scholarly journals PROPOSIONAL COURSES OF TEACHER EDUCATION: ISSUES AND CHALLENGES

2012 ◽  
Vol 47 (1) ◽  
pp. 110-125
Author(s):  
Joana Paulin Romanowski ◽  
Pura Oliver Martins ◽  
Simone Manosso Cartaxo
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching Practice ◽  
Research Problem ◽  
The State ◽  
Academic Disciplines ◽  
First Year ◽  
Educational Legislation ◽  
Teacher Formation ◽  
The University

The research focuses on the reformulation of undergraduate courses in universities in the state of Parana, Brazil. The research problem arises in the context of reformulations in the courses of teacher formation, the undergraduate courses encouraged by the demands of current educational policies for these courses, with the following questions: What changes to current policies of teacher education were produced in the organization of undergraduate courses? The overall objective was to analyze the reformulations of the undergraduate courses in relation to established priorities and the implications to the professional development of teachers indicating the tensions caused in this process and to indicate alternatives that contribute to the improvement of basic teacher education. The methodology of the study considers the assumptions of the theory as practice of expression, performs the analysis of educational legislation, organization of curriculum matrices of undergraduate courses at universities in the State of Parana and includes interviews with coordinators and teachers from the course. Results show that the courses differ in the composition of the curriculum matrices in each of the institutions examined, as for example: the organization of the curriculum regarding the disciplines that are part of it; sorting the disciplines; the number of hours of each discipline; the design of the training process; the apprenticeship supervision processes. This means that the tensions and priorities generated at each university in the constitution of the identity of the undergraduate courses are disparate from the proceedings in which these courses are instituted because of the institutional clashes priorities. The performed reformulations extend the amount of teaching time for teaching practice, starting from the first year of the course, in the form of professional practice and in the final years the completion of supervised practice. However, the university remains far removed from the elementary school, the academic disciplines do not articulate these practices. It is noteworthy that the undergraduate courses in Brazil have been the subject of debates and proposals, since the 1.980s. Key words: teacher education, undergraduate courses, professional development.

Refining Contrapuntal Pedagogy: Reflections on Teaching Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues” to First-Year Students

2020 ◽  
Vol 24 ◽  
Author(s):  
Bridget Grogan
Keyword(s):  
Racial Identity ◽  
Teaching Practice ◽  
Human Experience ◽  
First Year ◽  
First Year Students ◽  
Poetic Voice ◽  
Teaching Poetry ◽  
Approach To Teaching ◽  
The University ◽  
The Way

This article reports on and discusses the experience of a contrapuntal approach to teaching poetry, explored during 2016 and 2017 in a series of introductory poetry lectures in the English 1 course at the University of Johannesburg. Drawing together two poems—Warsan Shire’s “Home” and W.H. Auden’s “Refugee Blues”—in a week of teaching in each year provided an opportunity for a comparison that encouraged students’ observations on poetic voice, racial identity, transhistorical and transcultural human experience, trauma and empathy. It also provided an opportunity to reflect on teaching practice within the context of decoloniality and to acknowledge the need for ongoing change and review in relation to it. In describing the contrapuntal teaching and study of these poems, and the different methods employed in the respective years of teaching them, I tentatively suggest that canonical Western and contemporary postcolonial poems may reflect on each other in unique and transformative ways. I further posit that poets and poems that engage students may open the way into initially “less relevant” yet ultimately rewarding poems, while remaining important objects of study in themselves.

scholarly journals Curricula in Teacher Education for Diversity in the University of Namibia

2018 ◽  
Vol 7 (2) ◽  
pp. 91-121
Author(s):  
Beatrice Sinyama Sichombe
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Data Collection ◽  
Teaching Practice ◽  
Diverse Learners ◽  
Education For All ◽  
Cultural Curriculum ◽  
The University

Namibia’s classroom compositions are diverse. Its policies on diversity reflect international practices of achieving Education for All. It advocates for teacher education that is responsive to the country’s needs.  What is unknown is what a socio-cultural curriculum means in Namibian teacher education. This article focuses on the nature of the UNAM’s B.Ed. curriculum and how students learn its contents.  I argue that teacher education for diversity should go beyond traditional teacher education programmes. Its curricula should adopt a socio-cultural view. Coursework and teaching practice should reflect the needs of learners and society.  Data collection consisted of documents, and interviews.  Content analysis was used. Findings revealed that teaching practice lacked dedication in regard to diversity teaching. Consequently, the B.Ed. Programme partially equipped students with competencies to teach diverse learners because coursework alone cannot suffice. The study contributes to knowledge of what a socio-cultural curriculum means in Namibian teacher education.    

