scholarly journals Motivation in teacher education: The forgotten element and its snowball effect

2021 ◽  
Vol 16 (3) ◽  
pp. 60-70
Author(s):  
Pipit Novita ◽  
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
High Stake ◽  
Severe Problem ◽  
Motivation Factors ◽  
Career Intention ◽  
Long Run

This research explores student teachers' motivation to join teacher education and its relation to their career intention to join the teaching profession. The qualitative study was conducted in the English department of private and state teacher education in Indonesia. A total of 14 student teachers (20-23 years old) took part in the interview. The findings show that most student teachers chose Initial Teacher Education (ITE) because of external motivation factors such as the alternative option of not being accepted at their desired faculty or following parents’ suggestions. Besides that, considering the internal motivation factor, one of the common reasons students chose English teacher education was the interest in English, which was also viewed as transferrable skills that could be useful to many other job possibilities. The findings show that only a few of the participants who prioritised their career to become teachers. The findings might contest the generalisation that often associates student teachers’ motivation to join teacher education to become teachers. Even though the assumption is valid to some extent, the nuances in the student teachers’ motivation to choose teacher education might need to be considered, especially in the context when joining teacher education is relatively easy because there is no high-stake test involved and teaching might be perceived as an unattractive career intention. The findings also indicate that as motivation is fluid, abstract, and hard to measure, teacher education overlooks this element in the admission process. However, forgetting the importance of student teachers’ motivation in teacher education could lead to a more severe problem in the quality of graduates and education in the long run.

Exploring Professional Development of Teachers: The Case of Ethiopia, Finland, India and Singapore

2021 ◽  
pp. 121-133
Author(s):  
Gara Latchanna ◽  
Mittireddy Venkataramana ◽  
Abebe Garedew
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Professional Competence ◽  
Teaching Profession ◽  
Professional Autonomy ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Special Needs Education ◽  
Professional Development Of Teachers

The paper attempts to provide a snapshot of the current practices in the Professional Development of Teachers (PDoT) in four selected countries namely, Ethiopia, Finland, India and Singapore. PDoT has been analysed in the form of a continuum of Initial Teacher Education (ITE), Induction and Continuous Professional Development (CPD). The survey of literature revealed that for ITE in two countries, i.e. Ethiopia and India, the system was unable to attract competent applicants, as a result ofwhich the professional competence of teachers suffered. On the other hand, Finland and Singapore were the epitomes of having effective ITE system. The ability to attract candidates with high potential into ITE, right amount of emphasis on theory and practice in ITE programmes, the existence of effective CPD and rigorous professional development community involving the ministry of education, universities of teacher education and schools, and high prestige for the teaching profession enabled Finland and Singapore to be the star performers in PDoT. In Finland, the provision of one-year CPD training on special needs education to all teachers and professional autonomy to teachers were the salient features whereas in Singapore, a monthly stipend for student teachers during initial teacher education and multifarious career tracks for the teacher were a few additional features. 'This survey of literature has presented significant lessons drawn from eachrespective country regardingpractices in PDoT.

scholarly journals Ensuring Māori student success and inclusion of te aō Māori through initial teacher education

2021 ◽  
Author(s):  
Hiria McRae ◽  
Robin Averill
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Teacher Commitment ◽  
Policy Implications ◽  
Initial Teacher Education ◽  
Course Content ◽  
Education Policy Implementation ◽  
Practice Framework

Teacher commitment to Te Tiriti o Waitangi is emphasised within the latest Code of Professional Responsibility and Standards for the Teaching Profession (Education Council, 2017). Teachers must explicitly demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi. This mandate is encouraging for Māori education needs and aspirations. We describe the use of a culturally sustaining teacher practice framework to examine Māori education policy implementation implications within an initial teacher education te ao Māori course. We explain how course content, delivery and assessment aspects can be critiqued and policy implications identified to illustrate the usefulness of the framework for teacher educators and practising teachers. We demonstrate how the framework can be a useful tool for teacher educators to examine culturally sustaining practice in preparing themselves and student teachers to work effectively with indigenous learners.

scholarly journals Research-Based Learning in Initial Teacher Education in Catalonia

