are teachers, students and administrative staff, every six months these actors are evaluated by using an assessment tool that they usually do not know. The research investigates the perception actors in teacher evaluation have regarding its objectives, methods and stages, so they put forward ideas on how to restructure the current institutional assessment and propose improvements aiming at both the quantitative aspect and the qualitative analysis of performances and skills.

School-based In-service Teacher training

DEFF Research Database (Denmark)

Knudsen, Hans Jørgen; Hadzibegovic-Bubanja, Elvira; Nielsen, Søren P.

-based initiatives as an integral part of modern teacher education programmes. The publication is an attempt to translate more academic reflections into action by being practice-oriented. However, not in the form of a classical tool kit or how-to-do guidelines which would wrongly give the impression...... of modern teacher education programmes. The publication is an attempt to translate more academic reflections into action by being practice-oriented. However, not in the form of a classical tool kit or how-to-do guidelines which would wrongly give the impression that it is possible to develop guidelines...... upper–secondary education). The philosophy of the Handbook is that teacher competence development becomes both more efficient and much cheaper if closely related to the actual job requirements of teachers, organised at school level and for teams of teachers with strong support from school leadership...

A Case-Based Electronic Learning Environment for Preservice Teacher Education.

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Angeli, Charoula; Bonk, Curtis Jay; Supplee, Lauren; Malikowski, Steve

This study took place within a teacher education program at a large Midwestern university with vast field observation placements around the state and the world. The purpose was to discover whether preservice teacher electronic conferencing on the World Wide Web about early field experiences can have an impact on the learning of educational…

Learning to Redesign Teacher Education: A Conceptual Framework to Support Program Change

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Anagnostopoulos, Dorothea; Levine, Thomas; Roselle, Rene; Lombardi, Allison

2018-01-01

University-based teacher education faces intensifying pressure to prove its effectiveness. This has prompted renewed interest in program redesign. In this article, we argue that enacting meaningful redesign requires university-based teacher educators to learn new ways of thinking and acting not only with teacher candidates but also with their…

Performance Assessment as a Diagnostic Tool for Science Teachers

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Kruit, Patricia; Oostdam, Ron; van den Berg, Ed; Schuitema, Jaap

2018-04-01

Information on students' development of science skills is essential for teachers to evaluate and improve their own education, as well as to provide adequate support and feedback to the learning process of individual students. The present study explores and discusses the use of performance assessments as a diagnostic tool for formative assessment to inform teachers and guide instruction of science skills in primary education. Three performance assessments were administered to more than 400 students in grades 5 and 6 of primary education. Students performed small experiments using real materials while following the different steps of the empirical cycle. The mutual relationship between the three performance assessments is examined to provide evidence for the value of performance assessments as useful tools for formative evaluation. Differences in response patterns are discussed, and the diagnostic value of performance assessments is illustrated with examples of individual student performances. Findings show that the performance assessments were difficult for grades 5 and 6 students but that much individual variation exists regarding the different steps of the empirical cycle. Evaluation of scores as well as a more substantive analysis of students' responses provided insight into typical errors that students make. It is concluded that performance assessments can be used as a diagnostic tool for monitoring students' skill performance as well as to support teachers in evaluating and improving their science lessons.

Attitudes of teachers education centers to special education inclusion

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M.ª del Carmen PEGALAJAR PALOMINO

2014-10-01

Full Text Available This research aims to analyze the attitudes and perceptions towards inclusive education teacher that practices in special education centers in Andalusia. The paper has used a descriptive methodology, a total of 428 participating teachers and using data collection a semi structured questionnaire developed ad hoc. The results show how teachers of special education centers in Andalusia consider inclusive education as a pillar in education, while defining the mode of schooling in special education institutions as an educational response to students aimed at improving their quality of life and achieve greater personal independence and function in daily life activities. They also consider that the students enrolled in these schools has higher educational needs in the field of health, cognitive and social. It stands out even the existence of statistically significant differences in attitudes and perceptions of teachers as they have developed or no practical training related to the field of inclusive education during their initial training, being more favorable in the case of those without such training. Thus, we want to know the perceptions of these teachers on inclusive education to establish proposals for improvement in teacher education that lead to the development of a process of quality teaching and learning for pupils with severe and permanent disabilities.

The Significance of Physical Education Content: "Sending the Message" in Physical Education Teacher Education

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Johnson, Tyler G.

2012-01-01

Mind-body dualism has likely influenced how many view human beings and their behavior--mind (i.e., thinking) is elevated over body (i.e., performing)--even in Physical Education Teacher Education. The problem is that such a perspective makes physical education content (i.e., dance, games, play, and sport) subsidiary to more "intellectual" or…

Preparing Teachers for Anti-oppressive Education

DEFF Research Database (Denmark)

Baber, Sikunder Ali

2004-01-01

While theories and recommendations continue to proliferate in the educational research literature on what it means to teach towards social justice and to prepare teachers for such teaching, so do concerns that these theories and recommendations fail to account for the ways that the contexts...... of teaching cultural contexts, national contexts, political contexts always affect teaching in idiosyncratic, unpredictable and even contradictory ways. Given that much educational research fails to trouble the US-centric nature of prevailing conceptions of social justice and teacher education......, it is important to learn about the unique as well as shared challenges facing teacher educators around the globe. In this article, teacher educators from Asia, Africa, North America and South America offer a sampling of initiatives in anti-oppressive teacher education; that is, initiatives to prepare teachers...

Framing Teacher Education: Conceptions of Teaching, Teacher Education, and Justice in Chilean National Policies

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Fernández, M. Beatriz

2018-01-01

Chile shows high inequity and socioeconomic stratification in both K-12 education and teacher preparation. Drawing on the notion of frames, this critical policy analysis examines how teaching, teacher education, and justice were conceptualized in Chile's teacher preparation policies between 2008-2015. It also analyzes the narrative stories…

Improvement of Educational Equity & Teacher Training

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María J. Rodríguez

2013-10-01

Full Text Available Educational improvement for equity and professional teacher development are crucial issues concerning the essential right all students have of a good education. Firstly the article proposes a contextual reflection on improvement, some considerations related to well known traditions in the field and particularly the social justice and its relationships and implication for educational politics, curriculum, teaching, teacher and community. Secondly, it claims for the coherence of teacher professional development to educational equity. Different analysis and proposals are outlined related to policies and tasks the public administration should undertake and some dimensions of teacher education are considered attending educational equity criteria. Professional learning communities are described and valued as a hypothetical framework in order to improve equity and teacher education relationships.

Nihithewak Ithiniwak, Nihithewatisiwin and science education: An exploratory narrative study examining Indigenous-based science education in K--12 classrooms from the perspectives of teachers in Woodlands Cree community contexts

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Michell, Herman Jeremiah

This study was guided by the following research questions: What do the stories of teachers in Nihithewak (Woodlands Cree) school contexts reveal about their experiences and tendencies towards cultural and linguistic-based pedagogical practices and actions in K-12 classrooms? How did these teachers come to teach this way? How do their beliefs and values from their experiences in science education and cultural heritage influence their teaching? Why do these teachers do what they do in their science classroom and instructional practices? The research explores Indigenous-based science education from the perspectives and experiences of science teachers in Nihithewak school contexts. Narrative methodology (Clandinin & Connelly, 2000) was used as a basis for collecting and analyzing data emerging from the research process. The results included thematic portraits and stories of science teaching that is connected to Nihithewak and Nihithewatisiwin (Woodlands Cree Way of Life). Major data sources included conversational interviews, out-of-class observations and occasional in-class observations, field notes, and a research journal. An interview guide with a set of open-ended and semi-structured questions was used to direct the interviews. My role as researcher included participation in storied conversations with ten selected volunteer teachers to document the underlying meanings behind the ways they teach science in Nihithewak contexts. This research is grounded in socio-cultural theory commonly used to support the examination and development of school science in Indigenous cultural contexts (Lemke, 2001; O'Loughlin, 1992). Socio-cultural theory is a framework that links education, language, literacy, and culture (Nieto, 2002). The research encapsulates a literature review that includes the history of Aboriginal education in Canada (Battiste & Barman, 1995; Kirkness, 1992; Perley, 1993), Indigenous-based science education (Cajete, 2000; Aikenhead, 2006a), multi

Changing Knowledge, Changing Technology: Implications for Teacher Education Futures

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Burden, Kevin; Aubusson, Peter; Brindley, Sue; Schuck, Sandy

2016-01-01

Recent research in teacher education futures has identified two themes that require further study: the changing nature of knowledge and the changing capabilities of technologies. This article examines the intersection of these two themes and their implications for teacher education. The research employed futures methodologies based on scenario…

Training Higher Education Teachers for Instructional Design of Competency-based Education: Product-oriented versus Process-oriented Worked Examples

NARCIS (Netherlands)

Hoogveld, Bert; Paas, Fred; Jochems, Wim

2007-01-01

Teachers involved in the development of competency-based higher education (CBE) are expected to fulfil a new role of instructional designer. As a consequence, they are confronted with the problem to translate abstract new curriculum principles into concrete learning tasks. Recent studies have shown

Characteristics of Teacher Training in School-Based Physical Education Interventions to Improve Fundamental Movement Skills and/or Physical Activity: A Systematic Review.

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Lander, Natalie; Eather, Narelle; Morgan, Philip J; Salmon, Jo; Barnett, Lisa M

2017-01-01

Fundamental movement skill (FMS) competence is positively associated with physical activity (PA). However, levels of both FMS and PA are lower than expected. Current reviews of interventions to improve FMS and PA have shown that many school-based programs have achieved positive outcomes, yet the maintenance of these interventions is variable. Teachers play a central role in the success and longevity of school-based interventions. Despite the importance of teacher engagement, research into the nature and quality of teacher training in school-based PA and FMS interventions has received little attention. The aim of this systematic review was to investigate the type and quantity of teacher training in school-based physical education PA and/or FMS interventions, and to identify what role teacher training had on the intervention outcome. A systematic search of eight electronic databases was conducted. Publication date restrictions were not implemented in any database, and the last search was performed on 1 March 2015. School physical education-based interventions facilitated by a school teacher, and that included a quantitative assessment of FMS competence and/or PA levels were included in the review. The search identified 39 articles. Eleven of the studies measured FMS, 25 studies measured PA and three measured both FMS and PA. Nine of the studies did not report on any aspect of the teacher training conducted. Of the 30 studies that reported on teacher training, 25 reported statistically significant intervention results for FMS and/or PA. It appears that teacher training programs: are ≥ 1 day; provide comprehensive subject and pedagogy content; are framed by a theory or model; provide follow-up or ongoing support; and measure teacher satisfaction of the training, are more effective at improving student outcomes in FMS and/or PA. However, the provision of information regarding the characteristics of the teacher training was largely inadequate. Therefore, it was

Incentives, Selection, and Teacher Performance: Evidence from IMPACT

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Dee, Thomas S.; Wyckoff, James

2015-01-01

Teachers in the United States are compensated largely on the basis of fixed schedules that reward experience and credentials. However, there is a growing interest in whether performance-based incentives based on rigorous teacher evaluations can improve teacher retention and performance. The evidence available to date has been mixed at best. This…

Pre-Service Primary Teachers' Attitudes towards Inclusive Education

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Varcoe, Linda; Boyle, Christopher

2014-01-01

Research has demonstrated that an important factor in the success of inclusive education is dependent upon teachers' attitudes. Based on this evidence, the present study investigated the impact of a range of teacher variables in association with training on primary pre-service teachers' attitudes by examining total inclusion scores, positive…

How we developed a role-based portfolio for teachers' professional development.

