scholarly journals Computational Thinking for All: What Does It Mean for Teacher Education in Brazil?

2021 ◽  
Author(s):  
Taciana Pontual Falcão
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Student Teachers ◽  
Higher Education Institutions ◽  
Computational Thinking ◽  
Service Development ◽  
Teacher Education Programs ◽  
Potential Contribution ◽  
Education Programs ◽  
National Policies

Integrating Computational Thinking (CT) and Computer Science (CS) concepts to childrens education is a hot topic nowadays. However, most research around this topic focuses on the students, how they learn and what they need to learn. Much less work has been done on the teachers needs to acquire and develop the necessary CT skills and knowledge to be teaching these students. Reflecting a general trend towards autonomous learning, many CT resources for educators are available, such as online courses for building capacity as well as activities and tools to be used in lessons. Nevertheless, little change is perceived in Brazilian schools, and knowledge about CT among schoolteachers is still incipient, indicating that, for teachers to integrate CT within their disciplines, in-service (and mostly autonomous) development might not be sufficient. Meanwhile, faculty from teacher education undergraduate programs have been mostly unresponsive to these new demands related to CT. In fact, instructors themselves need to develop this new competence, as they are not familiar with the concept of CT or how to apply it. Very particular to the Brazilian context, CS teacher education programs (Licenciatura em Computação) could be a key to solve this puzzle, as both faculty and student teachers are dealing with CS Education and CT. However, the CS student teachers remain isolated and often ignored by national policies, while most investment is made on in-service development for schoolteachers from all other disciplines. This paper presents CT research in Brazil related to teacher education, resources for in-service training, the potential contribution of the CS teacher education programs, and, within this context, discusses which directions could be followed to inform national policies and curricula adaptations in higher education institutions. In our opinion, more attention must be given to developing CT in higher education institutions, including both facultys CT abilities and knowledge, and curriculum redesign.

scholarly journals Computational Thinking Goes to School: Implications for Teacher Education in Brazil

2021 ◽  
Vol 29 ◽  
pp. 1158-1177
Author(s):  
Taciana Pontual Falcão ◽  
Rozelma Soares de França
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Computational Thinking ◽  
Service Development ◽  
Teacher Education Programs ◽  
Potential Contribution ◽  
Education Programs ◽  
School Teachers ◽  
National Policies ◽  
School Curricula

Integrating Computational Thinking (CT) and Computer Science (CS) concepts into school curricula is a global trend nowadays. However, most research and educational programs and products focus on students’ needs, while much less work is being done on teacher education, so that they develop subject and pedagogical knowledge on CT. Reflecting an encouragement for autonomous learning, some CT resources for in-service teachers are available, such as online courses for building capacity as well as tools and activities for lessons. Meanwhile, the Brazilian government has already determined that CT must be present in school curricula and also in teacher education programs from all areas of knowledge. Nevertheless, little change is perceived in Brazilian schools, and knowledge about CT among school teachers is still incipient, indicating that, for teachers to integrate CT within their disciplines, in service development might not be sufficient. Meanwhile, faculty from teacher education programs have been mostly unresponsive to the new demands related to CT, and face the not surprising barrier of their own lack of knowledge on the topic. In the Brazilian context, CS teacher education programs could be a key to solving this puzzle, as both faculty and student teachers are dealing with CS Education and CT. However, CS student teachers remain isolated and often ignored by national policies, while most investment is made on in-service development for school teachers. This paper presents CT research in Brazil related to teacher education, resources for in-service training, the potential contribution of the CS teacher education programs, and, within this context, discusses which directions could be followed to inform national policies and curricula adaptations in higher education institutions (HEI). More attention must be given to developing CT in HEI, including faculty’s CT knowledge and curriculum redesign. In this direction, the new Brazilian network of CS teacher education programs (ReLic) has a great potential to establish an interdisciplinary dialogue that could help meet the demands of contemporary education.