scholarly journals Benchmarking of University teachers’ professional development: successful European, Chinese, and Russian practices

2021 ◽  
Vol 99 ◽  
pp. 01004
Author(s):  
Tatiana Tregubova
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching Practice ◽  
Effective Practices ◽  
Teaching Activities ◽  
University Teachers ◽  
European Universities ◽  
Teachers Professional Development ◽  
Higher Education Organizations ◽  
The University

In the context of socio-pedagogical transformations of higher education organizations, the modernization of the system of teachers’ professional development becomes an integral component of the reforms. Today university teachers have to be ready for continuous development and advanced training throughout their lives. Thus, the study of the problem of university teachers’ professional development in Russia and abroad is very relevant and timely as a response to the modern requirements of civil society for the personality of the teacher. The need for professional development among university teachers is closely related to his (her) desire for more successful indicators in teaching activities. To do this, it is necessary to fulfill several pedagogical conditions, including the teacher's own awareness of the need for professional development; the interest of the university administration and the availability of resources to organize an effective professional development system, etc. The purpose of the article is to show some successful practices of the teachers’ professional development in Russian, Chinese and European universities which the author observed while visiting those universities within the realization the project “Enhancing teaching practice in the universities of Russia and China”. The article presents the possibilities of benchmarking in higher education, in particular, the use of the benchmarking technology as a method of studying the effective practices of organizing the teachers’ professional development in a modern university.

scholarly journals THE DYNAMICS OF THE SUBSTANTIVE CHARACTERISTICS OF THE VALUE-MOTIVATIONAL COMPONENT OF STUDENTS’ PSYCHOLOGICAL READINESS FOR PROFESSIONAL ACTIVITY AT VARIOUS STAGES OF STUDYING AT THE UNIVERSITY

2016 ◽  
pp. 120-125 ◽  
Author(s):  
I. S. Morozova ◽  
E. V. Voronova
Keyword(s):  
Professional Development ◽  
Longitudinal Study ◽  
Future Orientation ◽  
Professional Knowledge ◽  
Professional Activity ◽  
First Year ◽  
Life Meaning ◽  
First Year Students ◽  
Semantic Component ◽  
The University

The paper discusses the problem of studying the relations of substantive characteristics of the value-semantic component of students’ psychological readiness for professional activity at various stages of studying at the Universityand presents the results of a longitudinal study of this issue. The results of the study indicated that the content characteristics (objective, process, result, overall rate of life-meaning orientations) are the basis of the value-motivational component of students’ psychological readiness for professional activity at various stages of studying at the University. According to the results of the study the axiological component of students’ psychological readiness of for professional activity into which first-year students includes orientation to the professional knowledge, skills. Students have 2 years of training to increase the value of the chosen profession, the desire to become a professional. In the 3rd year students’ valuemotivational component is represented in the experience of the crisis of professional development. In their 4th year of study, students have changing views about their professional future, orientation to future professional development.

scholarly journals Teachers’ perceptions about their practices and needs for improvement: A qualitative research project at the University of Padova

2017 ◽  
Author(s):  
Debora Aquario ◽  
Renata Clerici ◽  
Lorenza Da Re ◽  
Ettore Felisatti ◽  
Cristina Mazzucco ◽  
...  
Keyword(s):  
Professional Development ◽  
Teaching Practice ◽  
Educational Innovation ◽  
Research Project ◽  
Teachers Perceptions ◽  
Need For Support ◽  
Teacher Professional ◽  
Points Of View ◽  
The One ◽  
The University

The aim of the paper is to present the results deriving from the qualitative analysis of open-ended questions included in the Prodid Project Questionnaire. Prodid (Teacher professional development and  academic educational innovation) is a research project conducted in 2014-2015 at the University of Padova, which aimed at developing strategies to support academic teachers to enhance their teaching competences. The questions were formulated in order to collect teachers’  points of view on excellence and innovation, perceived critical aspects in their teaching practice and the need for support to improve teaching. The analysis was conducted through the use of software Atlas.ti 7 in order to highlight, on the one hand, the strengths and weaknesses of current teaching practices, and on the other hand, the need of support to improve teaching skills and enhance teachers’ professionalism. Findings are presented by illustrating the distributions based on the different Schools in the universities as well as the thematic issues that emerged from teachers’ answers. These results informed the professional development activities organized at the University for junior and senior staff in 2015.