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Pyörälä, Eeva

2014-09-01

Faculty development requires practical tools for supporting teachers' professional development. In a modern medical education context, teachers need to adapt to various educational roles. This article describes how a role-based portfolio with a qualitative self-assessment scale was developed. It strives to encourage and support teachers' growth in different educational roles. The portfolio was developed between 2009 and 2012 at the University of Helsinki in dialogue with teachers involved in faculty development. It is based on the role framework presented by Harden and Crosby. Today, it also involves the educational premises of constructive alignment, reflection and a scholarly approach to teaching. The role-based portfolio has led the teachers to discover new educational roles and set goals in their professional development.

Teacher Education Graduates' Choice (Not) to Enter the Teaching Profession: Does Teacher Education Matter?

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Rots, Isabel; Aelterman, Antonia; Devos, Geert

2014-01-01

In an era of recurring teacher shortages, Flanders struggles with a considerable proportion of teacher education graduates who do not enter the teaching profession. This study identifies the predictors of teacher education graduates' choice on job entry (teaching profession or not). A prospective research design with two data collection phases is…

Teacher Educators' Perceptions and Practices Pertaining to Multicultural Teacher Education.

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Burcalow, Janet V.

This study focuses on three questions: (1) What are the perceptions of teacher educators regarding five education approaches titled: "Educational Equality,""Cultural Understanding,""Individual Development,""Power Parity," and "Bilingual/Bicultural Education"? (2) Do variables such as age, race, gender, or professional responsibilities affect the…

Exporting Finnish teacher education: Transnational pressures on national models

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Jennifer Chung

2017-07-01

Full Text Available This article analyses empirical data to assess the possible transfer of Finnish teacher education policy, and more specifically, the university training school, into another context. Transnational organisations increasingly pressure nation-states to carry out education policy change, especially due to dissatisfaction with international assessment outcomes. As a high performer in the Programme for International Student Assessment (PISA, administered by the Organisation for Economic Cooperation and Development (OECD, Finland has been at the centre of international attention. PISA revealed that the high quality of Finnish teachers contributes to the overall calibre of the country’s education system. Thus, Finnish teacher education has become a model for other education systems. This article uses empirical research to explore the export possibilities of the Finnish normaalikoulu, or university training school. It implements qualitative methodology, using semi-structured interviews with Finnish educationalists to explore the possible export of Finnish education, the implications in terms of policy transfer, and the migration of ideas, specifically the university-affiliated, teacher training school. The export and migration of Finnish education and its impact on education policy are discussed in this article, along with educational export’s position in transnational policy formation.

PISA and High-Performing Education Systems: Explaining Singapore's Education Success

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Deng, Zongyi; Gopinathan, S.

2016-01-01

Singapore's remarkable performance in Programme for International Student Assessment (PISA) has placed it among the world's high-performing education systems (HPES). In the literature on HPES, its "secret formula" for education success is explained in terms of teacher quality, school leadership, system characteristics and educational…

Teacher Compliance and Accuracy in State Assessment of Student Motor Skill Performance

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Hall, Tina J.; Hicklin, Lori K.; French, Karen E.

2015-01-01

Purpose: The purpose of this study was to investigate teacher compliance with state mandated assessment protocols and teacher accuracy in assessing student motor skill performance. Method: Middle school teachers (N = 116) submitted eighth grade student motor skill performance data from 318 physical education classes to a trained monitoring…

A cultural turn? Vocational teacher education in Denmark

DEFF Research Database (Denmark)

Duch, Henriette

actors in the field. The actors had different interests, which is also visible in documents. The analysis reveals three main discussions. The first is the loss of ‘situated learning’ or vocational teacher training in vocational colleges. The second is theory of science as a symbol of academization......As part of my Ph.D.-project the field of educational policy is analysed with a focus on the decision process on a change of vocational teacher education (Bourdieu, 1996; Duch and Rasmussen, XX). The process is seen in the light of the Bologna process. Originally, the education of Danish vocational...... teachers was a specialized and non-classified course, now it is classifies as a higher education at level six in the Danish Qualification Framework. The analysis is based on qualitative interviews with representatives of for example vocational teachers and of leaders at vocational colleges – different...

Teacher Education and Inclusionary Practices: Sharing Delhi University Experiences

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Raina, Jyoti

2016-01-01

Teacher agency is a dynamic catalyst in the process of inclusion, emancipation and social change through school education. This article highlights three key curricular practices in the structure, content and method of a process-based elementary teacher education curriculum aimed at enabling the emergence of this agency that characterise the…

General Education and Special Education Teachers' Attitudes towards Inclusion

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Hernandez, David A.; Hueck, Susan; Charley, Carmen

2016-01-01

The purpose of this study was to examine the difference in general education and special education teachers' attitudes towards inclusion of students with disabilities and to ascertain if levels of self-efficacy, teacher type, and education level were predictors of teachers' attitudes towards inclusion. Data were collected from 118 elementary and…

Fresh Faces, New Places: Moving beyond Teacher-Researcher Perspectives in Hip-Hop-Based Education Research

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Irby, Decoteau J.; Hall, H. Bernard

2011-01-01

Grounded in critical and culturally relevant theory, hip-hop-based education (HHBE) research documents the use of hip-hop in educational settings. Despite the richness of the emerging field, overreliance on teacher-researcher perspectives leaves much to be desired. Little is known of the extent and ways HHBE is used by nonresearching K-12…

Comparing two methods of electronic and teacher-based education on nursing students’ level of knowledge in taking care of trauma patients

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samaneh alizadeh

2015-06-01

Full Text Available Objective: Trauma is a major health problem worldwide regardless of regional socioeconomic and healthcare status. As a leading cause of death, trauma results in severe socioeconomic damages, which could be highly prevented by optimal care. As nurses are the major professional groups involved in patient care, improvement of their knowledge and practical skill leads to more qualified healthcare staff. Nowadays, traditional methods of education cannot meet students’ needs and modern methods of training are recommended to be applied. This study, therefore, aimed to compare the effects of two methods of teaching (electronic education and teacher-based education on students’ learning and the efficacy rate of each method on the knowledge of fourth year students of nursing and midwifery faculty in Tabriz University of Medical Sciences. Methods: In this study, the participants were randomly assigned into 2 educational groups of electronic (experimental group and teacher-based (control group method. All participants took a pre-test. Then each group attended the same course in a different method. Finally, post-test was taken by the participants and data were analyzed. Results: A comparison of the mean knowledge score of both groups showed that electronic education was more effective than teacher-based education. Conclusion: The electronic training will result in more effective learning in comparison to teacher-based method and can be applied as an appropriate and efficient method of education

Performance evaluation of nursing students following competency-based education.

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Fan, Jun-Yu; Wang, Yu Hsin; Chao, Li Fen; Jane, Sui-Whi; Hsu, Li-Ling

2015-01-01

Competency-based education is known to improve the match between educational performance and employment opportunities. This study examined the effects of competency-based education on the learning outcomes of undergraduate nursing students. The study used a quasi-experimental design. A convenience sample of 312 second-year undergraduate nursing students from northern and southern Taiwan participated in the study. The experimental group (n=163) received competency-based education and the control group received traditional instruction (n=149) in a medical-surgical nursing course. Outcome measures included students' scores on the Objective Structured Clinical Examination, Self-Evaluated Core Competencies Scale, Metacognitive Inventory for Nursing Students questionnaire, and academic performance. Students who received competency-based education had significantly higher academic performance in the medical-surgical nursing course and practicum than did the control group. Required core competencies and metacognitive abilities improved significantly in the competency-based education group as compared to the control group after adjusting for covariates. Competency-based education is worth implementing and may close the gap between education and the ever-changing work environment. Copyright © 2014 Elsevier Ltd. All rights reserved.

When learners become teachers: a review of peer teaching in medical student education.

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Benè, Kristen L; Bergus, George

2014-01-01

Peer teaching engages students as teachers and is widely used in K-12 education, many universities, and increasingly in medical schools. It draws on the social and cognitive congruence between learner and teacher and can be attractive to medical schools faced with a growing number of learners but a static faculty size. Peer teachers can give lectures on assigned topics, lead problem-based learning sessions, and provide one on one support to classmates in the form of tutoring. We undertook a narrative review of research on peer teachers in medical school, specifically investigating how medical students are impacted by being peer teachers and how having a peer teacher impacts learners. Studies have shown that peer teaching has a primarily positive impact on both the peer teacher and the learners. In the setting of problem-based learning courses or clinical skills instruction, medical students' performance on tests of knowledge or skills is similar whether they have faculty instructors or peer teachers. There is also strong evidence that being a peer teacher enhances the learning of the peer teacher relative to the content being taught. It is common for peer teachers to lack confidence in their abilities to successfully teach, and they appreciate receiving training related to their teaching role. We find evidence from several different educational settings that peer teaching benefits both the peer teachers and the learners. This suggests that peer teaching is a valuable methodology for medical schools to engage learners as teachers.

Educational Needs Assessment of Health Educator Teachers from the Perspective of Themselves and School Administrators in Kouhdasht

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Tayyebeh Asadi Malek Abadi

2016-03-01

Full Text Available Background and Objective: Education is one of the strategic actions for human resources development. The purpose of education is improvement in functional outcomes and the knowledge, skills and attitude of staff. Appropriateness of organizational training and needs of employees predisposes improvement in potential capacity of employees and effectiveness and improvement of the performance of employees. The Purpose of this study was to explore the educational needs assessment of health educator teachers of Kouhdasht city from the perspective of administrators and themselves health educators.Materials and Methods: In this descriptive-applied study all health educator teachers and administrators in high schools (primary and secondary in Koohdasht, Lorestan, Iran participated. The sample size consisted of 70 subjects (26 men and 44 women. Data were collected through the questionnaire that was based on Likert scale. Through task analysis, knowledge, skills and attitude of educators were extracted and examined validity and reliability of the questionnaire proved to be satisfactory. Descriptive methods, one sample T-test, independent T-test, Friedman test and analysis of variance were used for analysis.Results: Prioritize educational needs of health educator teachers from the perspective of themselves were life skills education, sex education (to girls/boys and common infectious diseases in adolescents. From the perspective of school administrators, these priorities were Knowledge of pharmaceutical information and their side effects, methods of prevention of drug abuse among adolescents and life skills education.Conclusion: Results of study showed significant differences between the existing and desired level of knowledge, skill and attitude of health educator teachers. Consideration the educational needs of employees and their involvement in the assessment process will be helpful.

Special Education Teacher Preparation in Singapore's Dual Education System

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Walker, Zachary

2016-01-01

Global comparisons of teacher education programs should start with an understanding of the school systems that teachers are being prepared for in their local contexts. The purpose of this article is to describe Singapore's dual education system as well as teacher preparation in a country that educates many students with disabilities in a separate…

Medical teachers' perception towards simulation-based medical education: A multicenter study in Saudi Arabia.

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Ahmed, Shabnam; Al-Mously, Najwa; Al-Senani, Fahmi; Zafar, Muhammad; Ahmed, Muhammad

2016-01-01

This study aims to evaluate the perception of medical teachers toward the integration of simulation-based medical education (SBME) in undergraduate curriculum and also identify contextual barriers faced by medical teachers. This cross-sectional observational study included medical teachers from three universities. A questionnaire was used to report teachers' perception. SBME was perceived by medical teachers (basic sciences/clinical, respectively) as enjoyable (71.1%/75.4%), effective assessment tool to evaluate students' learning (60%/73.9%) and can improve learning outcome (88.8%/79.7%). Similarly, (91.1%/71%) of teachers think that simulation should be part of the curriculum and not stand alone one time activity. Teachers' training for SBME has created a significant difference in perception (p medical curriculum are major perceived barriers for effective SBME. Results highlight the positive perception and attitude of medical teachers toward the integration of SBME in undergraduate curriculum. Prior formal training of teachers created a different perception. Top perceived barriers for effective SBME include teachers' formal training supported with time and resources and the early integration into the curriculum. These critical challenges need to be addressed by medical schools in order to enhance the integration SBME in undergraduate curricula.

