scholarly journals Teach First Norway - who joins and what are their initial motivations for teaching?

2016 ◽  
Vol 10 (2) ◽  
pp. 150-178 ◽  
Author(s):  
Katrine Nesje
Keyword(s):  
Teacher Education ◽  
Qualitative Interviews ◽  
Education Programme ◽  
Research Literature ◽  
Teaching Profession ◽  
Teacher Absenteeism ◽  
Altruistic Motivation ◽  
Alternative Teacher Education ◽  
Public Debates ◽  
Management Positions

Motivasjon for å undervise er et tema som er mye diskutert i offentlige debatter og i forskningslitteraturen. Grunnen til dette er at læreres profesjonelle motivasjon har vist seg å påvirke elevenes motivasjon, læreres tilfredshet i jobben, fravær og turnover i læreryrket, samt rekruttering av nye lærere. Alternative lærerutdanninger som tilbyr en raskere vei inn i læreryrket har i de senere årene blitt etablert, både i Norge og internasjonalt. Denne studien undersøker om den profesjonelle motivasjonen til kandidater som rekrutteres til disse programmene har spesielle kjennetegn. Artikkelen undersøker både motivasjon for undervisning og motivasjon for å delta i det alternative lederopplærings- og lærerutdanningsprogrammet Teach First Norway. Datamaterialet består av spørreskjemadata og intervjudata fra ett kull (N=13) Teach First Norway-kandidater. Basert på spørreskjemadata ble det utført en klyngeanalyse som fant tre motivasjonsprofiler: “Lav altruistisk motivasjon”, “Interesse for undervisning” og “Høy altruistisk motivasjon”. Ved hjelp av kvalitative intervjuer ble motivasjonsprofilene utdypet. Resultatene viser at samspillet mellom deltakernes ulike motivasjonsfaktorer er kompleks og unik. Det stereotype bildet av en Teach First Norway-kandidat som bruker programmet som et springbrett inn i lederstillinger i næringslivet nyanseres som følge av funnene.Nøkkelord: alternativ lærerutdanning, motivasjon for å undervise, karriere, Teach First NorwayAbstractTeacher motivation is a widely discussed topic in public debates and educational research literature. Prior research has found that teachers’ professional motivation impacts students’ motivation, teachers’ professional satisfaction, teacher absenteeism and turnover, as well as the recruitment of new teachers. Recently, the introduction of alternative teacher education programmes has provided a faster way into the teaching profession. This study investigates specific characteristics of the professional motivations of candidates recruited to these programmes. The article reports both the motivations for teaching and reasons for attending the alternative teacher education programme Teach First Norway (TFN). For descriptive purposes a cluster analysis was performed based on survey data from one cohort (N=13) of TFN candidates. Three motivational profiles emerged: ‘low altruistic motivation’, ‘high interest in teaching’ and ‘predominant altruistic motivation’. The profiles were further explored through qualitative interviews.  The results show that the interplay between participants’ motivations is complex and unique. The stereotypical image of a TFN candidate that uses the programme as a springboard into management positions in businesses becomes more nuanced as a result of these findings.Keywords: alternative teacher education, motivations to teach, careers, Teach First

scholarly journals Det produktive praksissjokket: Nyutdannede læreres fortellinger om lærer-elev-forholdet i overgangen fra lærerutdanning til lærerarbeid

2020 ◽  
Vol 14 (3) ◽  
Author(s):  
Irina Ivashenko Amdal ◽  
Ilmi Willbergh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Novice Teachers ◽  
Narrative Analysis ◽  
Education Programme ◽  
Teaching Profession ◽  
Structured Interviews ◽  
Teacher Education Programme ◽  
Considerable Impact ◽  
Transition Into Teaching

