scholarly journals Challenges of implementation of cooperative learning in initial teacher education

2021 ◽  
Vol 70 (1) ◽  
pp. 371-397
Author(s):  
Alena Letina ◽  
Mario Vasilj
Keyword(s):  
Teacher Education ◽  
Cooperative Learning ◽  
Formal Education ◽  
Teaching Practice ◽  
Teaching Strategy ◽  
Relevant Literature ◽  
Initial Teacher Education ◽  
Successful Implementation ◽  
Future Teachers

This paper discusses the concept of cooperative learning and the role of education of future teachers in the development of their competencies for their implementation in teaching. The aim of this paper is to research the content of relevant literature and to determine whether previous research has sufficiently included an analysis of the competence of teachers and students of teacher education and the role of educational programs in training them to successfully apply ccooperative learning. It was found that, due to the lack of appropriate competencies of teachers for the implementation of this teaching strategy, its application is often neglected. Therefore the development of adequate knowledge, skills and positive beliefs of future teachers about cooperative learning can be considered priorities of their formal education. It was found that so far only a few studies have been conducted on the actual competencies of future teachers for the successful implementation of this teaching strategy, and there is a lack of research on whether teacher education programs adequately support their development. Therefore, this paper concludes on the need to undertake research that will provide a more concrete insight into the current situation and encourage quality and more frequent application of cooperative learning in teaching practice.

scholarly journals The Project of Modernization of Teacher Education: Effects on the Development of Regional Educational System

2018 ◽  
Vol 23 (1) ◽  
pp. 46-51 ◽  
Author(s):  
N.V. Fedina ◽  
I.V. Burmykina ◽  
A.A. Komkov ◽  
D.V. Kretov
Keyword(s):  
Teacher Education ◽  
Educational System ◽  
Teaching Practice ◽  
Future Teachers ◽  
State Pedagogical ◽  
Training Programmes ◽  
Education Effects ◽  
University Training

The article analyses the experience of the Lipetsk State Pedagogical P. Semenov-Tyan-Shansky University in the arrangement of practice-oriented environment within the framework of the modernization of teacher education. It focuses on the role of the established regional pedagogical cluster in the organization of teaching practice that enables future teachers to be involved in kindergartens or schools during the whole period of their university training. The article explores the innovations concerning the following issues: teaching practice locations (introduction of university-based chairs located in schools), thesis approval (discussing topics with prospective employers), and procedure of updating available training programmes in Education and Pedagogical Sciences.

scholarly journals Pre-service Teachers’ Views of Their Training: Key Issues to Sustain Quality Teacher Education

2014 ◽  
Vol 16 (2) ◽  
pp. 39-53 ◽  
Author(s):  
Maria Assunção Flores ◽  
Patrícia Santos ◽  
Sandra Fernandes ◽  
Diana Pereira
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Written Narratives ◽  
Key Issues

Abstract This paper draws upon data from a broader piece of research aimed at examining pre-service teachers' views of their initial teacher education within the context of a master’s degree programme in teaching. The data were collected through questionnaires and written narratives at the beginning and at the end of the programme. In this paper, the data arising from 47 narratives at the end of the programme are presented. Five categories emerged from the qualitative data: curriculum content, teaching practice, the role of teacher educators, teaching and learning methods, the organisational aspects and structure of the programme. Although the participants identified positive aspects of the initial teacher education programme, they also stress that there is room for improvement, especially with regard to a greater coherence of the curriculum and a better articulation of its different components. Implications of the findings for enhancing the quality of initial teacher education and the role of teachers’ educators are discussed.