scholarly journals Using Simulation to Develop Divergent and Reflective Thinking in Teacher Education

2020 ◽  
Vol 12 (7) ◽  
pp. 2879
Author(s):  
Sima Zach ◽  
Miki Ophir
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Student Teachers ◽  
Reflective Thinking ◽  
Teacher Education Programs ◽  
Potential Contribution ◽  
Education Programs ◽  
Content Analyses ◽  
Teaching Learning ◽  
Teaching Situations

Purpose: This study examined the influence of simulation on flexible and reflective thinking in student teachers (STs), and appraised how they evaluate its potential contribution to teacher education programs. Method: Twenty-three Israeli physical education STs participated in a simulation course. They planned teaching-learning conflict scenarios, and served as actors or volunteers in these scenarios, which were filmed and discussed. Discussions were videotaped and transcribed. Content analyses were conducted on the discussions and the written reflections. Results: STs not only increased their flexible and reflective thinking, but they gained an understanding of how to do it independently. As they were learning how to be more open-minded, they were able to feel, think, and behave authentically, and to offer a variety of solutions regarding conflictual situations. Conclusion: STs developed flexible and reflective thinking, and widened their repertoire of behaviors that succeeded in integrating thoughts and feelings into learning-teaching situations.

scholarly journals Partnerships in Teacher Education – Going Beyond the Rhetoric, with Reference to the Norwegian Context

2016 ◽  
Vol 6 (3) ◽  
pp. 17-36
Author(s):  
Kari Smith
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Higher Education Institutions ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Central Argument

Teacher education plays a central role in education and relates to various stakeholders of education. Currently, teacher education is not perceived as the sole responsibility of higher education institutions, and they are expected to work closely together with other partners. In this paper, the concept of ‘partnership’ is defined and mutual benefits and challenges in partnerships with disciplines and institutions beyond teacher education programs are briefly discussed. Issues related to partnerships with students are addressed, and the last part of the paper discusses the partnership between teacher education and the practice field with examples from Norway. Three models illustrating such partnerships are described. The central argument of the paper is that partnerships in teacher education need to go beyond rhetoric.

Selective intercultural sensitivity to different sources of cultural identity

2018 ◽  
Vol 12 (1) ◽  
pp. 35-49 ◽  
Author(s):  
Shalva Tabatadze ◽  
Natia Gorgadze
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Cultural Identity ◽  
Intercultural Sensitivity ◽  
Higher Education Institutions ◽  
Educational Programs ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Content Type ◽  
Different Sources

Purpose The purpose of this paper is to assess the intercultural sensitivity of students in teacher educational programs at higher education institutes (HEIs) in Georgia. Design/methodology/approach This research explored the intercultural sensitivity among 355 randomly selected students in teacher education programs at higher education institutions in Georgia. A questionnaire based on the Development Model of Intercultural Sensitivity (DMIS) and Cushner et al. (2006) model of sources of cultural identity was developed as a research instrument and adjusted to the Georgian context to measure the students’ intercultural sensitivity. Findings The results showed that a majority of the students were in the ethnocentric phase of intercultural sensitivity, as defined by Bennett (1993); students in teachers’ educational programs were selectively sensitive to different sources of cultural identity; students were selectively tolerant to different groups in the population with the same source of cultural identity and the level of educational attainment, as well as the location of the higher education institution affected students’ level of intercultural sensitivity. Practical implications The findings of this study carry valuable practical importance as they can be used to improve teacher education programs at higher education institutions in Georgia. Originality/value The study has scientific value in that the instrument used to assess intercultural sensitivity was developed for the Georgian context, and students’ intercultural sensitivity to 12 different sources of cultural identity was investigated.