Evaluation of project based learning sufficiency of teacher candidates

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Vasfi Tugun

2012-01-01

Full Text Available The aim of that research, it is the project based learning process suffuciency of teacher candidates who developedmultimedia by working in online and blended groups. Importance of research Being able to guide to studies that is going tobe done about assessment of multimedia projection for project based educational application to teachers and teachercandidates and It has been thought as an advisor source about being arranged new educational environment for the futureto teacher and teacher candidates for project based educational application and multimedia projection. Research is anexperimental study and has been shaped according to pre-test and last-test research model with the two groups. This groupsare online group and blended group. Discussion of research In the result of the study, in the process of project basedlearning, it is determined that the success level in multimedia development of teacher candidates who work in blendedlearning model is higher than the success level of teacher candidates who work in online learning model.

Linking educational leadership styles to the HR architecture for new teachers in primary education.

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Vekeman, Eva; Devos, Geert; Valcke, Martin

2016-01-01

This study aims to gain insight in the relationship between principals' leadership styles and the configuration of different HR practices for new teachers in primary education. Besides the longstanding interest in educational leadership as a key element in teacher and student performance, there is a growing interest in strategic human resource management (SHRM) in the educational sector. However, few educational studies link educational leadership to SHRM. In particular, this study examines the relationship between principals' instructional and transformational leadership style and principals' strategic and HR orientation in configuring HR practices for new teachers. Data were gathered using a mixed methods approach, including interviews with 75 principals as well as an online survey of 1058 teachers in Flemish primary education. Qualitative interview data were transformed and analysed together with the quantitative survey data using logistic regression and ANOVA analyses. The results indicate that both instructional and transformational leadership is associated with the strategic orientation of principals. The HR orientation, on the other hand, is not reflected in the principals' leadership style. Recommendations for further research in this area are discussed.

Teacher's Influence Scale from Their Colleagues and Principals: Its Relation with School Performance in Public Schools of the Albanian Educational System

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Nathanaili, Valbona

2016-01-01

This article aims to evaluate the relation between school performance and the Teacher's Influence Scale on certain issues from their colleagues and principals in the public educational system of Albania. For this purpose, a questionnaire was used. The sample consisted of 428 teachers, teaching at 20 public schools in the pre-university educational…

Performing Disability in Music Teacher Education: Moving beyond Inclusion through Expanded Professionalism

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Laes, Tuulikki; Westerlund, Heidi

2018-01-01

Disability is a neglected field of diversity within music education scholarship and practices. The study reported in this article sought alternatives for the hierarchical practice-model and ableist discourses that have thus far pervaded music teacher education, through a reconceptualization of expertise. The focus is on a Finnish university…

The Impact of Performance Ratings on Job Satisfaction for Public School Teachers

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Koedel, Cory; Li, Jiaxi; Springer, Matthew G.; Tan, Li

2017-01-01

Spurred by the federal Race to the Top competition, the state of Tennessee implemented a comprehensive statewide educator evaluation system in 2011. The new system is designed to increase the rigor of evaluations and better differentiate teachers based on performance. The use of more differentiated ratings represents a significant shift in…

Design and validation of a standards-based science teacher efficacy instrument

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Kerr, Patricia Reda

National standards for K--12 science education address all aspects of science education, with their main emphasis on curriculum---both science subject matter and the process involved in doing science. Standards for science teacher education programs have been developing along a parallel plane, as is self-efficacy research involving classroom teachers. Generally, studies about efficacy have been dichotomous---basing the theoretical underpinnings on the work of either Rotter's Locus of Control theory or on Bandura's explanations of efficacy beliefs and outcome expectancy. This study brings all three threads together---K--12 science standards, teacher education standards, and efficacy beliefs---in an instrument designed to measure science teacher efficacy with items based on identified critical attributes of standards-based science teaching and learning. Based on Bandura's explanation of efficacy being task-specific and having outcome expectancy, a developmental, systematic progression from standards-based strategies and activities to tasks to critical attributes was used to craft items for a standards-based science teacher efficacy instrument. Demographic questions related to school characteristics, teacher characteristics, preservice background, science teaching experience, and post-certification professional development were included in the instrument. The instrument was completed by 102 middle level science teachers, with complete data for 87 teachers. A principal components analysis of the science teachers' responses to the instrument resulted in two components: Standards-Based Science Teacher Efficacy: Beliefs About Teaching (BAT, reliability = .92) and Standards-Based Science Teacher Efficacy: Beliefs About Student Achievement (BASA, reliability = .82). Variables that were characteristic of professional development activities, science content preparation, and school environment were identified as members of the sets of variables predicting the BAT and BASA

Agency as Place in Teacher Education

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Miller, Grant R.; Patrizio, Kami M.

2015-01-01

We build upon the conceptualizations of agency in teacher education presented in the three previous articles in this issue to address the question of "where" agency occurs in the context of globalization. We rely on theories of place and place-based education to illuminate the paradoxical dimensions of the global commons, raising…

A Connected Space for Early Experiential Learning in Teacher Education

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Yong Yu

2016-11-01

Full Text Available Carefully constructed field-based experiences in teacher education programs have been recognized as one of the essential conditions for effective teacher learning. Most college/university-based teacher education programs, however, are still dominated by the epistemology that academic knowledge is the authoritative source of knowledge about teaching, while spaces outside the college classroom remain the “practice fields.” This study examined Project CONNECT (PC, an after-school program designed to create early experiential learning opportunities for pre-service teachers (PSTs by bringing together different aspects of expertise from the schools, communities, and universities. Pre-service teachers in this study worked with children one afternoon a week in school-based sites during their sophomore and junior years. Case study was adopted to assess the impact of the experience on teacher learning and the factors contributing to the effect. Multiple data sources, including weekly reflection journals, field observation notes, and an exit survey were collected and analyzed. Results revealed participants’ transformation of professional identity, and development of professional skills and dispositions. Several factors emerged as important to PSTs’ learning throughout the experience, including connections between the course and the program, quality of faculty supervision, and systematic reflection. Implications for teacher education were discussed.

Enterprise Education in Initial Teacher Education in Ireland

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Tiernan, Peter

2016-01-01

Purpose: The purpose of this paper is to examine the impact of enterprise education on students' understanding of and attitudes to entrepreneurship and enterprise education in initial teacher education. Design/methodology/approach: This paper builds on current literature by introducing student teachers to the theory and practice of…

Teachers' Leadership: A Maker or a Breaker of Students' Educational Motivation

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Öqvist, Anna; Malmström, Malin

2016-01-01

Teachers' leadership plays a critical and central role in students' educational motivations. This indicates that, in the school context, a teacher's leadership can have both positive and negative impacts on students' educational motivation and performance. This article explores these assumptions, building on the path-goal theory, more specifically…

Research and professional development of teacher educators

NARCIS (Netherlands)

Lunenberg, Mieke; Willemse, Martijn

2006-01-01

Over the last decade teacher educators have started to systematically study the processes involved in their efforts to improve their teacher education practices. This research by teacher educators (self-study research) has made an enormous contribution to the professional development of the teacher

Development of Higher Education teaching: visibility and professional performance

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Marilda Aparecida Behrens

2010-07-01

Full Text Available This text presents some reflections based on a thorough review of studies carried out by the PEFOP (Educational Paradigms and Teacher Education group on teaching performance in higher education. The complex scenario of teaching activity and the challenges imposed by daily academic tasks were investigated in order to specify some indicators used by students to qualify teaching activity at university. It could be observed that such indicators interfere with the evaluation of the professors’ performance. The investigation also showed how professors deal with the required institutional evaluations, whose indicators and metric indices cause concern. Finally, a qualitative field research based on a semi-open-ended questionnaire was carried out with 89 students from a community university.

Parents' perception, students' and teachers' attitude towards school sex education.

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Fentahun, Netsanet; Assefa, Tsion; Alemseged, Fessahaye; Ambaw, Fentie

2012-07-01

Sex education is described as education about human sexual anatomy, sexual reproduction, sexual intercourse, reproductive health, emotional relations, reproductive rights and responsibilities, abstinence, contraception, family planning, body image, sexual orientation, sexual pleasure, values, decision making, communication, dating, relationships, sexually transmitted infections (STIs) and how to avoid them, and birth control methods. This study was conducted to explore perception of parents about school sex education and assess the attitude of teachers and students towards school sex education. A cross-sectional quantitative and qualitative study was conducted on randomly selected 386 students, total census of 94 teachers and 10 parents in Merawi Town from March 13-27, 2011. Data were collected using self-administered structured questionnaire and in-depth interview guideline. Multiple linear regression analysis was performed using total score to determine the effect of the independent variables on the outcome variable and thematic analysis was used to analyze the qualitative data. All study participants have favourable attitude towards the importance of school sex education. They also agreed that the content of school sex education should include abstinence-only and abstinence-plus based on mental maturity of the students. That means at early age (Primary school) the content of school sex education should be abstinence-only and at later age (secondary school) the content of school sex education should be added abstinence-plus. The students and the teachers said that the minimum and maximum introduction time for school sex education is 5 year and 25 year with mean of 10.97(SD±4.3) and 12.36(SD±3.7) respectively. Teacher teaching experiences and field of studies have supportive idea about the starting of school sex education. Watching romantic movies, reading romantic materials and listening romantic radio programs appear to have a contribution on the predictor of

Validating a Steiner-Waldorf Teacher Education Programme

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Oberski, Iddo; Pugh, Alistair; MacLean, Astrid; Cope, Peter

2007-01-01

Steiner-Waldorf (SW) education, based on the work of Rudolf Steiner (1861-1925), provides a distinctive form of education. There are approximately 900 SW schools worldwide. The only teacher training course for SW education in Scotland is currently offered at the Edinburgh Rudolf Steiner School (ERSS). Although students are continuously assessed on…

Feminist Pedagogy in Early Childhood Teachers' Education

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Ziv, Haggith Gor

2015-01-01

This article discusses the theory and practice of applying critical feminist pedagogy in a teacher's training college. It is based on an analysis of the education of students in an early childhood teaching program (BEd) that seeks to promote social justice through education. This article discusses the areas of the student's education that…

Identity Change during Vocational Teacher Education

DEFF Research Database (Denmark)

Duch, Henriette

where the teacher is employed. Regardless of the teacher’s educational background, he has to attend the same course when he is employed at a vocational school. During that education, the teacher is in transition to become a vocational teacher. It is mandatory to complete the Diploma of Education in four...

Terror/Enjoyment: Performativity, Resistance and the Teacher's Psyche

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Clarke, Matthew

2013-01-01

This paper focuses on Stephen Ball's article, "The teacher's soul and the terrors of performativity", since it is here that he analyses the issue of how neoliberal education policies shape teacher identities that I also wish to explore. I begin by providing a summary of the 2003 piece, noting how it locates teachers and their…

Validating an Observation Protocol to Measure Special Education Teacher Effectiveness

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Johnson, Evelyn S.; Semmelroth, Carrie L.

2015-01-01

This study used Kane's (2013) Interpretation/Use Argument (IUA) to measure validity on the Recognizing Effective Special Education Teachers (RESET) observation tool. The RESET observation tool is designed to evaluate special education teacher effectiveness using evidence-based instructional practices as the basis for evaluation. In alignment with…

The Prehistory of Teacher Trainees and the Consequences for Teacher Education.