2019 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
Ingrid Agud ◽  
Georgeta Ion
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Perception ◽  
Innovation Process ◽  
Education Programme ◽  
Teaching Profession ◽  
Professional Culture ◽  
Initial Teacher Education ◽  
New Paradigm ◽  
Research Integration

The teaching profession is undergoing significant changes, some of which are imposed by the new paradigm of education. This new context marks the shift from the teachers’ position as ‘knowledge users’ towards the more complex position of ‘knowledge creators’. In this new professional culture adapted to a changing society, teaching as a profession is understood as undergoing a continuous transformation and innovation process, while the professionals in the educational field appear to be research users and research promoters able to think thoroughly about their own professional needs and the new topics arising in their field. There is, therefore, a shift from a passive to an active position, enabling educators to become aware of how complex their field is and to understand that it cannot be acknowledged and managed from outside the social, cultural, historical, philosophical, and psychological contexts shaping it. Taking into consideration the characteristics of the new professional culture, this paper is focused on the development of research skills as one of the teachers’ core skills. The study is framed at the Universitat Autònoma de Barcelona, where the Student Perception Research Integration Questionnaire (SPRIQ) of Visser-Wijnveen et al. (2015) was applied to measure students’ perception of research integration in university courses (n=113). Additionally, analysis of the documents on the syllabus of each course of the BA in Primary Education programme was applied to review the research component of initial teacher education curricula. Findings from students’ responses show that they are more consumers than producers of research. We emphasise the importance of student teachers being able to both consume as well as produce research in order to develop professionally.

scholarly journals A research base for teaching in primary school: a coherent scholarly focus on the object of learning

2014 ◽  
Vol 4 (3) ◽  
pp. 15 ◽  
Author(s):  
Ruksana Osman ◽  
Shirley Booth
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Childhood Education ◽  
The One ◽  
The University

This paper makes a case for a new impetus in creating a coherent research basis for childhood education and teacher education in South Africa. We are proposing a three-level – teacher educators, student teachers and practising teachers – research-led approach that integrates teacher education, schooling and early learning. The aim of the approach is to enhance the quality of learning in primary schools through systematic focus on the object of learning, whether in terms of teaching in school or educating entrants to the teaching profession at the university, or teacher educators inquiring into their practice. There are two thrusts involved: on the one hand bringing the focus of teachers, teaching students and teacher educators coherently onto the object of learning and thereby bringing it to the attention of their respective learners, and on the other hand invoking the principles of the Scholarship of Teaching and Learning (SoTL) movement, thereby enabling its sustainability. We illustrate our case with two examples from the literature that show clearly how learning in school can be enhanced when teachers are actively studying what and how their learners are learning in connection with their teaching and where the work is disseminated in a scholarly manner.

scholarly journals I Want to Become a Teacher because…? Student-Teachers Change in Attitudes of Becoming Teachers in Austria and Kosovo

2022 ◽  
Vol 2022 ◽  
pp. 1-11
Author(s):  
Fjolla Kaçaniku ◽  
Irene Maderbacher ◽  
Franz Erhard ◽  
Blerim Saqipi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Attitudes ◽  
Student Teacher ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teaching Career

The motivation for career choice motivation of student-teachers is a well-studied topic with a representative theoretical basis in teacher education research that has a long-standing tradition in the international research landscape. However, in understanding the pressing questions of why young people choose to become teachers, only a few longitudinal and comparative studies have been carried out that focus on the development of motivation for choosing a teaching career. This longitudinal study reports on the effects of time within initial teacher education and how it influences student-teacher attitudes and motives about the teaching profession. This article is a product of a larger study that aims at addressing the existing literature gap by examining student-teacher change in attitudes of becoming teachers in Austria and Kosovo starting from initial teacher education, during early stages of their teaching career as novice teachers, and to more advanced stages of their teaching career. This is a panel study located within a longitudinal design. In this study, a questionnaire and student-teacher reflection texts were used as instruments. Data were collected in three phases during which 673 student-teachers participated in face-to-face administered questionnaire as follows: 341 (phase 1), 185 (phase 2), and 147 (phase 3), as well as 19 student-teacher reflections. Questionnaire data were analysed using the general linear model (GLM) with repeated measures test, whereas the reflection text data were analysed using thematic analysis. The findings in this longitudinal study provide evidence that student-teacher attitudes and motives for becoming teachers can change over time during the initial teacher education in Austria and Kosovo, and they can be influenced by in-school experiences during teaching practice. The study concludes that motives for choosing a teaching career are primarily intrinsic, are not time-stable, and change over the course of studies. The study findings have clear implications for initial teacher education programs in addressing changes in student-teachers’ attitudes of becoming teachers. The insights gained from the findings of this study lead to recommendations that initial teacher education programs should strengthen teaching practice to better manage the preparation of students and teachers and their entry into the teaching profession.