How the Match Gets Made: Exploring Student Teacher Placements across Teacher Education Programs, Districts, and Schools

2021 ◽  
pp. e20200014
Author(s):  
Elise St. John ◽  
Dan Goldhaber ◽  
John Krieg ◽  
Roddy Theobald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Education Programs ◽  
K 12

Emerging research finds connections between teacher candidates’ student teaching placements and their future career paths and effectiveness. Yet relatively little is known about the factors that influence these placements and how teacher education programs (TEPs) and K-12 school systems match teacher candidates to mentor teachers. In our study of this process in Washington state, we find that TEPs and K-12 systems share overarching goals related to successful student teacher placements and developing a highly effective teacher workforce. However, distinct accountabilities and day-to-day demands also sometimes lead them to prioritize other objectives. In addition, we identified informational asymmetries, which left TEPs questioning how mentor teachers were selected, and districts and schools with limited information with which to make intentional matches between teacher candidates and mentor teachers. The findings from this study inform both practice and research in teacher education and human resources. First, they illuminate practices that appear to contribute to informational gaps and institutional disadvantages in the placement of student teachers. Additionally, they raise questions about what constitutes an effective mentor teacher and provide researchers and policymakers with better insight into the professional realities of teacher educators and K-12 educators, as well as those of district human resource (HR) coordinators, which is important given their differing accountabilities and distinctive positionings in the education of teacher candidates.

Liminal States of Disorienting Dilemmas: Two Case Studies of English Teacher Candidates

2020 ◽  
Vol 18 (3) ◽  
pp. 231-250
Author(s):  
Matthew L. McConn ◽  
Donna Geetter
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Case Studies ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Teacher Education Programs ◽  
English Teacher ◽  
Education Programs ◽  
Theoretical Frameworks ◽  
Beliefs About Teaching

Research has shown that progressive methods taught in teacher education programs have little impact on traditional approaches teacher candidates encounter during their internship semester. To understand how to better address this disconnect with regard to preparing teacher candidates, the study reported here used instrumental case studies to examine two secondary English teacher candidates’ beliefs about teaching literature before, during, and after their student teaching semester. Through theoretical frameworks on learning processes, the researchers discovered discrepancies within the student teachers’ stated beliefs, lesson plans, videos of teaching, and their responses to interview questions. These discrepancies reveal both unexamined assumptions and a state of liminality, reflecting the process of transformation in their learning. The researchers suggest that education programs look at potential implications that are inherent in a state of liminality with regard to pedagogical content knowledge to better prepare teacher candidates for their experience in teacher education programs.

The Design, Implementation, and Evaluation of a Graduate Course to Prepare Teachers and School Librarians to Lead K-12 Computational Thinking

2020 ◽  
pp. 243-268
Author(s):  
Kimberly C. Huett ◽  
Adriana D'Alba ◽  
Bruce Neubauer
Keyword(s):  
Teacher Education ◽  
Computational Thinking ◽  
Instructional Planning ◽  
Teacher Education Programs ◽  
School Librarians ◽  
Education Programs ◽  
Graduate Course ◽  
Underrepresented Groups ◽  
Barriers To Access ◽  
K 12

The importance of applying computational thinking—the problem-solving approach used in the domain of computer science—to solve significant problems is increasingly recognized in K-12 schools as a fundamental skill all students need to develop. The current study presents the design, implementation, and evaluation of a graduate course 20 teachers and school librarians completed in spring 2019. The purpose of the course was to expand learners' understandings of the value and nature of computational thinking, to explore barriers to access faced by students in underrepresented groups, and to reflect on how to facilitate K-12 students' understandings of computational thinking outside of dedicated computing courses. Using a model for systematic instructional planning and evaluation, this chapter reports qualitative thematic analyses of learners' performances and reflections. The chapter concludes with planned revisions for the course and implications for similar efforts within in-service teacher education programs.