The State Role in Teacher Professional Development and Education Throughout Teachers' Careers

2009 ◽  
Vol 4 (2) ◽  
pp. 212-228 ◽  
Author(s):  
Susanna Loeb ◽  
Luke C. Miller ◽  
Katharine O. Strunk
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Evaluation ◽  
Teacher Professional Development ◽  
The State ◽  
Education Policies ◽  
Early Stages ◽  
Development Policies ◽  
Teacher Professional ◽  
Laissez Faire

Professional development and teacher education policies have the potential to greatly affect teachers' abilities to teach and, as a result, students' abilities to learn. States can play varied roles in the provision of teacher education and professional development. This policy brief summarizes states' policy approaches to teacher professional development and education throughout teachers' careers. It explores what states are currently doing in the realms of pre-service education, induction and mentoring, ongoing professional development, and teacher evaluation, as well as the existing evidence regarding the effectiveness of such policies. We find that states play disparate roles in the provision of teacher education and professional development that fall along the regulatory spectrum from highly prescriptive to rather laissez-faire. Research on the effects of such policies is still in the early stages, and more attention is needed to determine the effectiveness of states' professional development policies.

scholarly journals ENGLISH TEACHER EDUCATION IN SLOVAKIA

2021 ◽  
Vol 10 (2) ◽  
pp. 122-140
Author(s):  
Elena Kovacikova ◽  
Tomas Pechociak
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Career Development ◽  
Teaching Practice ◽  
English Teachers ◽  
English Teacher ◽  
University Preparation ◽  
The World ◽  
The Hours ◽  
The University

The paper sheds light on the university preparation of future English teachers in Slovakia. Since the requirements for becoming an English teacher differ around the world, the first part of the paper describes and explains the requirements and career development of English teachers in Slovakia. Twelve Slovak faculties provide university preparation of future English teachers, and this research analyses their curricular offer. The courses offered to future English teachers are firstly categorized into linguistic, intercultural, methodological, and literary groups. As teaching practice becomes an essential part of the teacher preparation, the hours devoted to the teaching practice were counted at each institution. The tables and graphs show the sums of the courses and allocated hours. Thus, this paper brings an overview, comparison, and differences in the university preparation of future English teachers in Slovakia. Even though this survey shows only a quantitative point, this research results can be considered as one of the quality indicators in the university preparation of future English teachers in Slovakia

scholarly journals Primary specialisations in Australia: graduates’ perceptions of outcome and impact

2021 ◽  
Author(s):  
S. Main ◽  
M. Byrne ◽  
J. J. Scott ◽  
K. Sullivan ◽  
A. Paolino ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teaching Practice ◽  
Initial Teacher Education ◽  
Primary Teacher ◽  
Advisory Group ◽  
Australian Government ◽  
Ongoing Research ◽  
Mixed Methods Case Study ◽  
Bachelor Of Education ◽  
The University

AbstractIn 2014, the Australian Government established the Teacher Education Ministerial Advisory Group (TEMAG) to advise on how teacher education programmes could ensure new teachers were adequately prepared for the classroom. Following this, the Australian Government endorsed a key recommendation of the TEMAG Action Now: Classroom Ready Teachers report, the inclusion of specialisations in primary Initial Teacher Education (ITE). This research was conducted at an Australian public university that, in 2016, had embedded specialisations in a revised primary teacher programme structure and was one of the first ITE institutions in Australia to graduate primary teachers with a specialisation. Using a mixed-methods case study design with convenience sampling, this study sought to investigate these primary graduates’ perceptions of undertaking a specialisation in relation to the development of content knowledge and pedagogical knowledge in the specialist area, as well as perceived employment advantages. This research took place over 4 years with participants having completed a Bachelor of Education (Primary) at least three months prior to participating. The participants reported benefits to having completed a primary specialisation but expressed concerns about their preparedness to teach their specialisation and whether it would result in any advantages for employment. Recommendations from the participants included teaching practice in their area of specialisation, consideration of specialist skills and changing the timetabling of the specialisation in the programme. Ultimately, there is a need for ongoing research in this area to determine the extent to which primary specialisations deliver the intended outcomes and impacts at both the policy driver level and the university level.

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