This is a descriptive study. Objectives of the research included: examination of modern tendencies in Teacher Education and find out the breaks and give ideas for improvement of Teacher Education Programs of the region. The population of the research was all teacher education organizations of the province. The sample comprised 55 Course instructors of these institutions. The device of the research analysis was a questionnaire. The data was analyzed and the result was shown in percentage in tables. The literature review explored diverse directions of the concern and reflected the requirements of Teacher Education and Transformations, teachers Quality, Teachers Competencies and Policy. The traditional trend is in practice and the pursuit of quality scares teaching. It is recommended in the research report that technology integration in Teacher Education. The research suggests that the government should take timely notice of the need and importance of the use of modern technologies.
Teachers have had a long-honored standing in Chinese history. Yet the formal education of teachers is a relatively new development. This article reviews the historical development of teacher education in modern China and its current provisions. A number of issues pertaining to the preparation of teachers for both adults and children are examined. This article reveals that the teacher education system in China is inadequate and requires urgent remedial action. Among the issues discussed the most important are teachers' low political and social status and poor living conditions. Some tentative suggestions are made in the hope that these may help to effect changes in the system in China. Two sources of data are employed in conducting this research: literature and interviews. ; Les enseignants occupent une place de marque dans l'histoire chinoise. Pourtant, la formation des enseignants y est un phénomène relativement récent. Cet article porte sur le développement historique de la formation d'enseignants dans la Chine moderne, notamment sur certaines questions relatives à la préparation de personnes qui enseigneront aux adultes et aux enfants. Les résultats de la recherche indiquent que le système de formation d'enseignants en Chine est inadéquat et que des mesures correctives doivent être entreprises dans les plus brefs délais. Parmi les questions qui sont évoquées, les plus importantes sont le statut politique et social peu élevé des enseignants et leurs conditions de vie médiocres. On propose quelques démarches préliminaires visant l'amélioration du système chinois. Cette recherche s'appuie sur deux sources de données : des ouvrages spécialisés et des entrevues.
AbstractThe paper presents an overview of challenges and demands related to teachers' digital skills and technology integration into educational content and processes. The paper raises a debate how technologies have created new skills gaps in pre-service and in-service teacher training and how that affected traditional forms of teacher education. Accordingly, it is discussed what interventions might be applicable to different contexts to address these challenges. It is argued that technologies should be viewed both as the field where new competences should be developed and at the same time as the method used in developing learning environments for teacher students.
Over hele verden har politiske diskusjoner om lærerutdanning og dens rolle for lærerkvalitet en tendens til å fokusere på debatter om lærerutdanningens karakter og behovet for avanserte sertifiseringsordninger for lærere. Vi argumenterer i denne artikkelen for at feltet har behov for et utvalg indikatorer—en rekke sterke, forskningsbaserte indikatorer som kan brukes både på store offentlige universiteter, samt små regionale høyskoler. Disse indikatorene må være relevante for lærersertifisering på tvers av alders- og utviklingsstadier. I denne artikkelen knytter vi oss til en pågående samtale om måter å koble teori og praksis i lærerutdanningen, og andre forskeres arbeid med å identifisere slike kvalitetsindikatorer for lærerutdanning, ved å analysere lærerutdanningsprogram i Finland, Norge, Chile, Cuba og USA. Vi foreslår at lærerutdanning blir designet rundt en klar og felles visjon om god undervisning; den er koherent ved at den kobler teori og praksis og gir muligheter til å lære som er på linje med programmets visjon for god undervisning; og den gir muligheter til å praktisere undervisning. Det er økende enighet i forskningslitteraturen om disse tegnene på kvalitet, og våre analyser viser at det også er et gryende empirisk grunnlag som gir støtte til verdien av dem.Nøkkelord: lærerutdanning, kvalitetsindikatorer, komparativ forskningAbstractAround the world, policy discussions of teacher education in relationship to teacher quality have tended to focus more closely around debates about the nature of teacher preparation and the need for teachers to possess advanced degrees or certification. The field is in need of an array of indicators, we argue in this article—a set of powerful, well-researched indicators that can be applied to large public universities as well as small regional colleges. These indicators need to be relevant for teacher certification across a variety of age-ranges and developmental stages. In this article, we report on a growing conversation about ways of linking theory and practice in teacher education, and efforts on the part of researchers to identify key features of powerful teacher education, analyzing teacher education programs in Finland, Norway, Chile, Cuba and the US. We propose that quality teacher education is designed around a clear and shared vision of good teaching; it is coherent in that it links theory with practice and offers opportunities to learn that are aligned with the vision of good teaching; and it offers opportunities to enact teaching. While these features are supported for the most part by growing consensus in the literature, there is also an emerging empirical base that provides support for the value of them, as suggested from these analyses.Keywords: teacher education, teacher preparation, quality indicators, comparative research
Although education for democratic citizenship has long been a powerful rationale for social studies education, researchers still report a significant gap between this purpose and what is really taught in classrooms. Explanations of this phenomenon vary, but literature on citizenship education (CE) research has largely interpreted this gap as a result of (preservice) teachers' political worldviews or lack of civic experiences. Other evidence, however, suggests that teacher socialization processes generate conventions about what is necessary, possible, and reasonable in CE that go beyond teachers' political views and behaviors. This mixed-method study, developed at a Spanish university, aims to explore the understandings of CE shared by preservice teachers with different political ideologies and levels of civic engagement. The findings of this study have deep implications for teacher education courses aimed at fostering CE and the curricular inclusion of current social issues. ; "This research was funded by the Vice-rectorate for Research and Knowledge Transfer of the University of Cantabria (No. 11.VU03.64662)".
