scholarly journals Digital Competences for Teachers - The Digi.Kompp Model in an International Comparison and in the Practice of Austrian Teacher Training

2020 ◽  
Vol 8 (4) ◽  
pp. 55-69
Author(s):  
Gerhard Brandhofer ◽  
Marlene Miglbauer
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Training ◽  
International Comparison ◽  
Education System ◽  
Continuous Professional Development ◽  
Ministry Of Education ◽  
Self Assessment ◽  
Theoretical Contribution ◽  
The University

The digital competences of teachers have not yet been given sufficient attention in Austria. In order to meet this need, the digi.kompP model has been developed on behalf of the Federal Ministry of Education and Women's Affairs, led by the University College of Virtual Teacher Education. Based on national and international framework models, the competency model is to serve as an instrument for self-assessment and continuous professional development as well as for (higher) school development. The following is a brief overview of international models that were relevant for the development of the competence grid. After that the competence grid itself and its categories are presented. The article concludes with a discussion of the integration of the competence grid into the international framework and its benefits in the Austrian education system. This article aims to make a theoretical contribution to the categorization of teachers' competencies

scholarly journals The Model of Professional Development School (PDS) as a Practice of Partnership University-Schools in Teacher Education: A Multi-year Evaluation Study in Israel

1970 ◽  
pp. 453-469
Author(s):  
Nava Bar
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Training ◽  
Learning Communities ◽  
Research University ◽  
Professional Development School ◽  
Evaluation Study ◽  
The United States ◽  
Partnership Model ◽  
The University

The article presents in its first part the partnership model – PDS (Professional Development School) for teacher education that developed in the 1970s in the United States following criticism and re- search findings that indicated lack of satisfaction with the traditional teacher education programs. In its second part the article presents findings and discussion of a multi-year study conducted over seven years, from 2010 to 2016, in the first and up till now the only PDS partnership incorporated into teacher training program in research university in Israel. The multi-year study focused on stu- dent teachers’ evaluation of the contribution of the teacher training components of the university- school partnership model (PDS) to their learning of teaching: the practice teaching in the school and the school mentors; the groups of student colleagues as learning communities and their weekly meetings and the university coordinators. From the perception of the PDS partnership as a dynamic and developing process and from the approach of evidence-based practice, the importance of this multi year study lies in the identification of the essential strengths in the process of the practical experience expressed in the partnerships for their empowerment. In addition the importance of this research is in the identification of the essential weaknesses and challenges, for the purpose of en- quiry and learning in the learning communities who take part in the PDS partnerships, and the rais- ing of the necessary courses of action and changes. The importance of the research study in the in-ternational aspect lies in the presentation of an additional profile of partnership for the extension of the shared discussion about dilemmas and challenges that arise from the implementation of different partnerships in the training of teachers.

scholarly journals Does the University-Industry Link Affect Solving Challenges of the Job Market? Lessons From Teacher Education and the Ministry of Education in Malawi

2018 ◽  
Vol 5 ◽  
pp. 238212051773877
Author(s):  
Matthews Tiwaone Mkandawire ◽  
Zubing Luo ◽  
Felix Kondwani Maulidi
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Secondary School ◽  
Secondary School Teachers ◽  
School Teacher ◽  
Secondary School Teacher ◽  
Ministry Of Education ◽  
Factors Affecting ◽  
Teacher Training Colleges ◽  
The University

About half of the secondary school teachers in Malawi are professionally unqualified. Furthermore, the net enrolment of eligible pupils in secondary schools is at 36% per year. Hence, this study sought to establish factors affecting access to quality and relevant secondary education in Malawi with reference to coordination, collaboration, and feedback between secondary school teacher education institutions and the Ministry of Education. Officials from the Ministry of Education and secondary school teacher training colleges participated in the study. Findings suggest that there is weak collaboration, coordination, and feedback between teacher training institutions and the Ministry of Education which is affecting the quality and relevance of education in Malawi. The study has also established that the weak linkage has resulted into perceived mismatches between expectations of the ministry and those of the education institutions about the problem in question. Theoretical and practical implications of this study are discussed in this article.

