scholarly journals Building the capacity of Indonesian education universities for ICT in pre-service teacher education: A case study of a strategic planning exercise

2012 ◽  
Vol 28 (6) ◽  
Author(s):  
Cher Ping Lim ◽  
Paulina Pannen
Keyword(s):  
Teacher Education ◽  
Strategic Planning ◽  
Professional Learning ◽  
Teacher Education Program ◽  
Holistic Approach ◽  
Asia Pacific ◽  
Curriculum Assessment ◽  
Pre Service Teacher Education ◽  
Ict In Education Competencies ◽  
Pre Service Teacher

<span>This paper documents how four Indonesian teacher education institutions (TEIs) engaged in strategic planning to build their capacity in developing pre-service teachers' ICT in education competencies. These TEIs adopted a holistic approach towards strategic planning by drawing upon the six dimensions of the </span><em>Capacity Building Toolkit</em><span> for TEIs in the Asia Pacific. The core dimension is the pre-service teacher education program (curriculum, assessment and practicum) that is driven by the vision and philosophy of a TEI. The program is supported by four other dimensions of professional learning, ICT plan, communication and partnerships, and research and evaluation. Three of the four TEIs focused their strategic planning on the development of pre-service teacher education programs, while one focused on research and evaluation. In the process, the TEIs identified support from the management as pivotal in the implementation of the plan. However, they also encountered challenges in senior staff's reluctance to change, lack of funding, and shortages of qualified staff.</span>

scholarly journals INVESTIGATING THE ACCEPTANCE OF MOBILE E-PORTFOLIO AS AN E-LEARNING TOOL BY PRE-SERVICE TEACHER EDUCATION PROGRAM STUDENTS

2020 ◽  
Vol 1 (11(80)) ◽  
pp. 8-14
Author(s):  
K. Urazbaev
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Linear Regression Analysis ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
Perceived Ease Of Use ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

The aim of the research was to conduct quantitative analysis of mobile e-portfolio acceptance by pre-service teacher education program students. Technology Acceptance Model developed by Davis was used in the study to identify the influence of perceived ease of use, perceived usefulness, attitude towards the use of e-portfolio on the intention to use it. 136 respondents from three different higher education institutions took part in the survey. The data obtained in the survey was analyzed by applying linear regression analysis. Findings of the research suggest that perceived ease of use, perceived usefulness and attitude to the use of e-portfolio have a significant impact on students’ intention to use the e-portfolio. Among them, attitude towards the use of e-portfolio was the most significant factor that influences the intention to use mobile e-portfolio. 

scholarly journals Using Mead's Theory of Emergence as a Framework for Sociological Inquiry into Pre-Service Teacher Education

2009 ◽  
Vol 14 (5) ◽  
pp. 14-26 ◽  
Author(s):  
Jeanne Allen ◽  
Mark Sinclair ◽  
Richard Smith
Keyword(s):  
Teacher Education ◽  
Teacher Education Program ◽  
Beginning Teacher ◽  
Theory And Practice ◽  
Role Taking ◽  
Sociological Inquiry ◽  
Focus Group Data ◽  
Pre Service Teacher Education ◽  
Theory Practice Gap ◽  
Pre Service Teacher

In this paper we take up Chang's (2004) challenge to apply Mead's theory of emergence in sociological inquiry. Largely overlooked by scholars, this theory is shown to prove explanatory in one field where limited solutions have been found to date. Specifically, the theory sheds light on how the theory-practice gap is created and sustained in pre-service teacher education. The argument is that under current institutional arrangements the trainee/beginning teacher encounters different and oft-times conflicting environmental, social and cultural conditions in the two ‘fields of interaction’ (Mead, 1934: 249) of their training program, namely, the on-campus pre-service program and the school. The argument draws on interview and focus group data collected via a study of first-year graduate teachers of an Australian pre-service teacher education program. We conclude that the Meadian mechanisms of role taking and self-regulated behaviour within the two environmental fields of interaction inhibit the trainee/beginning teacher from exercising the power of agency to implement theory learned at university in practice in the classroom. In this sense Mead's theory of emergence predicts the obduracy of the gap between theory and practice in teacher education.

scholarly journals English Pibid and the Big Screen: Expanding Pre-Service Teacher Education Spaces

2020 ◽  
Vol 20 (3) ◽  
pp. 499-518
Author(s):  
Ana Karina de Oliveira Nascimento ◽  
Ana Lúcia Simões Borges Fonseca
Keyword(s):  
Qualitative Research ◽  
Teacher Education ◽  
Education Program ◽  
School Environment ◽  
Basic Education ◽  
Teacher Education Program ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

ABSTRACT Teacher education can take place in multiple spaces besides the school environment (university and basic education schools), following different paths and in a decolonial way. Having this in mind, a qualitative research with an interpretative scope was conducted during a year and a half, on the range of the English project of the National Pre-service Brazilian Teacher Education Program (Pibid) at a federal university in Brazil. In this article, the focus is on the analysis of pre-service teachers’ field diaries and their content concerning one of the activities developed as part of the project: going to the movies and reflecting upon some films. The experience revealed how pre-service teachers had the chance to reflect on the relationships they were able to establish with teacher education, and the readings and experiences provided by Pibid, thus corroborating the importance of decolonizing practices.