This article proposes how mobile technologies are being employed innovatively in teacher education across the European Union, contributing to an adjustment in teacher training models. It identifies various barriers and challenges to innovation and illustrates how teacher educators have addressed these in the first year of an Erasmus+ funded project.
The aim of the research is to investigate preservice teachers' views about the inclusion of current events into teaching plans in the social studies teaching course included in an undergraduate elementary education program. The participants of the study were 53 preservice teachers in the social studies teaching course in the third year of the elementary education program. As a data collection tool, the opinion form about current events with nine open-ended questions was used. The study demonstrated that some preservice teachers who had not used current events before, thought the use of current events was beneficial in many areas from skill development to awareness development, and that appropriate topics included political, social, and economic topics, historical and military developments. The results showed that the most appropriate level for the use of current events is third and fourth grade, and the participants considered addressing current events at the beginning of lessons. The study also demonstrated the importance of the use of current events in teacher education for raising active democratic citizens.
Globally, there is a political and social consensus that teacher education is a key priority for the twenty-first century. However, studies have so far paid little attention to a crucial issue, namely, leadership in teacher education. This chapter contributes to discussion on transforming teacher education practices by focusing on leadership practices in a particular Finnish teacher education department. Adopting a subject-centred sociocultural approach, we elaborate the main challenges, insights, and lessons learned, as perceived by the four leaders of the department, in efforts to move towards more innovative and collaborative practices. We argue that teacher education leaders currently require competencies to support professional agency and to lead the identity work of their staff. In addition, leaders need the resources to build collective leadership practices while renegotiating their own professional identities. Overall, we highlight the importance of what we term collective agency-promoting leadership in developing teacher education practices. ; peerReviewed
Parent involvement in South African schools has been primarily limited to financing schools and parent volunteering. Legislation extended the right to parents and the community to participate in the school's governing structures. This creates a framework for formal parent involvement but home-school partnerships should not be limited to this practice. A comprehensive model of partnership can provide a broader view of family, community and school relations. In order to prepare teachers to implement effective school, family and community partnerships, a Certificate in Parent Involvement was introduced at the University of South Africa through distance education. The curriculum is designed around the Epstein model of family, community and school partnerships. A brief review is given of the theory underlying the Epstein model and the typology comprising six types of parent and community involvement. A qualitative inquiry explored the implementation of this model in a small sample of schools. A document analysis was made of assignments written by teachers as part of their course work. Rich data (personal accounts corroborated by supporting material) was elicited by the assignment which required teachers to describe the implementation of one type of parent involvement in their school. Findings show how teachers adapted the model in pre-primary, primary and high schools in diverse communities in South Africa. Teachers created family friendly environments for parent encounters; used various strategies to communicate with the home; employed an expanded view of parent and community; introduced innovative volunteering; and illustrated positive results for teachers, learners and parents.