Overgangen fra lærerutdanning til lærerarbeid omtales i forskningen både som utfordrende og som en mulighet for profesjonell utvikling. Denne studien undersøker hvordan nyutdannede læreres overgang fra utdanning til arbeid kan forstås som en danningsprosess. Studien baserer seg på ti semistrukturerte intervjuer med fem deltakere (ett i siste semester på grunnskolelærerutdanningen og ett etter de første tre månedene i arbeid). Studien benytter narrativ og tematisk analyse, og bygger på et hermeneutisk danningsteoretisk perspektiv. Sett fra et slikt perspektiv er overgangen en prosess preget av utvikling og horisontutvidelse der forandringen finner sted etter at de nyutdannede har kommet ut i jobb. Vi finner at de nyutdannedes forståelseshorisont etter tre måneder i arbeid er preget av deres tidligere forståelser. Det å begynne å jobbe utløser en opplevelse av at de forventningene man hadde, ikke innfris. Videre finner vi at det at den nyutdannede går fra å være den som lærer, til å bli den som har ansvar for andres læring og danning, har stor betydning for oppfattelsen av lærer-elev-forholdet. Sett fra denne artikkelens perspektiv kan overgangen fra utdanning til arbeidsliv forstås som en potensielt smertefull danningsprosess som initierer de nyutdannedes profesjonelle utvikling. Nøkkelord: nye læreres utvikling, lærer-elev-forhold, danning, narrativ analyse, lærerutdanning   The productive transition into teaching: Novice teachers’ narratives of the teacher-pupil relationship Abstract The transition from teacher education to the teaching profession is challenging, but also an opportunity for professional development. The present study investigates novice teachers’ transition into teaching from the perspective of Bildung. Ten semi-structured interviews were conducted with five participants twice: the last semester in the teacher education programme, and after three months in practice. The interviews were analysed by using thematic and narrative analysis, as well as a hermeneutic and Bildung-centred perspective. Seen from this perspective, the transition is a process characterised by development and broadening of horizon of understanding, where the change occurs after starting work. We find that the novice teachers’ horizons after three months of work are influenced by their previous horizons. Also, we find that the shift from being a learner to becoming responsible for other people’s learning, has a considerable impact on the novice teachers’ understanding of the teacher-pupil relationship. This article argues that the transition from teacher education to working in schools, is a potentially painful process of Bildung that initiates professional development for novice teachers. Keywords: novice teachers’ development, teacher-pupil relationship, Bildung, narrative analysis, teacher education

EFFECTIVE SKILL TRAINING IN TEACHEREDUCATION: NEED OF THE HOUR

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
P. Paul Devanesan
Keyword(s):  
Teacher Education ◽  
Skill Training ◽  
Education Programme ◽  
Teaching Profession ◽  
Main Role ◽  
Professional Activities ◽  
Knowledge Based ◽  
Future Society ◽  
Important Field

Teaching is a profession and teacher are called professionals. The main role of Teaching Profession is to promote and strengthen Education which leads to qualitative expansion in the field of Education and particularly Teacher Education is an important field in which efficient Teacher and skillful teachers shape our future society. This field also preparing teachers to get professional competency and therefore Teacher Training is not a mere Training. It is actually the acquisition of knowledge based skills and abilities which assist teachers to discharge their professional activities and responsibilities in an effective and efficient way. Otherwise it will not reshape the attitude, habit and personality of the Teacher. Unless Teachers have necessary skills, he cannot perform his profession with absolute satisfaction. Therefore varieties of skills must be developed among Teachers through systematic implementation in New Curriculum to modernize teacher Education programme.

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 På jakt etter fagdidaktikk i nasjonale retningslinjer for grunnskolelærerutdanningens matematikkfag

2016 ◽  
Vol 10 (3) ◽  
pp. 6
Author(s):  
Reidar Mosvold ◽  
Brit Hanssen ◽  
Janne Fauskanger
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
National Curriculum ◽  
Mathematical Knowledge For Teaching ◽  
Education Programme ◽  
Teaching Profession ◽  
Primary Teacher ◽  
National Guidelines ◽  
Knowledge For Teaching ◽  
The Relationship

