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.

Role of Feedback for Bridging Theory- Practice Gap in Teaching Practicum

2020 ◽  
Vol 11 (1) ◽  
pp. 159-159
Author(s):  
Faiza Masood ◽  
Dr. Malik Ghulam Behlol
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Theory And Practice ◽  
Teaching Practicum ◽  
Practice Gap ◽  
Pre Service Teacher Education ◽  
Theory Practice Gap ◽  
Pre Service Teacher

Incorporating theory into practice is not a simple rather dialectical and complex process of observing, scaffolding, reflecting, and coordinating prospective teachers. It has been observed that interaction in the form of academic feedback between CTs and PTs is missing in the teaching practicum. The present study aims to investigate the perceptions and practices of PTs and CTs about Feedback in teaching practicum to bridge the gap between theory and practice in the Pre-service Teacher Education Program. It is an exploratory investigation applying survey method and semi-structured interview to collect data from PTs and CTs to answer the investigation inquiries about the role of Feedback practices in bridging the theory-practice gap. Purposive and Criterion sampling techniques were applied to select the participants of the study. Findings reveal that the CTs are working as mentors without any professional training and recognition in their department and universities for their contributions in teaching practicum. They are lacking to perform their role effectively in providing written and oral Feedback to PTs for their professional development. School Practicum is suggested to be regular, well organized, and structured instead of a command-based component of the Pre-service Teacher Education Program. Keywords: Feedback, Teaching practicum, Cooperative teacher, Prospective Teacher

scholarly journals Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

2017 ◽  
Vol 7 (2) ◽  
pp. 139
Author(s):  
Heather Smith-Sherwood
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Theory And Practice ◽  
Teacher Education Programs ◽  
Continuous Assessment ◽  
Education Programs ◽  
Quality Teachers ◽  
Effect Change ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity. 

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 Teacher education

2005 ◽  
Vol 38 (1) ◽  
pp. 40-41
Keyword(s):  
New York ◽  
Teacher Education ◽  
Foreign Language ◽  
Language Teachers ◽  
Theory And Practice ◽  
Methods Course ◽  
Foreign Language Teachers ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

05–88Haley, Marjorie Hall (George Mason U, USA). Implications of using case study instruction in a foreign/second language methods course. Foreign Language Annals (New York, USA) 37.2 (2004), 290–300.05–89Lozano, Albert S. (California State U, USA), Padilla, Amado M., Sung, Hyekyung & Silva Duarte M. A statewide professional program for California foreign language teachers. Foreign Language Annals (New York, USA) 37.2 (2004), 301–309.05–90Rilling, Sarah, Dahlman, Anne, Dodson, Sarah, Boyles, Claire & Pavant, Özlem (Kent State U, USA). Connecting CALL theory and practice in pre-service teacher education and beyond: processes and products. CALICO Journal (TX, USA) 22.2 (2005), 213–235.

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 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.

English as a lingua franca defined by pre-service teachers: insights from theory and practice

2021 ◽  
Vol 10 (2) ◽  
pp. 235-259
Author(s):  
Elif Kemaloglu-Er ◽  
Yasemin Bayyurt
Keyword(s):  
Teacher Education ◽  
Theory And Practice ◽  
Structured Interviews ◽  
Lingua Franca ◽  
English Classrooms ◽  
Education Model ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Abstract Despite the sheer reality of English used as a lingua franca in and outside L2 English classrooms, many teachers are still unaware of the concept of English as a lingua franca (ELF), which makes integration of ELF awareness into teacher education essential. This study presents an “ELF-aware” education model for pre-service teachers and analyses the definitions of ELF made by the pre-service teachers exposed to this model before, during and after their training and documents the ways they changed, if any. The data were collected by an open-ended questionnaire and semi-structured interviews which were thematically analysed. According to our findings, ELF conceptualizations reveal increased awareness. Perceptions of ELF changed from a global concept to a communicative construct and ultimately to a humanistic pedagogical perspective accepting non-native users of English with their own variability. The data imply the evolving roles of the participants from (i) outsiders to ELF to (ii) ELF-aware users and owners of English and ultimately to (iii) potential ELF-aware practitioners and disseminators of ELF knowledge. With variability of definitions and implied roles changing at each phase of the training, the ELF-aware pre-service teacher education model has proved to be effective in making the participants increasingly aware of the ELF concept.

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