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Broekman, Harrie G. B.; Weterings, Johan M. J.

1987-01-01

Suggestions are provided for teacher educators to improve the initial stages of education for people preparing to be teachers of mathematics. The examples relate specifically to preparing mathematics teachers in Holland. (RH)

Examining the Professional, Technical, and General Knowledge Competencies Needed by Beginning School-Based Agricultural Education Teachers

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Stripling, Christopher T.; Barrick, R. Kirby

2013-01-01

The philosophy behind the kind of teacher education one receives affects the preparedness of beginning agricultural education teachers. The purpose of this philosophical study was to examine and summarize the professional knowledge, technical knowledge, and general knowledge competencies needed in a comprehensive teacher education program to…

Speculations on Teacher Education: Recommendations from Research on Teachers' Cognitions.

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Borko, Hilda; Shavelson, Richard J.

1983-01-01

Results of a review of the literature about teachers' pedagogical thoughts, judgments, decisions, and behavior are summarized and form the basis for recommendations for restructuring teacher education programs. Teacher educators should consider adopting the decision-making schema as a conceptual framework for organizing their programs. (Author/PP)

Globalising Early Childhood Teacher Education: A Study of Student Life Histories and Course Experience in Teacher Education

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Farell, Ann

2005-01-01

Globalisation in early childhood teacher education is examined in light of a study of the life histories and course experience of students in early childhood teacher education in Queensland, Australia. Contemporary teacher education is embedded in global economies, new technologies and marketisation, which, in turn, may contribute to students…

Teacher Educators' Practice and Vision of Good Teaching in Teacher Education Reform Context in Ghana

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Akyeampong, Kwame

2017-01-01

Teacher education in sub-Sahara Africa (SSA) has been criticized for the lack of attention to learning to teach in real classrooms, which limits the opportunity for pre-service teachers to successfully introduce learner-centered pedagogy in African primary school classrooms. To address this problem, Ghana has implemented a teacher education reform…

Teacher Education in Nigeria: An Overview

African Journals Online (AJOL)

and briefly examined the development of teacher in Nigeria. The. (NCE) National Certificate in Education is seen as an important and basic requirement for teachers to practice. The objectives of teacher education and the role of Commission for Colleges of. Education as well as the Curriculum of the NCE were examined by.

Teacher Education and "Politics of Humanity"

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Waghid, Y.

2011-01-01

Since the demise of apartheid education, the development of policy in relation to teacher education in South Africa has undergone major adjustments. By far the most poignant conceptual and pragmatic change that teacher education has been subjected to points towards the cultivation of teachers who can enact their professions as democratic citizens.…

Experiences of a Research-Based Approach to Teacher Education: Suggestions for Future Policies

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Toom, Auli; Kynaslahti, Heikki; Krokfors, Leena; Jyrhama, Riitta; Byman, Reijo; Stenberg, Katariina; Maaranen, Katriina; Kansanen, Pertti

2010-01-01

There is an ongoing discussion about teacher education today: its organisation, its academic status and the competence that results from different programmes. There is no one best way to organise teacher education. Rather, the appropriateness of organisation is related to the desired aims. In this article, we discuss one way to organise and…

In-Service Education of Teachers: Overview, Problems and the Way Forward

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Osamwonyi, Eduwen Friday

2016-01-01

The need for in-service education of teachers cannot be underestimated. It is a necessity in enhancing work performance and motivation of teachers in the field. Absence of in-service training of teachers will retard professional growth of teachers as well as "missing gaps" between demands and actual achievement levels. Inservice…

The Promise of Technology to Confront Dilemmas in Teacher Education: The Use of WebQuests in Problem-Based Methods Courses

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Smith, Leigh K.; Draper, Roni Jo; Sabey, Brenda L.

2005-01-01

This qualitative study examined the use of WebQuests as a teaching tool in problem-based elementary methods courses. We explored the potential of WebQuests to address three dilemmas faced in teacher education: (a) modeling instruction that is based on current learning theory and research-based practices, (b) providing preservice teachers with…

Research trends in mathematics teacher education

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Lo, Jane-Jane; Zoest, Laura RVan

2014-01-01

Research on the preparation and continued development of mathematics teachers is becoming an increasingly important subset of mathematics education research. Such research explores the attributes, knowledge, skills and beliefs of mathematics teachers as well as methods for assessing and developing these critical aspects of teachers and influences on teaching.Research Trends in Mathematics Teacher Education focuses on three major themes in current mathematics teacher education research: mathematical knowledge for teaching, teacher beliefs and identities, and tools and techniques to support teacher learning. Through careful reports of individual research studies and cross-study syntheses of the state of research in these areas, the book provides insights into teachers' learning processes and how these processes can be harnessed to develop effective teachers. Chapters investigate bedrock skills needed for working with primary and secondary learners (writing relevant problems, planning lessons, being attentive to...

The NTE As a Measure of General Academic Ability: Implications for Teacher Education.

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Loadman, William E.; Deville, Craig W.

In 1987 the Ohio State Board of Education adopted new requirements for teacher education and teacher certification. This included the implementation of competency testing in Ohio, using the National Teacher Examination (NTE) as the certification examination. Correlation and regression analyses were performed on data collected between 1982 and 1989…

Instructional Modules for Training Special Education Teachers: A Final Report on the Development and Field Testing of the CUNY-CBTEP Special Education Modules. Case 30-76. Toward Competence Instructional Materials for Teacher Education.

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City Univ. of New York, NY. Center for Advanced Study in Education.

The City University of New York Competency Based Teacher Education Project (CUNY-CBTEP) in Special Education studied Modularization, focusing on the variables in the instructional setting that facilitate learning from modular materials for a wide range of students. Four of the five modules for the training of special education teachers developed…

Integration of Digital Technologies into Play-Based Pedagogy in Kuwaiti Early Childhood Education: Teachers' Views, Attitudes and Aptitudes

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Aldhafeeri, Fayiz; Palaiologou, Ioanna; Folorunsho, Aderonke

2016-01-01

Scholars in the field of early childhood education are still debating the inclusion of digital technologies in play-based pedagogy and our understanding of digital play in early childhood education is still developing. This research paper examines early childhood education teachers' views, aptitudes and attitudes towards digital technologies in…

Implementation and Impacts of Pay-for-Performance: The 2010 Teacher Incentive Fund (TIF) Grantees after Three Years. NCEE Study Snapshot. NCEE 2016-2006

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Wellington, Alison; Chiang, Hanley; Hallgren, Kristin; Speroni, Cecilia; Herrmann, Mariesa; Burkander, Paul

2016-01-01

The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The goal of the grants is to increase the number of high-performing teachers in high-need schools by rewarding educators for improving students' achievement. The report on which this snapshot is based…

Language Teachers: Research and Studies in Language(s) Education, Teaching, and Learning in "Teaching and Teacher Education," 1985-2012

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Kleinsasser, Robert C.

2013-01-01

The article reviews twelve of 79 articles focusing on language teachers, language(s) teacher education, teaching, and learning published in "Teaching and Teacher Education" since 1985. The twelve articles, divided into three sections, include narrative inquiry and identity, teacher education topics, and contexts. The articles provide local and…

Possibilities and limits of Art teacher education and school artistic education from the humanizing perspective

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Maria José Dozza Subtil

2016-09-01

Full Text Available This paper presents reflections on initial education of Art teachers, prioritized knowledge in the curriculum and demands of school artistic practice, resulting from research performed with teachers from Parana State Public Network (Brazil, especially graduates with Music Teaching Degrees. Questions on education in Teaching Degrees are addressed - musical practice, pedagogical studies, training and relationship with the school, strengths and weaknesses of the curriculum and school artistic practice - planning, content and methodologies, demands of students and managers for Art classes. The purpose of this analysis was to collate education by teachers whilst adhering to school‟s demands, to discuss the challenges of teaching work in Art/Music in relation to different determinants that constitute it. Among other problems, data shows the difficulties for teachers in planning from the determinations of the Diretrizes Curriculares Estaduais - DCE (2009 (State Curricular Guidelines, which proposes actions within all artistic fields Music, Theater, Dance and Visual Arts and the effective practice with a view to the specific education in Music and Visual Arts Teaching Degrees. The resulting answers enabled problematization of the relationship between theory and practice of education/work of these teachers and pointed to the contradiction between artistic education as a pragmatic activity and the potentiality of aesthetic and humanizing education proclaimed by the Marxist perspective.

How Do Primary Education Trainee Teachers Perceive Educational Psychology?

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Alvarez, Ibis M.; Weise, Crista; Vall, Berta; González, Montserrat; Morodo, Andy

2018-01-01

Educational Psychology makes a significant contribution to the development of skills to research the effectivity of teacher practices in class. However, there is little agreement on what educational psychology concepts are most relevant for teacher training. This paper reports on trainee teachers' self-perceived mastery of, and attributed…

The Alternative Certification of Teachers. Teacher Education Monograph No. 14.

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Hawley, Willis D., Ed.

Criticisms of teacher education, the low economic and political costs of trying to reform schools by reforming teacher education, along with the difficulty of filling some teaching positions with persons certified in traditional ways, have fueled a movement to create alternative routes to teacher certification in the vast majority of states. This…

It Takes a Toll on Pre-Service Teachers and Programs: Case Studies of Teacher Candidates Who Withdrew from a Teacher Education Program

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Lin, Pei-Ying; Childs, Ruth A.; Zhang, Jingshun

2016-01-01

Previous studies have examined patterns of withdrawal from initial teacher education (ITE) programs and have found that pre-service teachers are more likely to withdraw if they are male or older than the typical pre-service teacher. This study presents case studies based on semi-structured interviews with older male pre-service teachers who…

An alternative approach for teacher education framed by a collaborative partnership setting

DEFF Research Database (Denmark)

Pontoppidan, Birgitte Schou

The study presents an alternative didactical approach to teacher education linking practice and theory through a collaborative partnership setting. Using a ―small scale teaching design in which students alternate between schools and college it was possible to show someevidence that, by following...... this approach, first year student teachers in a science & technology class developed teacher knowledge (as aspects of PCK). The study identifies an example using Co-Re and PaPeR as a Resource Folio to show where evidence of developing teacher knowledge is seen. This didactical approach turns the traditional...... teacher education on its head and begins with a focus on practice so students alternate between school–based and college–based teaching in a cyclical fashion, and are encouraged to link theory with practice. This kind of college teaching demands a new teacher educational paradigm for which collaboration...

AN ALTERNATIVE APPROACH FOR TEACHER EDUCATION COURSES FRAMED BY A COLLABORATE PARTNERSHIP

DEFF Research Database (Denmark)

Pontoppidan, Birgitte

2010-01-01

The study presents an alternative didactical approach to teacher education linking practice and theory through a collaborative partnership setting. Using a “small scale” teaching design in which students alternate between schools and college it was possible to show some evidence that, by following...... this approach, first year student teachers in a science & technology class developed teacher knowledge (as aspects of PCK). The study identifies an example using Co-Re and PaPeR as a Resource Folio to show where evidence of developing teacher knowledge is seen. This didactical approach turns the traditional...... teacher education on its head and begins with a focus on practice so students alternate between school–based and college–based teaching in a cyclical fashion, and are encouraged to link theory with practice. This kind of college teaching demands a new teacher educational paradigm for which collaboration...

Rural Teachers' Views: What Are Gender-Based Challenges Facing Free Primary Education in Lesotho?