Educational Policy Reforms and the Politics of Music Teacher Education

2015 ◽  
pp. 77-90
Author(s):  
Gabriel Rusinek ◽  
José Luis Aróstegui
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Music Education ◽  
Higher Education Institutions ◽  
Compulsory Education ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
Policy Reforms ◽  
Music Teacher Education ◽  
The Impact

This chapter discusses the politics of music teacher education in relation to the major policies that transnational institutions are promoting virtually all over the world, in relation to national curricula reforms and in relation to the programs developed by higher education institutions. The first section copes with the impact of international organizations on the reforms of national curricula based on an economic rationale and on the shaping of a new role for music and arts education in schools. The second section discusses to what extent higher education institutions in charge of teacher education are assuming these curricular changes. The final section contends that music teacher education programs should consider three major issues to foster social justice: (1) the quality of programs from an educational perspective; (2) the demise of music education as part of compulsory education; and (3) the acknowledgment of politics in music education and music teacher education.

scholarly journals The pedagogical affordances of e-portfolio in learning how to teach: A systematic review

2021 ◽  
Vol 8 (1) ◽  
pp. 1-15
Author(s):  
Raja Nor Safinas Raja Harun ◽  
Mohd Hafiz Hanif ◽  
Goh Swee Choo
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Successful Implementation ◽  
Education Programs ◽  
Holistic View ◽  
Technology Applications ◽  
Student Centred Learning ◽  
Professional Fields

The advances in technology have paved the way for student centred learning environment which allows for higher students’ engagement, active participation, deep meaningful learning, and critical thinking. One of the technology applications which have gained popularity at the beginning of the 1990s is the use of e-portfolio. Studies in many professional fields have shown exceptional findings on the adoption of e-portfolio. Nonetheless, the development of e-portfolio affordances over a period of time has yet to be explored to ascertain its usefulness particularly in the area of teacher education. This article presents the process of systematic literature on the e-portfolio pedagogical affordances in teacher education programs and issues to be addressed for successful implementation. Using the content analysis method, 28 articles which focused on e-portfolio, teacher education, English as a second language, scientific research, and secondary school were reviewed. The findings of the review have mainly shed positive lights on its use in documenting student teachers’ learning experiences particularly on assisting and assessing student teachers learning how to teach. This article implicates the relevance of having a holistic view and understanding of the e-portfolio pedagogical affordances and the need to recognize issues to be addressed prior to its implementation in a teacher education program. With this understanding, the university and teacher education institutions can have a well-defined policy on the adoption of e-portfolio into their teacher education programs. 

scholarly journals Weblogs as Tools for Encouraging Self-Reflection and Peer Feedback among Student Teachers

2016 ◽  
Vol 6 (2) ◽  
pp. 15
Author(s):  
Sarah A. AL-Ajmi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching Practices ◽  
Peer Feedback ◽  
Teacher Education Programs ◽  
Structured Interviews ◽  
Education Programs ◽  
Kuwait University ◽  
Self Reflection ◽  
Study Results

<p>A weblog is one of the most effective tools among the latest inventions that enhance student teachers’ learning and practice. With technology becoming crucial for both personal and professional developments, this study focused on the effectiveness of using reflective weblogs in teacher education programs. In this regard, the research investigated the level to which weblogs successfully promote self-reflection and yield peer feedback among student teachers. Furthermore, it explored student teachers’ perceptions regarding the use of weblogs as tools for self-reflection and peer feedback.</p><p>A case study of seven EFL student teachers taking a practicum course at Kuwait University was analyzed in this paper. The study was conducted in the English Curricula and Teaching Methods Department in the College of Education during the first semester of the 2013/2014 academic year. During the 4-week application period, participants were requested to reflect on their teaching practices and provide feedback on their peers’ posts. The data were collected through different qualitative methods such as semi-structured interviews and content analysis.</p><p>The findings of the study suggest that the use of the practicum blog is considered to be effective in facilitating student teachers’ ability to reflect upon their teaching practices and provide comments on their peers during the practicum course. Most participants agree on the usefulness of using weblogs in teacher education programs. Overall, the study results show that student teachers find the weblog as an effective tool for writing reflections, sharing ideas, providing feedbacks, and increasing proficiency levels. The results of the study provide the rationale for using weblogs in student teacher education programs.</p>

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