Editorial

Relay Journal ◽  
2019 ◽  
pp. 251-256
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Teacher Training ◽  
Language Learners ◽  
Learner Autonomy ◽  
Service Professional ◽  
Research Institute

We are excited to present you Volume 2 Issue 2 of Relay Journal published by the Research Institute of Learner Autonomy Education at Kanda University (KUIS), Japan. The Relay Journal aims to foster a dialogue spanning the globe discussing topics related to learner autonomy. This issue of Relay Journal is dedicated to teacher and advisor education for learner autonomy. The topic is particularly important, since –– apart from some exceptions –– autonomy is not always integrated into curricula for teacher education, and in addition, very few programmes exist for advisor education. Therefore, it is crucial to include opportunities for in-service professional development and reflection on how to foster autonomy and how to support language learners as teachers or as advisors. This can be done in the form of teacher training, mentoring and/or tutoring programmes, action-research, or reflection in- and on-practice.

scholarly journals Towards an Understanding of the Work of Teacher Education Professoriate in India

2018 ◽  
Vol 6 (1) ◽  
pp. 101-114
Author(s):  
Rajashree Srinivasan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Education System ◽  
Teacher Educators ◽  
Teacher Educator ◽  
School Education ◽  
Work Identity ◽  
Education In India ◽  
New Vision

Reforming the teacher education system has been a key government policy towards improving school education in India. While recent curriculum and governance reforms articulate a new vision of teacher education that underscores a symbiotic relationship between teacher education and school education, it fails to engage enough with the most important participant of the teacher education system—the teacher educator. Changes to curriculum and governance process in the absence of a pro-active engagement of teacher educators with the reforms can do little to influence the teacher education processes and outcomes. The work of pre-service teacher educators is complex because their responsibilities relate to both school and higher education. The distinctiveness of their work, identity and professional development has always been marginalized in educational discourse. This article analyses select educational documents to examine the construction of work and identity of higher education-based teacher educators. It proposes the development of a professional framework of practice through a collective process, which would help understand the work of teacher educators and offer various possibilities for their professional development.

Evaluating Teacher Education Programs for Philology Students

2017 ◽  
pp. 93-111
Author(s):  
Diana Presadă ◽  
Mihaela Badea
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Graduate Students ◽  
Education System ◽  
Compulsory Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Academic Level ◽  
Language And Literature ◽  
The Creation

The chapter will deal with the process of training philology students for their future careers as language and literature teachers in the compulsory education system of Romania. Based on the concurrent model, their training implies studying at the same time for the Bachelor's and Master's degree and a teaching qualification. An analysis of the transformations undergone by Romanian teacher training education in the last twenty years may enable an exchange of opinions among the researchers concerned with the improvement of the field. The chapter will offer a chronological analysis of the process of training philology undergraduate and graduate students paying particular attention to the creation and development of new programs at academic level.

Humanizing the Intellectual Capital to Optimize Knowledge Management Systems in Organizations

2020 ◽  
pp. 266-285
Author(s):  
Shafiz Affendi Mohd Yusof ◽  
Sendeyah Salem Rahmah AlHantoobi ◽  
Kiren Jackie
Keyword(s):  
Professional Development ◽  
Knowledge Management ◽  
Focus Groups ◽  
Intellectual Capital ◽  
Human Mind ◽  
Continuous Professional Development ◽  
Ministry Of Education ◽  
Direct Observations ◽  
Federal Organization ◽  
Different Dimensions

This chapter identifies the best way to measure, develop, and manage intellectual capital as part of knowledge management. The Ministry of Education is a federal organization whose environment has been studied in all aspects of intellectual capital to identify its model, methods, and tools for measuring, developing, and managing intellectual capital. The qualitative method was used to collect results, encompassing interviews, document reviews, direct observations, and focus groups. It was concluded that there is genuine interest within the ministry to develop its intellectual capital and invest in its different dimensions. The chapter offered several contributions, the most important being the process for measuring, developing, and managing of intellectual capital. It also recommends a sustainable and continuous professional development process for employees. Institutions must also pay attention to the knowledge, skills, and innovations derived from the human mind and harness all the supporting potential, which in turn helps develop institutional administrative work.

scholarly journals TEACHER EDUCATION STUDENTS' SELF-ASSESSMENT OF COMPETENCE FOR COOPERATION WITH PARENTS

2021 ◽  
Vol 1 ◽  
pp. 105-118
Author(s):  
Marina Đuranović ◽  
Siniša Opić ◽  
Irena Klasnić
Keyword(s):  
Teacher Education ◽  
Modern Society ◽  
Education Students ◽  
Self Assessment ◽  
Assessment Of Competence ◽  
The Times ◽  
The University ◽  
Composite Variables ◽  
Teacher Education Students ◽  
Insight Into