In the coming decades, the general public will be required ever more often to understand complex environmental issues, evaluate proposed environmental plans, and understand how individual decisions affect the environment at local to global scales. Thus it is of fundamental importance to ensure that higher quality education about these ecological issues raises the environmental literacy of the general public. In order to achieve this, teachers need to be trained as well as classroom practice enhanced. This volume focuses on the integration of environmental education into science teacher education. The book begins by providing readers with foundational knowledge of environmental education as it applies to the discipline of science education. It relates the historical and philosophical underpinnings of EE, as well as current trends in the subject that relate to science teacher education. Later chapters examine the pedagogical practices of environmental education in the context of science teacher education. Case studies of environmental education teaching and learning strategies in science teacher education, and instructional practices in K-12 science classrooms, are included. This book shares knowledge and ideas about environmental education pedagogy and serves as a reliable guide for both science teacher educators and K-12 science educators who wish to insert environmental education into science teacher education. Coverage includes everything from the methods employed in summer camps to the use of podcasting as a pedagogical aid. Studies have shown that schools that do manage to incorporate EE into their teaching programs demonstrate significant growth in student achievement as well as improved student behavior. This text argues that the multidisciplinary nature of environmental education itself requires problem-solving, critical thinking and literacy skills that benefit students` work right across the curriculum. TOC:Preface Alec M. Bodzin, Beth Shiner Klein, and Starlin Weaver PART I. INTRODUCTION TO ENVIRONMENTAL EDUCATION Chapter 1. The History and Philosophy of Environmental Education Robert L. Carter and Bora Simmons Chapter 2. Professional Preparation for Science Teachers in Environmental Education James T. McDonald and Lynn A. Dominguez Chapter 3. Approaches to Environmental Education Austin A. Winther, Kim Cleary Sadler, and Gerry Saunders Chapter 4. Environmental Education Within the Early Childhood Linda Plevyak and Amy Mayfield Chapter 5. Environmental Education Service-Learning in Science Teacher Education Teddie Phillipson-Mower and April Dean Adams Chapter 6. Beyond terra firma: Bringing Ocean and Aquatic Sciences to Environmental and Science Teacher Education Diana L. Payne and Timothy D. Zimmerman PART II. ENVIRONMENTAL EDUCATION PEDAGOGY Section 1: Outdoor Learning and Place-Based Environments Chapter 7. Promoting the Use of Outdoor Learning Spaces by K-12 Inservice Science Teachers Through an Outdoor Professional Development Experience Mark A. Bloom, Molly Holden, April T. Sawey, and Molly H. Weinburgh Chapter 8. Integrating Environmental Education Field Trip Pedagogy Into Science Teacher Preparation Bryan Rebar and Larry G. Enochs Chapter 9. "Eeew! There`s Dew On My Toes": Common Characteristics of Preservice Elementary Teacher Learning in Environmental Education and Instructional Strategies for Science Teacher Educators J. William Hug Chapter 10. Name That Plant! Overcoming Plant Blindness and Developing a Sense of Place Using Science and Environmental Education Jennifer Kreps Frisch, Matthew M. Unwin, and Gerald W. Saunders Chapter 11. Place-Based Inquiry: Advancing Environmental Education in Science Teacher Preparation Somnath Sarkar and Richard Frazier Chapter 12. Summer Methods in Summer Camps: Teaching Projects WILD, WET, and Learning Tree at an Outdoor Environmental Education Center Charles J. Eick, Doyle, E. Keasal, Karni Perez, and Sarah Carrier Chapter 13. Teachers Connecting Urban Students to Their Environment Sherri L. Brown, Nikki L. Votaw, and Thomas R. Tretter Section 2: Instructional Strategies Chapter 14. Exploring Preservice Teachers` Mental Models of the Environment Christine Moseley, Blanche Desjean-Perrotta, Courtney Crim Chapter 15. Pedagogy, Environmental Education, and Context: Promoting Knowledge Through Concept Mapping Barbara A Austin and Nina Schmidt Chapter 16. Unraveling the Scientific, Social, Political and Economic Dimensions of Environmental Issues Through Role-Playing Simulations James G. MaKinster Chapter 17. Exploring Environmental Education Through Eco-feminism: Narratives of Embodiment of Science M.E. Spencer and Sherry E. Nichols Chapter 18. The Value of Non-formal Environmental Education-Based Professional Development in Preservice Science Teacher Preparation Tamara E. Peffer and Alec M. Bodzin Chapter 19. Using Environmental Education Project Curricula with Elementary Preservice Teachers Adele C. Schepige, Patricia D. Morrell, Cindi Smith-Walters, Kim Cleary Sadler, Miriam Munck, and Donna Rainboth Section 3: Technology Chapter 20. Situated Learning in Environmental Education: Using Geospatial Technologies for Preservice Secondary Teachers Rita A. Hagevik, Harriett S. Stubbs, and Diane C. Whitaker Chapter 21. Using Podcasting to Address Nature-Deficit Disorder Beth Shiner Klein and Starlin D. Weaver Chapter 22. Integrating Web-based Activities and Site-based Experiences to Investigate Environmental Issues Alec M. Bodzin
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The aim of this study was to investigate the effect of collaborative teaching on student teachers' education and how it could be used to improve the teaching practice experience. The design of the study was experimental. The sample of the study was 30 senior students in the Applied Linguistics Department. They were divided into a control group (15 students) who used the traditional teaching practice model and an experimental group (15 students) who used the collaborative teaching model. Their performance was observed before and after the experimental treatment. The results of the study showed that collaborative teaching was more effective in developing students' teachers professionally.