Mobile Learning to Support Computational Thinking in Initial Teacher Education

2021 ◽  
Vol 13 (1) ◽  
pp. 49-62
Author(s):  
Cornelia Connolly ◽  
Raquel Hijón-Neira ◽  
Seán Ó Grádaigh
Keyword(s):  
Teacher Education ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Computational Thinking ◽  
Positive Influence ◽  
Subject Area ◽  
Initial Teacher Education ◽  
Quasi Experimental ◽  
The Subject

Research on the role of mobile learning in computational thinking is limited, and even more so in its use in initial teacher education. Aligned to this there is a need to consider how to introduce and expose pre-service teachers to computational thinking constructs within the context of the subject area they will teach in their future classrooms. This paper outlines a quasi-experimental study to examine the role of mobile learning in facilitating computational thinking development amongst pre-service teachers in initial teacher education. The study enquires if there are significant differences in grades achieved in computational thinking and programming learning when mobile learning is introduced. Findings showed and reaffirmed the positive influence of the mobile applications on the development of computational thinking amongst the pre-service teachers who participated.

scholarly journals “This is why students feel lost when they go into teaching practice”: English Language Teachers’ Views on their Initial Teacher Education

2020 ◽  
Vol 19 (10) ◽  
pp. 371-387
Author(s):  
Sue Garton
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Native Speaker ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Significant Shift ◽  
Snowball Sampling ◽  
Quantitative And Qualitative Research

The last 20-25 years have seen a significant shift in the views about what teachers need to know to be able to teach. This shift has led to new developments in the theory of second language teacher education (SLTE) and a growth in research in this area. One area of research concerns the attitudes and expectations of those learning to become teachers. While most studies in this area focus on teacher education programmes in BANA countries, this article looks at data from student teachers studying in Russia and Uzbekistan. The study employed a quantitative and qualitative research design, using a researcher-designed on-line questionnaire. Through snowball sampling, data from 161 students and recent graduates in the two countries were collected, analysed, and compared to investigate the content of SLTE programmes. The study identified what the novice teachers felt were the strengths and weaknesses of their programme, and what changes they would like to see. Results showed that while the respondents were mainly satisfied with their methodology, and theoretical linguistics courses, they felt the need for more practice, both teaching and language practice. The data also revealed that, in Uzbekistan in particular, the idea of global English struggles to take hold as native-speaker models remain the norm. The implications of the study underline the need for SLTE to explicitly link theory to practice and to promote the idea of varieties of English, rather than focus on native-speaker norms.

scholarly journals Re-forming Initial Teacher Education in Wales: A Personal Review of the Literature

2020 ◽  
Vol 22 (1) ◽  
pp. 38-59
Author(s):  
John Furlong
Keyword(s):  
Teacher Education ◽  
Research Evidence ◽  
Initial Teacher Education ◽  
Reform Process ◽  
Review Of The Literature ◽  
Special Issue ◽  
Close Collaboration ◽  
New Approach ◽  
Partner Schools

The focus of this special issue is the changes to Initial Teacher Education (ITE) that have been instituted in Wales over the last two years. At the heart of the new approach is the insistence that in the future all programmes of ITE should be planned, led and delivered not by universities alone, but by universities working in close collaboration with a number of partner schools. But what is the justification for these radical changes? Why is a collaborative approach between universities and schools needed? This paper, which takes the form of a personal literature review, sets out the research evidence on which I drew in contributing the reform process. It considers evidence on three issues: the role of schools; the role of universities; and the ways in which they can effectively work together.

scholarly journals Partnerskap inom lärarutbildning i Norge och Finland: historiska förutsättningar för og praktiklärares förståelse av professionell handledning

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Anna-Lena Østern ◽  
Renata Svedlin ◽  
Gunnar Engvik
Keyword(s):  
Teacher Education ◽  
Teaching Practice ◽  
School Teacher ◽  
Future Teachers ◽  
Pedagogical Innovation ◽  
Education Practice ◽  
Professional Supervision ◽  
Innovation Research ◽  
Supervision Practice ◽  
Empirical Material