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Morojele, Pholoho

2013-01-01

This paper gives prominence to rural teachers' accounts of gender-based challenges facing Free Primary Education in Lesotho. It draws on feminist interpretations of social constructionism to discuss factors within the Basotho communities that affect gender equality in the schools. The inductive analysis offered makes use of the data generated from…

Employ Simulation Techniques. Second Edition. Module C-5 of Category C--Instructional Execution. Professional Teacher Education Module Series.

Science.gov (United States)

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

One of a series of performance-based teacher education learning packages focusing upon specific professional competencies of vocational teachers, this learning module deals with employing simulation techniques. It consists of an introduction and four learning experiences. Covered in the first learning experience are various types of simulation…

A model of theory-practice relations in mathematics teacher education

DEFF Research Database (Denmark)

Østergaard, Kaj

2016-01-01

The paper presents and discusses an ATD based (Chevallard, 2012) model of theory-practice relations in mathematics teacher education. The notions of didactic transposition and praxeology are combined and concretized in order to form a comprehensive model for analysing the theory......-practice problematique. It is illustrated how the model can be used both as a descriptive tool to analyse interactions between and interviews with student teachers and teachers and as a normative tool to design and redesign learning environments in teacher education in this case a lesson study context....

Job Satisfaction of a Physical Education Teacher as Seen by School Community

Directory of Open Access Journals (Sweden)

Rutkowska Katarzyna

2015-12-01

Full Text Available In A high level of satisfaction with a job influences the effectiveness and increases the quality of performed tasks. In the case of physical education teachers it is connected not only with a higher commitment to passing knowledge and skills but also with instilling passion in their students. The aim of the study was to analyse how school community perceives job satisfaction of physical education teachers. The research included 148 teachers and 171 students who were divided into three groups by means of random-purposive sampling. The groups were as follows: physical education teachers (n=22, teachers of other subjects (n=22 and students (n=22. The results obtained from these respondents (n=66 were subjected to further analysis. In the study a modified Polish version of the Satisfaction with Life Scale (SWLS prepared by Juczyński (2001 was used. It made it possible to diagnose the job satisfaction of physical education teachers. The analyses revealed that the subjects assess the job satisfaction of a physical education teacher at an average or low level. This assessment showed significant differences between physical education teachers and teachers of other subjects. The study also revealed differences between groups with regard to two out of five scores in the SWLS.

Project "Nueva Generacion" and Grow Your Own Teachers: Transforming Schools and Teacher Education from the Inside Out

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Skinner, Elizabeth A.

2010-01-01

The on-going quest to more effectively connect teacher candidates with urban communities and schools drives the examination of the role of colleges of education within the school/community context. Given that most community-based teacher education programs originate on campus and then move into communities, it is not surprising that a disconnect…

Reflective Practices for Teacher Education

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Paulus Kuswandono

2017-01-01

Full Text Available Studies on reflective practice in teacher education are increasingly getting more attention at least in the last 2 decades. This article discusses concepts of reflection and how it is implemented in educating pre-service teachers on their early stage of professional learning. The purposes of doing the reflection for pre-service teachers are not only for illuminating their professional learning experiences, but also to critically reflect their vocation as teachers, including the values which may be dictated to them through rigid regulations. Reflection in teacher education is crucial as it connects well with learning in that learners use reflection to exercise their mind and to evaluate their learning experiences. Besides, this article also highlights some perceived difficulties to implement reflective practice, as well as ways how to promote reflection.   DOI: https://doi.org/10.24071/llt.2012.150102

Reforming vocational didactics by implementing a new VET teacher education

DEFF Research Database (Denmark)

Duch, Henriette; Andreasen, Karen Egedal

2015-01-01

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......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...... 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...

Exploring student teachers' resistance to teacher education pedagogies

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Bronkhorst, L.H.; Koster, B.; Meijer, P.C.; Woldman, N.; Vermunt, J.D.

2014-01-01

Student teachers' resistance to teacher education is often understood as a lack of quality of the student teacher and/or the internship, and is expected to impede learning. In this study we suggest that resistance is interactive in nature, and can potentially have constructive outcomes. We engaged

Breaking the Silence of Exclusion: Examining the Complexities of Teacher Education for Cultural Diversity

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Maged, Shireen

2014-01-01

This article is based on an in-depth case study that examined how a teacher education programme in New Zealand prepared pre-service teachers for cultural diversity (based on the author's unpublished PhD thesis, "Teacher Education for Cultural Diversity"; conferred by Curtin University, June 2012). Framed within a critical constructivist…

Mapping Geographical Knowledge and Skills Needed for Pre-Service Teachers in Teacher Education

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Terri Bourke

2015-03-01

Full Text Available In Australia, for more than two decades, a “social science” integrated framework was the favored approach for delivering subjects such as history and geography. However, such interdisciplinary approaches have continued to attract criticism from various parts of the academic and public spheres, and since 2009, a return to teaching the disciplines has been heralded as the “new” way forward. Using discourse analysis techniques associated with Foucauldian archeology, the purpose of this article is to examine the Australian Curriculum: Geography document to ascertain the discourses necessary for pre-service teachers to enact effective teaching of geography in a primary setting. Then, based on pre-service teachers’ online survey responses, the article investigates whether such future teachers have the knowledge and skills to interpret, deliver, and enact the new geography curriculum in primary classrooms. Finally, as teacher educators, our interest lies in preparing pre-service teachers effectively for the classroom, so that the findings are used to inform the content of a teacher education course for pre-service primary teachers.

Teacher characteristics and student performance: An analysis using hierarchical linear modelling

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Paula Armstrong

2015-12-01

Full Text Available This research makes use of hierarchical linear modelling to investigate which teacher characteristics are significantly associated with student performance. Using data from the SACMEQ III study of 2007, an interesting and potentially important finding is that younger teachers are better able to improve the mean mathematics performance of their students. Furthermore, younger teachers themselves perform better on subject tests than do their older counterparts. Identical models are run for Sub Saharan countries bordering on South Africa, as well for Kenya and the strong relationship between teacher age and student performance is not observed. Similarly, the model is run for South Africa using data from SACMEQ II (conducted in 2002 and the relationship between teacher age and student performance is also not observed. It must be noted that South African teachers were not tested in SACMEQ II so it was not possible to observe differences in subject knowledge amongst teachers in different cohorts and it was not possible to control for teachers’ level of subject knowledge when observing the relationship between teacher age and student performance. Changes in teacher education in the late 1990s and early 2000s may explain the differences in the performance of younger teachers relative to their older counterparts observed in the later dataset.

Influencing Technology Education Teachers to Accept Teaching Positions

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Steinke, Luke Joseph; Putnam, Alvin Robert

2008-01-01

Technology education is facing a significant teacher shortage. The purpose of this study was to address the technology education teacher shortage by examining the factors that influence technology education teachers to accept teaching positions. The population for the study consisted of technology education teachers and administrators. A survey…

The Practical Source of Educational Knowledge for Pre-Service Teachers in Confronting Field-Based Challenges in School Practicum

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Tsai, Hsien-Chang; Liu, Shih-Hsiung

2013-01-01

Educational value in teacher education courses is unquestioned; however, there are still many doubts about the practicality of the knowledge acquired from university courses and a field-based course in school practicum. The purpose of this study is to identify the practicality of the educational knowledge from the above courses for pre-service…

PRACTICUM EXPERIENCE IN TEACHER EDUCATION

African Journals Online (AJOL)

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therefore, argued that the academic program of the teacher education should be coupled ... practicum which provides students with supervised experiences and help the student teachers to ... Lecturer, Department of Pedagogy, Eduction Faculty, Jimma University. ... teachers, different approaches to teacher .... Leadership.

Undergraduate Teacher Education that Cultivates Political Knowledge and Action in Future Teachers

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Chavez-Reyes, Christina

2011-01-01

Teacher education is charged with the goal of training teachers who will prepare the next generation of citizens. Since Horace Mann's common schools, teachers have been the purveyors of political education, often through teaching patriotic songs and celebrated historical events and individuals. Through liberal education and critical pedagogy,…

Education for sustainable development - Resources for physics and sciences teachers

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Miličić, Dragana; Jokić, Ljiljana; Blagdanić, Sanja; Jokić, Stevan

2016-03-01

With this article we would like to stress science teachers must doing practical work and communicate on the basis of scientific knowledge and developments, but also allow their students opportunity to discover knowledge through inquiry. During the last five years Serbian project Ruka u testu (semi-mirror of the French project La main á la pâte), as well as European FIBONACCI and SUSTAIN projects have offered to our teachers the wide-scale learning opportunities based on Inquiry Based Science Education (IBSE) and Education for Sustainable Development (ESD). Our current efforts are based on pedagogical guidance, several modules and experimental kits, the website, exhibitions, and trainings and workshops for students and teachers.

Correctional Education Teachers' Teaching Competence and Use of ...

African Journals Online (AJOL)

Correctional Education Teachers' Teaching Competence Genet G. and Haftu H. 83. ORIGINAL ARTICLE. Correctional Education Teachers' ... Educational and Behavioral Sciences, Bahir Dar University. ** Assistant Professor, Teacher Education ... evaluation of available research, it is obvious that education programs in.

Teaching in the "Performative" State: Implications for Teacher Appraisal in Australia

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Naidu, Sham

2011-01-01

Teacher appraisal is viewed by bureaucrats as a means of effecting organisational change in schools. It is for this reason that educational policy leaders have turned to technical competency as a way of accounting for teachers' performance in classrooms. In other words, teachers' work is now subject to minute scrutiny by the observation of…

Education of Music Teachers: A Study of the Brazilian Higher Education Programs

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Mateiro, Teresa

2011-01-01

With reference to educational policies in the globalization process, the purpose of this article is to show the status of higher Music Teacher Education Programs in Brazil after the enactment of the "Directives and Bases Act No. 9.394", in 1996. This law emphasizes the evaluation process for higher education, including teaching quality…

Views on Values Education: From Teacher Candidates to Experienced Teachers

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Iscan, Canay Demirhan

2015-01-01

This study aimed to identify the views of experienced class teachers and class teacher candidates on values education. It conducted standard open-ended interviews with experienced class teachers and teacher candidates. The study group comprised 9 experienced class teachers from different socio-economic levels and 9 teacher candidates with…

Philosophical Perspectives of Skill Development in Teacher Education

African Journals Online (AJOL)

... communication, management, and critical thinking, as well as the skill to identify, compare, and contrast qualities, perform analyses, and appropriately interpret the meaning of signs. Educator must possess these skills so as to have the capability to develop them in students; and this is the crucial task of teacher education.

Teacher Education in Nigeria: An Overview | Jibril | African ...

African Journals Online (AJOL)

The paper stresses the importance of teacher education and briefly examined the development of teacher in Nigeria. The (NCE) National Certificate in Education is seen as an important and basic requirement for teachers to practice. The objectives of teacher education and the role of Commission for Colleges of Education ...

Educational Philosophies Adhered by Filipino Preservice Teachers: Basis for Proposing Initiatives for 21st Century Teacher Education Preparation Program

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Gilbert C. Magulod Jr.

2017-02-01

Full Text Available The study endeavoured to ascertain the educational philosophies adhered by Filipino preservice teachers. Descriptive survey research method was employed. The participants of the study were the 76 fourth year Bachelor in Elementary Education (BEED and Bachelor in Secondary Education (BSED of the College of Teacher Education in one state university in the Philippines. Data were gathered with the use of standardized research tool. Research findings showed that the Filipino preservice teachers espoused a very high adherence to progressivism educational philosophy and high orientation to existentialism and reconstructionism. They also showed a moderate adherence to perennialism and existentialism philosophies. These imply that they espoused a high student-centred teaching belief with partial acceptance to teacher-centred teaching belief. Test of difference and Post hoc analysis revealed that course, residence and scholastic standing in high school spelled differences on the educational philosophies of the Filipino preservice teachers. Findings of the study present initiatives for 21st century teacher education preparation program.