Forskriften for grunnskolelærerutdanning løfter fram fagdidaktikk som et sentralt og gjennomgående tema i utdanningen, mens mange lærerstudenter opplever at det er lite fagdidaktisk fokus i enkelte fag. En mulig forklaring på dette kan være at lærerutdannere ikke har et felles didaktisk språk og at forholdet mellom fag og fagdidaktikk ikke er avklart. I denne studien retter vi blikket mot oss selv som lærerutdannere og analyserer to av artikkelforfatternes refleksjoner omkring nasjonale retningslinjer i matematikk for GLU 1–7, når vi diskuterer hvordan ulike forforståelser preger lesingen og tolkningen av teksten. Den ene leseren (en fagpedagog) opplever at fagdidaktikkbegrepet rent eksplisitt er fraværende i læreplanteksten, mens den andre leseren (en matematikkdidaktiker) ser begrepet implisitt i teksten. Med utgangspunkt i ulike forforståelser og tolkninger, mener vi det er nødvendig at lærerutdannere diskuterer sentrale profesjonsbegreper som fagdidaktikk for å utvikle et felles didaktisk språk og for å avklare forholdet mellom fag og fagdidaktikk. Slik vil didaktikk kunne bli mer synlig i utdanningen og læreplantekstene få en sterkere didaktisk innramming.Nøkkelord: didaktikk, undervisningskunnskap i matematikk, forforståelser, tolkning.AbstractStudent teachers experience lack of focus on subject didactics in some subjects in teacher education, whereas the national curriculum regulations emphasize this as a cohesive theme. A possible explanation might be that teacher educators have no common didactical language and that there is lack of clarity in the relationship between subject and subject didactics. In this study, we analyse the reflections of two of the authors on the national guidelines for mathematics in the primary teacher education programme for years 1–7, in which we discuss how different preconceptions influence our reading and interpretation of this text. One reader (with a background in pedagogy) contends that the concept of subject didactics is not explicitly present in the curriculum text, whereas the other reader (with a background in mathematics education) considers the concept to be implicitly present. Based on such diverging preconceptions and interpretations, we suggest that teacher educators need to discuss core concepts of the teaching profession – such as subject didactics – in order to develop a common didactical language and to clarify the relationship between subject and subject didactics in teacher education. This could contribute to improving the visibility of didactics in teacher education, and the curriculum guidelines might get a stronger didactical framing.Keywords: didactics, mathematical knowledge for teaching, preconceptions, interpretation.

scholarly journals Fostering transformational teacher agency in Finnish teacher education

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Minni Matikainen ◽  
Perttu Männistö ◽  
Aleksi Fornaciari
Keyword(s):  
Teacher Education ◽  
Real Life ◽  
Theoretical Background ◽  
Teaching Profession ◽  
Self Reflection ◽  
Alternative Teacher Education ◽  
Contemporary World ◽  
Teacher Students ◽  
The University ◽  
Education And Society

In this article, we studied how well teacher education in Finland is able to answer the changing needs of the contemporary world. More precisely, we focussed on the question of how well an alternative teacher education model guides teacher students’ agency towards a transformational view of the teaching profession, making it possible for schools to enable social change. This question was studied in the framework of critical social pedagogy. The data for this article was collected ethnographically by observing meetings in the Critical Integrative Teacher Education (CITE) programme at the University of Jyväskylä in 2015–2017. The analysis is based on a theoretical background in which we outline two different discourses on the concept of teachers’ agency. The first promotes schools’ role in conservation; teachers are expected to educate obedient and uncritical citizens to maintain steady economic growth. The second discourse is defined as critical and emancipatory, where the education pursues transformation in students’ underlying attitudes and a deeper understanding of education and society. The results showed that the CITE model fosters teacher students’ critical self-reflection and understanding of group phenomena considering education. The students’ ability to understand schools in a social context also develops. However, CITE seems to struggle in transforming the students’ thinking and understanding into actions. According to the data, feelings of inability, cynicism and a lacklustre ability to understand concretely how teachers can have an impact on society through their profession prevent a more complete transformation in the students’ everyday modes of action. A stronger community perspective, collaboration with institutions outside teacher education, the enabling of group-oriented action and the provision of real-life experiences regarding the transformation could better help to develop future teachers’ agency towards transformational views.

scholarly journals Pre-service Language Teachers’ Reflections and Initial Experiences on the Use of Textbooks in Classroom Practice

2020 ◽  
Vol 11 (2) ◽  
pp. 157
Author(s):  
Minna Maijala
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Classroom Practice ◽  
Education Programme ◽  
Research Literature ◽  
Language Teachers ◽  
Teaching Materials ◽  
Teacher Trainees ◽  
One Year ◽  
The One