Syftet med denna artikel är att undersöka hur strävanden att professionalisera handledning i lärarutbildning i Norge och Finland genomförts och har resulterat i två olika partnerskapsmodeller. Fokus är i denna artikel på handledning av undervisnings-praktik. Artikeln handlar dels om den historiska framväxten av undervisningspraktik och -handledning av lärarstuderande inom lärarutbildning, dels om två exempel på pågående utvecklingsarbete inom området handledning i lärarstuderandes under-visningspraktik. I en jämförande uppställning lyfter författarna fram avgörande brytningspunkter i utvecklingen av praktik med åtföljande handledning inom lärar-utbildningen i Norge, respektive Finland. Med stöd av ett empiriskt material som synliggör hur idag verksamma handledare resonerar om kännetecken för professionell handledning, för författarna en diskussion om rådande utvecklingslinjer i Norge, med en kontrasterande jämförelse med utvecklingen i Finland. Analyserna är genomförda, dels som historisk analys (baserad på litteratur om ämnet), dels som tematisk narrativ analys av ett empiriskt material om handledning producerat som uppgift under en fortbildning i Norge respektive inom ramen för en samling med övningsskollärare i Finland.Övningsskolan i Finland har genomgått transformation, från att tidvis ha varit hårt kritiserad som konservativ och obenägen till förnyelse, samt för ojämförligt goda resurser, till att i dagsläget ha en styrkt plats som centrum för pedagogisk innovation, forskning och handledning. Den norska universitetsskolan är ung, men har likheter med dagens finska övningsskola rörande pedagogisk innovation, forskning och handledning. I dagens läge kan vi notera att professionaliseringssträvande knutna till handledning av lärarstuderande är dels uppifrån styrda, dels utvecklade inifrån professionen. Nyckelord: professionalisering, handledning, övningsskola, universitetsskola, lärarutbildning Partnership within teacher education in Norway and Finland: historical prerequisites for and practice teachers’ understanding of professional supervision AbstractThe aim of this article is to explore how attempts to professionalise supervision in teacher education in Norway and Finland have been carried out and have resulted in two different partnership models. The focus of this article is on the supervision of future teachers’ teaching practice. The article partly comprises the historical emergence of teaching practice and its supervision. It contains two examples of ongoing developmental work within the field of supervision of future teachers’ teaching practice. In juxtaposition, the authors highlight decisive turning points in the development of practice and supervision in teacher education in Norway and Finland, respectively. Based on empirical material which makes visible how supervisors currently reason around the characteristics of professional supervision, the authors discuss the predominant developmental lines in Norway, with a contrasting comparison with those in Finland. The analyses are carried out partly as historical analyses (based on literature about the subject), and partly as thematic narrative analyses of empirical material about supervision which was produced as a task during a continuous education course in Norway, and respectively in Finland within the frames of a seminar for teachers at a teacher education practice school.The practice school in Finland has undergone a transformation, from a time of being strongly criticised as conservative and not willing to renew itself, as well as of having incomparably rich resources, to the current situation, where it now has a strengthened position as a centre for pedagogical innovation, research and supervision. The Norwegian university school is young but has similarities with the Finnish practice school of today concerning pedagogical innovation, research and supervision. For the time being, we may note that the attempts to professionalise supervision are partly decided from outside, and partly developed from inside the profession. Keywords: professionalisation, supervision, practice school, university school, teacher education

Teacher Education in Australia

2017 ◽  
Author(s):  
Diane Mayer ◽  
Wayne Cotton ◽  
Alyson Simpson
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Relevant Literature ◽  
Initial Teacher Education ◽  
Sufficient Evidence ◽  
Teacher Education Programs ◽  
Current Policy ◽  
Education Programs ◽  
Policy Problem ◽  
Federal Intervention

The past decade has seen increasing federal intervention in teacher education in Australia, and like many other countries, more attention on teacher education as a policy problem. The current policy context calls for graduates from initial teacher education programs to be classroom ready and for teacher education programs to provide evidence of their effectiveness and their impact on student learning. It is suggested that teacher educators currently lack sufficient evidence and response to criticisms of effectiveness and impact. However, examination of the relevant literature and analysis of the discourses informing current policy demonstrate that it is the issue of how effectiveness is understood and framed, and what constitutes evidence of effectiveness, that needs closer examination by both teacher educators and policymakers before evidence of impact can be usefully claimed—or not.

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