Teacher education and the challenges of the reflexive practice

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Maria Regina Peres

2013-06-01

Full Text Available This article approaches the importance of teacher practice and their initial and continuing education in the light of the challenges offered by the critical reflexive proposal. The aims of this study were to investigate the underlying assumptions regarding teachers’ current education and practice, to research and analyze the major difficulties found in the development of teaching practice, to comprehend and analyze the complexity inherent to the teacher’s performance in the initial years of elementary school. A bibliographic research and a qualitative research with elementary school teachers were therefore developed. The results indicate that although teachers believe the learning process to be continuous, they do not invest in this type of education. Furthermore it was found that teachers’ critical reflexive attitudes are blended with eproductivist attitudes.

Teaching schools as teacher education laboratories

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Sarah Gravett

2017-12-01

Full Text Available This study emanated from the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa. This Framework proposes that teaching schools should be established in the country to improve the teaching practicum component of pre-service teacher education. A generic qualitative study was undertaken to explore the affordances of a teaching school to enable student teacher learning for the teaching profession. The overarching finding of the study is that a teaching school holds numerous affordances for enabling meaningful student teacher learning for the teaching profession. However, the full affordances of a teaching school will not be realised if a teaching school is viewed merely as a practicum site. Foregrounding a laboratory view of practice work in a teaching school could enable true research-oriented teacher education. A teaching school as a teacher education laboratory would imply a deliberate inclusion of cognitive apprenticeship and an inquiry orientation to learning in the schoo

Predictors of Teacher Educators' Research Productivity

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Nasser-Abu Alhija, Fadia M.; Majdob, Arin

2017-01-01

This study examined the relationship between teacher educators' research productivity (RP) and their background and professional characteristics, attitudes, motives, obstacles and time devoted to research. The sample included 161 teacher educators from four teacher education colleges in Israel. The findings indicate the significance of five…

The moral aspects of teacher educators' practices

NARCIS (Netherlands)

Willemse, W.; Lunenberg, M.L.; Korthagen, F.

2008-01-01

The growing political, social and scientific attention that is being devoted to the moral aspects of teaching has implications for teacher education. This paper reports on a study of the actual moral education practices of 54 teacher educators within one institution. We encouraged these teacher

Environmental Education in the pedagogical practice of pedagogy teachers

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Joseane Patrícia dos Santos

2013-12-01

Full Text Available This work is the result of research at  Masters level which was developed with teachers from teaching at a public university that aims to investigate the contributions of the degree course in pedagogy for teacher education as environmental educator, based on the conceptions and practices of teachers in that  course. This  article is a  sample of  the  results presented  in  this  dissertation, which aims to investigate the contributions of the introduction of EE in practice teaching in the course of Pedagogy of  an IES for teacher  training as environmental educator . For this  research, the  methodological procedures were  adopted a qualitative approach, and to  analyze some of the theoretical and  methodological content analysis of Bardin (1977. The subjects of this study were the teachers of that course. The results found that teaching practices analyzed provide opportunities for critical reflection on social and environmental issues, contributing to the formation of a teacher with a more sensitive E.E.

Opinions of Physical Education Teachers on the Concept of Sportsmanship

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Koç, Yakup; Esentürk, Oguz Kaan

2018-01-01

The purpose of this study is to evaluate the opinions of physical education teachers on the concept of sportsmanship. This study, which has been based on the qualitative research paradigm, involves opinions of 13 physical education teachers (9 males and 4 females) which serve in public schools of Turkey and which have been specified through a…

Teacher education policies, practices, and reform in Scotland: Implications in the Indian context

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Pradeep Kumar Misra

2015-12-01

Full Text Available India, a country of 1.27 billion, nowadays needs reforms, improvements, and new approaches in teacher education to cater to the demands of changing economy and society. This call to improve teacher education becomes more significant considering the fact that 50% of India’s current population is below the age of 25 and over 65% below 35. There are two ways to proceed in this direction. First, making an internal review and assessment of present scenario of teacher education and suggesting need-based measures. The second one is to learn from those countries that have recently reviewed their teacher education systems and are continuously working for the betterment of teacher education. Following second approach, present paper analyzes teacher education policies, practices, and reform in Scotland, argues that concerns and commitments to reform teacher education in India and Scotland are similar, and suggests implications of Scottish experiences in the Indian context.

Physical Education Teacher Change: Initial Validation of the Teacher Change Questionnaire-Physical Education

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Kern, Ben D.; Graber, Kim C.

2017-01-01

Program satisfaction, self-efficacy to change, and willingness to change, are dispositions that influence physical education teacher change. The study purpose was to validate an instrument measuring program satisfaction, self-efficacy to change, and willingness to change relative to teachers' likelihood to change. A 15-item Teacher Change…

Moving from Traditional Teacher Education to a Field-Based Urban Teacher Education Program: One Program's Story of Reform

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Waddell, Jennifer; Vartuli, Sue

2015-01-01

In recent years, teacher education has been charged with reforming programs to better align curriculum, clinical practice, and accountability. The sense of urgency for reform has been heightened by competition from alternative routes to teaching that jump straight to practice, often criticized for foregoing essential knowledge and theory. This…

How Pre-Service Teachers' Understand and Perform Science Process Skills

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Chabalengula, Vivien Mweene; Mumba, Frackson; Mbewe, Simeon

2012-01-01

This study explored pre-service teachers' conceptual understanding and performance on science process skills. A sample comprised 91 elementary pre-service teachers at a university in the Midwest of the USA. Participants were enrolled in two science education courses; introductory science teaching methods course and advanced science methods course.…

English Language Teacher Educator Interactional Styles: Heterogeneity and Homogeneity in the ELTE Classroom

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Lucero, Edgar; Scalante-Morales, Jeesica

2018-01-01

This article presents a research study on the interactional styles of teacher educators in the English language teacher education classroom. Two research methodologies, ethnomethodological conversation analysis and self-evaluation of teacher talk were applied to analyze 34 content- and language-based classes of nine English language teacher…

Development of a Basic Professional Educational Programs for Teacher Training according to Teacher Professional Standart

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Akhtarieva R.F.

2015-11-01

Full Text Available A teaching position involves professional activities in keeping with professional standards, as well as competences and knowledge necessary for it. Development of a basic professional educational program improves teacher training to make it more practice-oriented, so the ability of the future teacher to act according to the professional standard becomes basic educational result. The article describes the features of our basic professional educational program for teaching training, developed according to professional standards and peculiarities of professional activity. The basic professional program consists of modules developed in the light of idea of “eventness” when Incoming or Outcoming Event means the level of ability to professional performance.

Social Web in Teacher Education and Teacher Training

NARCIS (Netherlands)

Gruber, Marion

2011-01-01

Gruber, M. R. (2011). Social Web in Teacher Education and Teacher Training. Presentation at the Workshop "Het gebruik van digitale collecties leermaterialen". April, 21, 2011, Eindhoven, The Netherlands: Open Universiteit, Studiecentrum Eindhoven.

The Challenges of Creativity in Norwegian Early Childhood Teacher Education

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Meyer, Grete Skjeggestad; Eilifsen, Margareth

2017-01-01

Based on many years' work designing introductory, immersive, aesthetic experiences that lead to problem-based learning (PBL) tasks for student teachers (called "INTRO"), we problematize the concept of creativity and playfulness in Early Childhood Teacher Education (ECTE). The article reports on our analysis of students' experiences of…

Teacher-student relationship climate and school outcomes: implications for educational policy initiatives.

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Barile, John P; Donohue, Dana K; Anthony, Elizabeth R; Baker, Andrew M; Weaver, Scott R; Henrich, Christopher C

2012-03-01

In recent discussions regarding concerns about the academic achievement of US students, educational policy makers have suggested the implementation of certain teacher policies. To address the limited empirical research on the putative educational impact of such policies, this study used multilevel structural equation models to investigate the longitudinal associations between teacher evaluation and reward policies, and student mathematics achievement and dropout with a national sample of students (n = 7,779) attending one of 431 public high schools. The student sample included an equal number of boys and girls averaging 16 years of age, and included a White (53%) majority. This study examined whether associations between teacher policies and student achievement were mediated by the teacher-student relationship climate. Results of this study were threefold. First, teacher evaluation policies that allowed students to evaluate their teachers were associated with more positive student reports of the classroom teaching climate. Second, schools with teacher reward policies that included assigning higher performing teachers with higher performing students had a negative association with student perceptions of the teaching climate. Lastly, schools with better student perceptions of the teaching climate were associated with lower student dropout rates by students' senior year. These findings are discussed in light of their educational policy implications.

An Argument for Love in Intercultural Education for Teacher Education

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Lanas, Maija

2017-01-01

This paper proposes rethinking intercultural education in teacher education, arguing that any discussion of student teachers' intercultural education should be connected more explicitly to a theoretical conceptualisation of love. The first part of the paper focuses on identifying discursive boundaries in engaging with intercultural education in…

Teacher perceptions of the value of game-based learning in secondary education

NARCIS (Netherlands)

Huizenga, J.C.; ten Dam, G.T.M.; Voogt, J.M.; Admiraal, W.F.

Teachers' perceptions of the usefulness of digital games might be a reason for the limited application of digital games in education. However, participants in most studies of teaching with digital games are teachers who do not use digital games regularly in their teaching. This study examined the

Integration of Geospatial Science in Teacher Education

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Hauselt, Peggy; Helzer, Jennifer

2012-01-01

One of the primary missions of our university is to train future primary and secondary teachers. Geospatial sciences, including GIS, have long been excluded from teacher education curriculum. This article explains the curriculum revisions undertaken to increase the geospatial technology education of future teachers. A general education class…

Teachers' Views on Performance-Based Assessments.

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King, Bruce

1991-01-01

Provides personal perspectives from teachers about the prospects and problems illuminated by Stanford University's Teacher Assessment Project. Teacher remarks address the portfolio development process, assessment centers, implications for national board certification for teachers, personal thoughts and perspectives on teaching, and the future of…

How Do Finnish Teacher Educators Implement Entrepreneurship Education?

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Seikkula-Leino, Jaana; Satuvuori, Timo; Ruskovaara, Elena; Hannula, Heikki

2015-01-01

Purpose: The purpose of this paper is to ascertain how the people who train Finnish teachers implement entrepreneurship education in the guidance they provide. The authors show how learning through, for and about entrepreneurship manifests in the self-evaluations of Finnish teacher educators. Design/methodology/approach: Data were collected in…

Views of Physical Education Teachers on Values Education

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Görgüt, Ilyas; Tutkun, Erkut

2018-01-01

Values education is very important for supporting and directing the attitudes and behaviors that brings from birth and changes by the effects of surroundings. The most effective people to provide this support after family are the teachers, especially the physical education teachers who are constantly communicating with the students. Therefore,…

Professional Development, Changes in Teacher Practice and Improvements in Indigenous Students' Educational Performance: A Case Study from New Zealand

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Bishop, Russell; Berryman, Mere; Wearmouth, Janice; Peter, Mira; Clapham, Sandra

2012-01-01

This paper considers the relationship between a professional development programme designed to bring about changes in teacher practice through iterative cycles of implementation and evaluation and associated changes in Indigenous students' educational performance. The paper does this by documenting the outcomes of the implementation of the Te…

Teachers and Educational Policy.

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United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning.