Exploring Challenges and Possibilities in Pre-Service Teacher Education

2021 ◽  
pp. 179-194
Author(s):  
Larisa Kasumagić-Kafedžić
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Critical Pedagogy ◽  
Bosnia And Herzegovina ◽  
English Language ◽  
Teacher Education Program ◽  
Language Education ◽  
Analytical Skills ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Twenty years after the war (1992-1995) in Bosnia and Herzegovina the country is still very fragile, dysfunctional and continues to face numerous political and socio-economic challenges. Ethnically fragmented and exclusivist approaches to education in Bosnia and Herzegovina are anathema to the development of critical thinking and analytical skills necessary to open young minds, reduce intolerance and question the ethnic status quo narrative (Perry, 2015). This paper will try to present a good example of academic and social successes achieved with students who are attending an English language teacher education program at the University of Sarajevo in the context of challenging teaching and learning environments. The paper will explore the possibilities and challenges for using a critical pedagogy framework and intercultural approach to foreign language education in pre-service teacher education courses that emphasizes reflection, critical thinking, empathy, multiperspectivity along with other aspects of intercultural communicative competences which are integrated in this course.

scholarly journals Using Blogs to Foster Inquiry, Collaboration, and Feedback in Pre-Service Teacher Education

2009 ◽  
pp. 303-318 ◽  
Author(s):  
Carol R. Rinke ◽  
Divonna M. Stebick ◽  
Lauren Schaefer ◽  
M. Evan Gaffney
Keyword(s):  
Information Technology ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Critical Case ◽  
Teacher Education Program ◽  
Face To Face ◽  
Pre Service Teacher Education ◽  
Critical Case Study ◽  
Pre Service Teacher

This chapter presents a critical case study on the use of information technology in a pre-service teacher education program. The authors integrated Weblogs (blogs) into two constructivist-oriented teacher preparation courses with the goal of helping students learn to think like a teacher through enhanced inquiry, collaboration, and feedback. The authors found that, through the use of blogs, pre-service teaching candidates grew in their abilities to reflect on their own teaching and to provide constructive comments to peers. The authors’ experience also indicated that while instructor and peer feedback via blogs was valuable, it functioned best when paired with face-to-face meetings between the instructors and students. They discussed design principles for combining online and face-to-face environments and offer possibilities for the expanded use of blogs in pre-service teacher education.

scholarly journals National Professional Standards for Teachers: Awareness, Perspective & Implementation in Pakistan

2020 ◽  
Vol 1 (4) ◽  
pp. 242-249
Author(s):  
Tariq Mahmood Tariq ◽  
Dr. Khushbakht Hina ◽  
Arshad Mahmood Arshad
Keyword(s):  
Teacher Education ◽  
Public Sector ◽  
Sample Size ◽  
Prospective Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Professional Standards ◽  
Pre Service Teacher Education ◽  
Azad Kashmir ◽  
Pre Service Teacher

The main objective of the study was to investigate the perceptions of prospective teachers about the awareness of the implementation of national professional standards for teachers. The present study was descriptive followed by a survey method. The study was quantitative and the survey was used as the research design. The questionnaire was used as a research tool. Male and female prospective teachers of the pre-service teacher education program, B.Ed. (Hons.) Secondary of four public sector universities of Azad Kashmir session 2015-19 was the population of the study. The sample size was determined by using a stratified proportionate sampling technique. And the sample size was calculated by the Raosoft sample size determining formula. Thus the sample size was 196. In this study, the questionnaire was used as a research tool. All the statements of the questionnaire were according to the topic and objective of the study. The questionnaire was validated by the experts of the relevant field. According to the opinions and suggestions of the experts, statements were changed. The reliability of the questionnaire was measuring internal consistency by using Chronbach Alpha. Its value was found to 0.85. For data collection, a questionnaire was administered personally by the researcher to the sampled prospective teachers of the pre-service teacher education program B.Ed. (Hons.) Secondary of public sector universities of Azad Kashmir.

scholarly journals Pre-service Teacher Education for Mental Health and Inclusion in Schools

2016 ◽  
Vol 26 (2) ◽  
Author(s):  
Melanie-Anne Atkins ◽  
Susan Rodger
Keyword(s):  
Mental Health ◽  
Teacher Education ◽  
Teacher Education Program ◽  
Health And Wellness ◽  
Education Students ◽  
Regular Classrooms ◽  
Health Course ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher ◽  
Teacher Education Students

Pre-service teacher education in mental health and mental health literacy is essential to creating the conditions necessary to support the mental health and wellness of children and youth in schools. Many teachers report never having received any education about mental health, but recognize the importance of this knowledge in meeting the needs of their students in regular classrooms. This article describes the development of a completely online mental health course organized around five learning objectives and delivered in a large pre-service teacher education program in Canada. Next, this article presents the results of research to evaluate impact on the pre-service teacher education students. Results are organized into expected and unexpected learning outcomes. Implications for further research and practice are shared.

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