In foreign language (FL) teaching and learning, textbooks provide the major source for both teachers and learners (see e.g., Guerrettaz & Johnston, 2013; Richards, 2014). Although the use of textbooks and other teaching materials is one of the factors that makes the difference between novice and experienced teachers (see e.g., Savova, 2009), too little attention is paid to their use in teacher training programmes (see e.g., Canniveng & Martinez, 2003). Based on research literature and empirical data derived from a questionnaire (N = 51) and interviews (N = 12) among FL teacher trainees during the one-year teacher training programme at a Finnish university, the following questions are addressed: What are pre-service language teachers’ reflections on FL textbooks and their use? What kinds of experiences teacher trainees had with FL textbooks during the one-year teacher education programme? The results of this study give us more information on how language teacher trainees learn to use textbooks and other teaching materials. For instance, it emerged from the findings that the trainees were willing to create learner-centred teaching materials. In addition, the study can give ideas of how to develop courses for FL teacher education in order to pay more attention to a more independent use of textbooks and other teaching materials.

scholarly journals Evaluating learning objectives of the pre-school teacher education programme in terms of special field competencies

2019 ◽  
Vol 19 (1) ◽  
pp. 35-44
Author(s):  
Ozden Demir ◽  
Metin Kartal ◽  
Halil Ibrahim Kaya
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
School Teacher ◽  
Education Programme ◽  
Teaching Profession ◽  
Learning Objectives ◽  
Teacher Education Programme ◽  
National Education ◽  
Teaching Qualifications

In Turkey, as in other countries, candidate teachers are expected to achieve the teaching qualifications and competencies outlined by the ministries of education. In Turkey’s case, the Ministry of National Education of Turkey (MoNE) (Yüksek öğretim Kurulu (YÖK), 1998; MoNE, 2006) has developed the general competencies for the teaching profession including six-main competency domains called A-B-C-D-E-F, associated thirty-one sub-domains, and 233 teaching performance indicators for knowledge, skills, and attitudes for the teacher education programmes. More specifically, special field competencies for pre-school teachers have been developed to bring effective-teaching and learning to both public and private schools. This study analysed general competencies and related special field competencies with the aim of determining the extent to which there is a correlation between the general competencies of Pre-School T eacher Education Programmes and the courses’ learning objectives and sub-competencies. Qualitative content analysis methods yield the descriptive frequencies presented. This exploratory approach of these important elements of a teacher education programme will be useful to determine and seek to eliminate the intended and enacted gap between the learning objectives and the special field competencies. This study is offered as an example comparison among these elements that might also be helpful in the evaluation of teacher education programmes in other contexts.  

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

Criteria for Sustainable Curriculum of TVET Teacher Education Programme in Malaysia

2019 ◽  
Vol 11 (3) ◽  
Author(s):  
Jailani Md Yunos ◽  
◽  
Lai Chee Sern ◽  
Nor Hidayah Hamdan ◽  
◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Programme ◽  
Teacher Education Programme

scholarly journals Framing heuristics in inclusive education: The case of Uganda’s preservice teacher education programme

2019 ◽  
Vol 8 ◽  
Author(s):  
Proscovia S. Nantongo
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Inclusive Education ◽  
Curriculum Design ◽  
Policy Design ◽  
Daily Practice ◽  
Education Programme ◽  
Primary Teacher ◽  
Primary Teacher Education ◽  
Group Interviews

Background: Recent education-related research has raised concerns about the persistent exclusion of vulnerable learners in Uganda. The Revised Primary Teacher Education Curriculum of 2013 marked an ambitious yet inconclusive attempt to advance the implementation of inclusive education but has encountered deeply entrenched sociocultural exclusionary practices among education experts.Objectives: This study aimed to explicate education practitioners’ interpretations of Uganda’s flagship inclusive education programme in preservice primary teacher education.Method: Drawing on the conceptual vocabulary of frame analysis and the qualitative analysis of individual and group interviews and classroom observations, the interpretations of inclusive education implementation in preservice primary teacher education in Uganda were examined. The participants included policy design experts, curriculum design experts and classroom practitioners.Results: Three main findings emerged. Firstly, interpretations of inclusive education displayed a narrow framing heuristic of inclusive education as a perfunctory, daily practice rather than a pathway for reflective, inclusive pedagogical engagement. Secondly, the heuristic encouraged the treatment of inclusive pedagogy as a ‘label’ under a specific rubric referring to sensory impairments or disabilities – a historical device for sociocultural exclusion. Thirdly, inclusive education was a praxis but was misframed from its original intentions, causing tension and resentment among practitioners. These findings contribute to the debates on the sustainability of inclusive education beyond preservice teacher education.Conclusion: Uganda’s flagship inclusive education programme in preservice primary teacher education was fraught with tensions, ambiguities and an overt, urgent need for change.

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