This study sets forth the results of an inquiry made at the request of UNESCO in the 30 countries in all parts of the world by four world teachers' organizations. Three organizations represent teachers in state systems and the fourth represents Catholic education. These teacher organizations chose 35 national organizations in countries spread over…

Teacher-Education-Desiring-Machines

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Cole, David R.; Gannon, Susanne

2017-01-01

In this article, the authors argue that the notion of a teacher and the coexisting teacher education processes are being progressively emptied out, and replaced by the model of a corporate worker, serving the needs of a post-industrial financial capitalist society. They assert that teachers have had their identities stripped of their previous…

Obstacles for physical education teachers in public schools: an unsustainable situation

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Renata Osborne

Full Text Available Abstract The study aimed to identify difficulties and aspirations of physical education teachers at public schools in Niterói, inspired by UNESCO's quality physical education goal. An action research containing quantitative and qualitative data was conducted. Thirty-five physical education teachers completed a questionnaire and seven teachers were interviewed. The results indicated that the major difficulties faced were low wages, precarious infrastructure and lack of materials. Physical education is devalued, the space allocated is inadequate, and it is treated as mere recreation. Teachers criticized the lack of commitment of some colleagues who work without planning. They also complained about undisciplined students and lack of interest from their families. They aspire to self-improvement, infrastructure improvements, and more support from school and families. Teachers who do not educate and lack of support from school and government are an unsustainable reality. A synergy of efforts should be implemented, based on a systems view.

Toward Cosmopolitan Ethics in Teacher Education: An Ontological Dimension of Learning Human Rights

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Adami, Rebecca

2014-01-01

There is a globalization trend in teacher education, emphasizing the role of teachers to make judgments based on human rights in their teaching profession. Rather than emphasizing the epistemological dimension of acquiring knowledge "about" human rights through teacher education, an ontological dimension is emphasized in this paper of…

FORMATION OF THE LEADING TEACHER IN EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTION

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I. B. Bicheva

2017-01-01

Full Text Available The publication purpose – to reveal intrinsic characteristics of the leading teacher and to develop pedagogical conditions of formation of leadership skills of students – future preschool teachers in educational process of higher education institution. Methodological principles of article are the theory of leadership and development of the personality. When carrying out a research were used the analysis of scientific-theoretical provisions of the concept "leader" of the system of modern professional and pedagogical knowledge.Content – the analysis of the studied problem has allowed authors to define that the leading teacher is a personality to whom trust and who is recognized; capable to lead group of children (parents, colleagues, awakening their activity and interest; to influence interaction process, regulating relationship; to responsibly organize performance of this or that activity. The conclusion is drawn that in the conditions of modernization of educational system the leading teacher becomes the important strategic resource of all transformations capable to generate and perceive innovations, ready to show activity and creativity.The fundamental qualities causing purposeful development of the important personal and professional characteristics leading the personality to the leader's position have defined independence and responsibility.Three groups of the pedagogical conditions in total forming special leader space, approving social, active and creative essence of the identity of students and forming qualities of the successful leading teacher are proved: reflexive and motivational, substantial and informative and activity.Authors join in structure of qualities of the leading teacher: the motivational focused, intellectual and strong-willed, behavioural, social and communicative qualities. It is shown that existence of the marked-out qualities though increases development of the teacher as leader, but possession of them not

Educational Reconstruction and Today's Teacher Education.

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Stone, Frank Andrews

1994-01-01

An educator reflects on preservice teachers in his class who were concerned with issues of interpersonal relations and classroom dynamics but not with socioeconomic, intercultural, and political contexts of education. Nevertheless, there were some faculty and students involved in urban schools bringing reconstructionist ideas of education for…

Assessment of Educational Neuromyths among Teachers and Teacher Candidates

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Canbulat, Tuncay; Kiriktas, Halit

2017-01-01

The aim of study is to determine the neuromyth level of teachers and pre-teachers and reveal if there is significant difference in terms of some variables (gender, class, etc.). Research was designed in survey model. The research sample was formed with 241 teachers and 511 teacher candidates. In the collection of data, "Educational neuromyths…

Qualities of Ideal Teacher Educators

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Nihal Tunca

2015-04-01

Full Text Available Abstract Generally, the relationship between the teacher educators' qualities and the quality of teacher education has not been discussed extensively in the literature. At the same time, various studies can be found in the eastern literature examining the characteristics of faculty members at the education faculties. The effect of teacher educators over teacher candidates has not been explored, and in this sense, there is limited number of studies examining faculty members at education faculties in Turkey. Mostly employing quantitative research designs, these studies have focused on faculty members in terms of various characteristics However, which qualities that faculty members should have as a whole have not been studied. However, faculty members, as well as teachers who are a matter of debate in terms of the qualities they are supposed to have should be examined in research studies. In this context, this study aims to identify the qualities that an ideal teacher educator should have from the perspective of education faculty students as future teachers. The current research is a qualitative study in phenomenology design. The participants of the study are third and fourth year 214 pre-service teachers from the departments of Science and Technology Teaching, Pre-School Teacher Education, Classroom Teacher Education, Social Studies Teaching and Turkish Language Teaching. Criterion sampling was used for participant selection. The data gathering tool consisted of an open-ended question that would reveal the qualities that an ideal teacher educator should have based on teacher candidates’ views. Junior and senior teacher candidates’ views were asked and the data were analyzed according to content analysis approach. As a result, the qualities that an ideal teacher educator should have been gathered under five main themes including ‘professional roles and responsibilities, professional values, personal characteristics, professional ethic

RE-SEARCHING SECONDARY TEACHER TRAINEES IN DISTANCE EDUCATION AND FACE-TO-FACE MODE: Study of Their Background Variables, Personal Characteristics and Academic Performance

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Mamta GARG

2011-07-01

Full Text Available The present investigation was conducted to describe and compare the background variables, personal characteristics and academic performance of secondary teacher trainees in distance education and face-to-face mode. The results indicated that teacher trainees in distance education differed from their counterparts in age, marital status, sex and socio-economic status. Distance trainees outperformed the on-campus trainees on their preference for left-hemispheric styles of learning and thinking, budgeting time, learning motivation, overall study habits, academic motivation, attitude towards education, work methods, interpersonal relations, and on their perception about relevance of course content of theory papers in B.Ed., but on-campus trainees outperformed distance trainees on preference for right-hemispheric learning styles, need for achievement, motivation for sports, attitude towards teaching profession, child-centered practices, teachers, overall attitude towards teaching along with their perception for development of teaching skills and attitude, personality development during B.Ed. course. In academic performance distance trainees lag behind the on-campus trainee in their marks in theory papers, skills in teaching and in aggregate.

Game-Based Learning in Teacher Education: A Strategy to Integrate Digital Games into Secondary Schools

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Charlier, Nathalie; De Fraine, Biecke

2012-01-01

As educational technology is rapidly changing, greater emphasis has been placed on preparing the next generation of teachers for effective technology integration into the classrooms. In this article, the authors describe the design, implementation, and evaluation of a course on digital game-based learning (DGBL) developed for the preservice…

"Cancer--Educate to Prevent"--high-school teachers, the new promoters of cancer prevention education campaigns.

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Ana Barros

Full Text Available Cancer is one of the leading causes of death worldwide, and thus represents a priority for national public health programs. Prevention has been assumed as the best strategy to reduce cancer burden, however most cancer prevention programs are implemented by healthcare professionals, which constrain range and educational impacts. We developed an innovative approach for cancer prevention education focused on high-school biology teachers, considered privileged mediators in the socialization processes. A training program, "Cancer, Educate to Prevent" was applied, so that the teachers were able to independently develop and implement prevention campaigns focused on students and school-related communities. The program encompassed different educational modules, ranging from cancer biology to prevention campaigns design. Fifty-four teachers were empowered to develop and implement their own cancer prevention campaigns in a population up to five thousands students. The success of the training program was assessed through quantitative evaluation--questionnaires focused on teachers' cancer knowledge and perceptions, before the intervention (pre-test and immediately after (post-test. The projects developed and implemented by teachers were also evaluated regarding the intervention design, educational contents and impact on the students' knowledge about cancer. This study presents and discusses the results concerning the training program "Cancer, Educate to Prevent" and clearly shows a significant increase in teacher's cancer literacy (knowledge and perceptions and teachers' acquired proficiency to develop and deliver cancer prevention campaigns with direct impact on students' knowledge about cancer. This pilot study reinforces the potential of high-school teachers and schools as cancer prevention promoters and opens a new perspective for the development and validation of cancer prevention education strategies, based upon focused interventions in restricted

Educate at Penn State: Preparing Beginning Teachers with Powerful Digital Tools

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Murray, Orrin T.; Zembal-Saul, Carla

2008-01-01

University based teacher education programs are slowly beginning to catch up to other professional programs that use modern digital tools to prepare students to enter professional fields. This discussion looks at how one teacher education program reached the conclusion that students and faculty would use notebook computers. Frequently referred to…

Self-efficacy in Environmental Education: Experiences of elementary education preservice teachers

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Gardner, Cynthia Crompton

Despite research showing Environmental Education can provide positive student outcomes in academic achievement, critical thinking, motivation and engagement (Ernst, 2007; Lieberman & Hoody, 1998; Orr, 1992; Palmer, 1998; Powers, 2004; Volk & Cheak, 2003), Environmental Education is currently not a critical element in American public school K-12 education. The present study investigates self-efficacy in Environmental Education through a mixed methods research approach. The data reveal the participants' perspectives of their sense of self-efficacy in Environmental Education. It adds to the body of work on Environmental Education and self-efficacy by specifically investigating the topics through interviews with preservice teachers. Purposeful sampling is used to identify preservice elementary education teachers in their senior year of college with a high measure of self-efficacy. Self-efficacy is measured using the Environmental Education Efficacy Belief Instrument (Sia, 1992). Forty-six preservice teachers completed the instrument. Six preservice teachers were interviewed to determine experiences that impact their self-efficacy in Environmental Education. Continual comparison and cross-case analysis are used to analyze the data. The results reveal a relationship between personal experiences with nature as a young child and current beliefs toward their personal efficacy and teaching outcome efficacy in Environmental Education. Similar to the findings of Sia (1992), the researcher discovered that preservice teachers realize that they lack sufficient knowledge and skill in Environmental Education but believe that effective teaching can increase students understanding of Environmental Education. While the preservice teachers do not believe they will teach Environmental Education as well as other subjects, they will continually seek out better ways to teach Environmental Education. Interviews with participants who had a high self-efficacy revealed the importance of

EFFECT OF SCHOOL CLIMATE, WORK STRESS AND WORK MOTIVATION ON THE PERFORMANCE OF TEACHER

Directory of Open Access Journals (Sweden)

Ramlani Lina Sinaulan

2016-12-01

Full Text Available Performance is a form of behavior of a person or organization with achievement orientation. The study results are known (a the school climate affect performance of teachers, b there is influence of work stress on teacher performance, (c work motivation effect on teacher performance, d school climate influence on job motivation of teachers, and (e work stress effect on work motivation of teachers. Suggestions studies (a improving teacher performance should the top priority schools in school management efforts. This condition given that performance of teachers are the main pillars that determine the success of the school in improving quality of students. Therefore, performance of the teacher must always be good and necessary to update the knowledge of teachers on the latest information in education as benchmarks increase teacher performance, (b job motivation of teachers needs to improved, among others, with reward and punishment impartial towards the success achieved by the teacher as well as the violations committed so that it becomes part of an effort to motivate teachers to work.