To be a teacher in the times of today is a great challenge. In order to respond to the needs of modern society, lifelong learning and mastery of numerous competences are expected of the teacher in various fields of work, wherein cooperation with parents is one of the extremely important areas. The goal of the research was to gain insight into self-assessment of competence of students at the Faculty of Teachers Education for future cooperation with parents. The research was implemented during October, 2020, on the sample of 416 students in their first, third and fifth year at the Faculty of Teacher Education of the University of Zagreb (Croatia). It is a futurological research for whose needs a questionnaire was designed with 26 manifest variables on an ordinal, five-degree Likert-type scale. From the manifest set of variables of competence for future cooperation with parents, three composite variables were formed: general cooperation competence, competence for cooperation directed to teaching efficacy, and competence for cooperation directed to communication with parents. The results show that the total student self-assessment of competences for future cooperation with parents is relatively positive, and the existence of statistically significant differences in all three composite variables. Faculties educating future teachers should introduce obligatory courses which would sensitise and capacitate them for future cooperation with parents.

scholarly journals Negotiating conflicting discourses of quality teaching in Fiji: Initial teacher education and practicum at the University of the South Pacific

2019 ◽  
Vol 24 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Greg Burnett ◽  
Kusum Prakash ◽  
Vinata Sharma
Keyword(s):  
Teacher Education ◽  
Effective Teaching ◽  
South Pacific ◽  
Initial Teacher Education ◽  
Quality Teaching ◽  
Education Reforms ◽  
Ministry Of Education ◽  
The South ◽  
The University ◽  
Conflicting Discourses

This article identifies a number of conflicting discourses informing education in Fiji and their impact on Initial Teacher Education (ITE) students. The socially constructivist progressivism of the Ministry of Education and the ITE provider is being eroded by a set of socially conservative discourses symptomatic of neoliberal education reforms elsewhere. It is the Practicum where the conflict is most acutely evidenced. To highlight the conflict 90 ITE students, as ethno-graphic fieldworkers, have used an accepted quality teaching checklist to record the teaching they witnessed while on practicum. The resulting misalignments between discourses of quality teaching identified in this article and highlighted by ITE students contributes to debates about what constitutes effective teaching in Fiji. Additionally, despite the multi-discursive reality of Fijian education the article suggests ITE based on a learning-centred rather than learner-centred approach where teachers make critical choices for teaching based on links between pedagogy, context and consequence.

Teacher Education in Singapore

2019 ◽  
Author(s):  
Jason Loh ◽  
Guangwei Hu
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
International Student ◽  
Student Assessment ◽  
Theory And Practice ◽  
Leadership Role ◽  
Ministry Of Education ◽  
International Student Assessment ◽  
Teacher Training College

Since the turn of this century, and especially in the past decade, Singapore has consistently done well in international benchmark studies, be it the Progress in International Reading Literacy Study (PIRLS), the Programme for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), or the International Baccalaureate diploma assessment. Singapore’s sterling performance in these different benchmark assessments has been widely attributed to the quality of its teaching force, which is, in turn, ascribed to the teacher education programs provided by its sole teacher education institution – the National Institute of Education (NIE), Nanyang Technological University (NTU). Teacher education began during the country’s colonial past, but there was no designated provider of comprehensive training until teacher training was institutionalized in 1950, when the Teacher Training College was established. After Singapore gained independence in 1965, the institution’s capacity expanded rapidly as a teacher training department and later as a statutory board within the Ministry of Education. In 1991, to raise the stature of teacher education, the Teacher Training College was incorporated as an autonomous institute within the newly formed NTU. Due to the need to ensure the survival of a tiny island nation over the years, it has been imperative to educate the population for industry and development. In the process, tensions have arisen from: (a) the recruitment of huge numbers of teachers and the concomitant quality of their training, (b) collaboration with the Ministry of Education, and (c) the influence of educational research on theory and practice. In the third decade of the 21st century, with the stranglehold that neoliberalism has on many educational systems around the world, including Singapore, will NIE be able to prepare its future teachers to navigate and survive in such a climate, while continuing to strengthen its theory-practice nexus? With the dwindling of student numbers across all sectors and the accompanying reduced need for new teachers in the country, will NIE look beyond the shores of Singapore, internationalize its programs, and take on a leadership role in the region?

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