scholarly journals Student teachers’ views of their experiences in a Bachelor’s programme

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Sene Van Heerden ◽  
Yusuf Sayed ◽  
Zahraa McDonald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Content Knowledge ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Initial Teacher Education ◽  
Data Generation ◽  
Initial Development ◽  
Pedagogic Content Knowledge

Background: It is widely accepted that the quality of schools depends on the quality of teachers. Understanding what occurs while learning to teach is an important pursuit for acquiring a sense of the quality of teachers. The initial development of teachers is a critical point from which to activate such understanding.Aim: This study, therefore, examines the ways in which pedagogic content knowledge is developed within experiences that relate to initial teacher education programmes. Pedagogic content knowledge is a concept describing a form of knowledge related to transmitting subject matter knowledge to learners.Setting: A qualitative study was conducted with a cohort of participants in the final year of a bachelor’s degree programme.Methods: Data generation ensued from focus group discussions, complemented by questionnaire data. The study analysed data categorised according to themes.Results: Findings demonstrate that the participants found their initial teacher education programme to have had positive and negative influences with regard to the development of pedagogic content knowledge. Administrative duties, adapting to school contexts, relationships with people of influence (such as lecturers during initial teacher education and mentor teachers), teaching practice (which had the most profound influence on classroom practice) and professional knowledge and skills as taught during initial teacher education were all factors that had an impact on participants’ experiences in developing their pedagogic content knowledge.Conclusion: This paper argues for the need to rethink the structure of initial teacher education programmes in order to better facilitate the development of pedagogic content knowledge.

scholarly journals Ensuring Māori student success and inclusion of te aō Māori through initial teacher education

2020 ◽  
Vol 24 ◽  
pp. 160
Author(s):  
Hiria McRae ◽  
Robin Averill
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Teacher Commitment ◽  
Policy Implications ◽  
Initial Teacher Education ◽  
Course Content ◽  
Education Policy Implementation ◽  
Practice Framework

Teacher commitment to Te Tiriti o Waitangi is emphasised within the latest Code of Professional Responsibility and Standards for the Teaching Profession (Education Council, 2017). Teachers must explicitly demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi. This mandate is encouraging for Māori education needs and aspirations. We describe the use of a culturally sustaining teacher practice framework to examine Māori education policy implementation implications within an initial teacher education te ao Māori course. We explain how course content, delivery and assessment aspects can be critiqued and policy implications identified to illustrate the usefulness of the framework for teacher educators and practising teachers. We demonstrate how the framework can be a useful tool for teacher educators to examine culturally sustaining practice in preparing themselves and student teachers to work effectively with indigenous learners.

scholarly journals Ensuring Māori student success and inclusion of te aō Māori through initial teacher education

2021 ◽  
Author(s):  
Hiria McRae ◽  
Robin Averill
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Teacher Commitment ◽  
Policy Implications ◽  
Initial Teacher Education ◽  
Course Content ◽  
Education Policy Implementation ◽  
Practice Framework

Teacher commitment to Te Tiriti o Waitangi is emphasised within the latest Code of Professional Responsibility and Standards for the Teaching Profession (Education Council, 2017). Teachers must explicitly demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi. This mandate is encouraging for Māori education needs and aspirations. We describe the use of a culturally sustaining teacher practice framework to examine Māori education policy implementation implications within an initial teacher education te ao Māori course. We explain how course content, delivery and assessment aspects can be critiqued and policy implications identified to illustrate the usefulness of the framework for teacher educators and practising teachers. We demonstrate how the framework can be a useful tool for teacher educators to examine culturally sustaining practice in preparing themselves and student teachers to work effectively with indigenous learners.

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