Building Future Directions for Teacher Learning in Science Education

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Smith, Kathy; Lindsay, Simon

2016-04-01

In 2013, as part of a process to renew an overall sector vision for science education, Catholic Education Melbourne (CEM) undertook a review of its existing teacher in-service professional development programs in science. This review led to some data analysis being conducted in relation to two of these programs where participant teachers were positioned as active learners undertaking critical reflection in relation to their science teaching practice. The conditions in these programs encouraged teachers to notice critical aspects of their teaching practice. The analysis illustrates that as teachers worked in this way, their understandings about effective science pedagogy began to shift, in particular, teachers recognised how their thinking not only influenced their professional practice but also ultimately shaped the quality of their students' learning. The data from these programs delivers compelling evidence of the learning experience from a teacher perspective. This article explores the impact of this experience on teacher thinking about the relationship between pedagogical choices and quality learning in science. The findings highlight that purposeful, teacher-centred in-service professional learning can significantly contribute to enabling teachers to think differently about science teaching and learning and ultimately become confident pedagogical leaders in science. The future of quality school-based science education therefore relies on a new vision for teacher professional learning, where practice explicitly recognises, values and attends to teachers as professionals and supports them to articulate and share the professional knowledge they have about effective science teaching practice.

A Study of Moral Reasoning Development of Teacher Education Students in Northern Louisiana

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Wade, April Mitchell

2015-01-01

This quantitative descriptive study identified the differences in the moral reasoning development levels between undergraduate teacher education students enrolled in methods courses and graduate teacher education students enrolled in an alternative certification education program using the Defining Issues Test-2 instrument. Based on Kohlberg's…

Getting Personal: How Early Childhood Teacher Education Troubles Students' and Teacher Educators' Identities Regarding Subjectivity and Feminism

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Taguchi, Hillevi Lenz

2005-01-01

This article constitutes an attempt to investigate how student teachers and teacher educators in the context of Swedish early childhood teacher education are invented and reinvented by practices that are inspired by feminist and post-structural thinking. I give examples of practice that explicitly make use of different aspects of the personal,…

Effective Teacher? Student Self-Evaluation of Development and Progress on a Teacher Education Programme

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Gossman, Peter; Horder, Sue

2016-01-01

This article examines 28 teachers' views about their teacher education requirements. The participants were enrolled on a one-year full-time pre-service teacher education programme with a focus on post-compulsory education and training. The study examines how student teachers' self-evaluations against aspects of teaching professional practice…

Developing and Assessing Teachers' Knowledge of Game-Based Learning

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Shah, Mamta; Foster, Aroutis

2015-01-01

Research focusing on the development and assessment of teacher knowledge in game-based learning is in its infancy. A mixed-methods study was undertaken to educate pre-service teachers in game-based learning using the Game Network Analysis (GaNA) framework. Fourteen pre-service teachers completed a methods course, which prepared them in game…

Teacher Education: A Nontraditional Response.

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Simbol, Mary Ann

1989-01-01

Discusses sex bias and stereotyping in society, focusing on one university professor's decision to educate her children at home after experiencing sexism in the schools. Her experiences illuminate needed changes in society. Teacher education must address teachers' ability to change existing attitudes and make children aware of sex bias. (SM)

Reclaiming Accountability in Teacher Education

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Cochran-Smith, Marilyn; Carney, Molly Cummings; Keefe, Elizabeth Stringer; Burton, Stephani; Chang, Wen-Chia; Fernández, M. Beatriz; Miller, Andrew F.; Sánchez, Juan Gabriel; Baker, Megina

2018-01-01

Teacher accountability has been a major strategy for "fixing" education for the last 2 decades. In this book, Cochran-Smith and her research team argue that it is time for teacher educators to reclaim accountability by adopting a new approach that features intelligent professional responsibility, challenges the structures and processes…

Mobilizing knowledge in physical education teacher education: building the knowledge of inclusion

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Victor J. Santos da Conceição

2013-06-01

Full Text Available This study aimed at understanding how teachers seek knowledge about inclusion, to work with Students with Special Educational Needs, included in physical education classes in ordinary elementary school classes. Participated in this study three Physical Education teachers, regents class in elementary school. Was used a interview with teacher about study objective. The information was transcribed and analyzed through a survey of the meaning units and construction of analytical categories. The results showed that the three teachers interviewed had direct contact with the physical education during their school life, as well as the sport of income. The teacher traning happens only the teacher of faces with student included.

CAUSES AND EFFECTS OF STUDENT TEACHER ABSENTEEISM IN TEACHER EDUCATION INSTITUTION

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Dr. B. S. Gupta

2017-01-01

A school was a place to get knowledge. A student absentee is a major concern for lecturers at institutions of teacher education learning. Absences create a dead, tiresome, unpleasant classroom environment that makes students who come to class uncomfortable and the lecturer irritable. The objective of the study was to study the causes of student teacher absentees in teacher education institution. The investigator selected the sample through random sampling, 994 student teachers were selected f...

Teachers? Attitudes towards and Comfort about Teaching School-Based Sexuality Education in Urban and Rural Tanzania

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Mkumbo, Kitila Alexander

2012-01-01

Teachers? attitudes towards sexuality education are among the important predictors of their willingness to teach sexuality education programmes in schools. While there is a plethora of studies on teachers? attitudes towards sexuality in developed countries, there is a paucity of such studies in sub-Saharan Africa in general and Tanzania in particular. This study examined teachers? attitudes towards and comfort in teaching sexuality education in rural and urban Tanzania. The results show that ...

Biodiversity and Education for Sustainable Development in Teacher Education Programmes of Four Jamaican Educational Institutions

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Collins-Figueroa, Marceline

2012-01-01

This article presents an account of biodiversity education in a national teacher education project in Jamaica. Four case studies are examined here. Document analyses and interviews of educators and student teachers are used to explore how biodiversity was addressed in teacher education curricula, the processes and outcomes of learning in education…

Inclusive Education in Government Primary Schools: Teacher Perceptions

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Itfaq Khaliq Khan

2017-06-01

Full Text Available The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The sampled group comprised both, teachers trained in inclusive education and teachers working in same schools, but not trained in inclusive education. Purposive sampling method was used to select the teachers. Structured questionnaire (Likert Scale and structured interview method was used for data collection. The results of the study revealed that inclusive education is considered to be a desirable practice. The teachers believed that all learners regardless of their disabilities should be in regular classrooms and they showed more favorable attitude towards children with mild disabilities, but were not very optimistic about children with severe disabilities. The study also recognized teachers’ capacity as an essential component of inclusive education and recommends that inclusive education should be a part of pre and in-service teacher education.

Family Background of Beginning Education Students: Implications for Teacher Educators

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Stewart, Roger A.; Coll, Kenneth M.; Osguthorpe, Richard

2013-01-01

Teacher education has not historically focused on the social and emotional development of teachers even though there is evidence that such variables influence student success (Jennings & Greenberg, 2009). We believe such a focus is important and we explored variables in teacher education students' families of origin that underpin social and…

Ensuring Academic Depth and Rigour in Teacher Education through Benchmarking, with Special Attention to Context

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Steyn, H. J.; van der Walt, J. L.; Wolhuter, C. C.

2016-01-01

Benchmarking is one way of ensuring academic depth and rigour in teacher education. After making a case for setting benchmarks in teacher education based on the widely recognised intra-education system contextual factors, the importance of also taking into account the external (e.g. the national-social) context in which teacher education occurs is…

The effects of two secondary science teacher education program structures on teachers' habits of mind and action

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Bergman, Daniel Jay

2007-12-01

This study investigated the effects of the Iowa State University Secondary Science Teacher Education Program (ISU SSTEP) on the educational goals and habits of mind exhibited by its graduates. Ten teachers from ISU SSTEP participated in the study---five from the former program featuring one semester of science teaching methods, five from the current program featuring three semesters of science teaching methods (four for the graduate certification consortium). A naturalistic inquiry research approach included the following methods used with each teacher: three classroom observations, classroom artifact analysis, teacher questionnaires and semi-structured interviews, and questionnaires for students about perceived emphasis of educational goals. Evidence exists that graduates from the current ISU SSTEP format exhibited a closer match to the educational goals promoted, modeled, and advocated by the science teaching methods faculty. Graduates from the current ISU SSTEP also exhibited a closer match to the habits of mind---understanding, action, reflection, action plan for improvement---promoted and modeled by the program. This study has implications for other secondary science teacher education programs, particularly increasing the number of science teaching methods courses; teaching meaningful content of both concepts and skills through a research-based framework; modeling the appropriate teacher behaviors, strategies, habits, and goal promotion by methods instructors; and addressing issues of institutional constraints experienced by future teachers.

Teachers' Beliefs about Neuroscience and Education

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Zambo, Debby; Zambo, Ron

2011-01-01

Information from neuroscience is readily available to educators, yet instructors of educational psychology and related fields have not investigated teachers' beliefs regarding this information. The purpose of this survey study was to uncover the beliefs 62 teachers held about neuroscience and education. Results indicate there were three types of…

Inquiry-Based Science Education Competencies of Primary School Teachers: A Literature Study and Critical Review of the American National Science Education Standards

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Alake-Tuenter, Ester; Biemans, Harm J. A.; Tobi, Hilde; Wals, Arjen E. J.; Oosterheert, Ida; Mulder, Martin

2012-01-01

Inquiry-based science education is an important innovation. Researchers and teachers consider it to be stimulating for pupils' application of research skills, construction of meaning and acquiring scientific knowledge. However, there is ambiguity as to what competencies are required to teach inquiry-based science. Our purpose is to develop a…

Classroom Composition and Measured Teacher Performance: What Do Teacher Observation Scores Really Measure?

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Steinberg, Matthew P.; Garrett, Rachel

2016-01-01

As states and districts implement more rigorous teacher evaluation systems, measures of teacher performance are increasingly being used to support instruction and inform retention decisions. Classroom observations take a central role in these systems, accounting for the majority of teacher ratings upon which accountability decisions are based.…

Primary Teacher Education in Malaysia

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Ching, Chin Phoi; Yee, Chin Peng

2012-01-01

In Malaysia the training of primary school teachers is solely carried out by teacher training institutes which offer the Bachelor of Teaching with Honors (Primary education) program and was first launched in 2007. This program prepares primary school teachers specializing in various subjects or major and is carried out in 27 teacher training…

Looking Back and Moving Ahead: A Content Analysis of Two Teacher Education Journals

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Rock, Marcia L.; Cheek, Aftynne E.; Sullivan, Melissa E.; Jones, Jennie L.; Holden, Kara B.; Kang, Jeongae

2016-01-01

We conducted a content analysis to examine trends in articles published between 1996 and 2014 in two journals--"Teacher Education and Special Education" ("TESE") and the "Journal of Teacher Education" ("JTE"). Across both journals, we coded 1,062 articles categorically based on multiple attributes (e.g.,…

Nutrition Education Resources in North Carolina-Based Head Start Preschool Programs: Administrator and Teacher Perceptions of Availability and Use.

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Lisson, Sarah; Goodell, L Suzanne; Dev, Dipti; Wilkerson, Kristi; Hegde, Archana V; Stage, Virginia C

2016-10-01

The purpose of this study was to provide new insight into common barriers to the availability and use of nutrition education (NE) resources in Head Start preschool programs based on administrator and teacher perceptions. In-depth, semistructured phone interviews (n = 63) were conducted with administrators (n = 31) and teachers (n = 32) from North Carolina-based Head Start programs. Interviews were audio-recorded and transcribed verbatim. Data were analyzed qualitatively using content analysis to identify common themes. Five emergent themes were identified within the areas of NE resource availability and use and barriers to NE resource availability and use. Participants expressed desire for greater organization of existing NE material resources, increased community support, and professional development opportunities for teachers specific to NE. Funding and time constraints were reported as affecting NE resources. Creative strategies for addressing NE resource availability and use and barriers (eg, NE integration with educational standards) in Head Start are needed. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.