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1.
The theory-practice debate has been a perennial issue in initial teacher education (ITE). By reporting a mixed-methods study in an ITE programme characterized by a university-based ‘theory-first’ approach in Hong Kong, this study offers useful empirical evidence to analyse the theory-practice issue. 346 student teachers of a BEd Programme participated in the quantitative survey, 15 of whom were interviewed. The quantitative findings showed significant positive correlations between three types of perceived professional competence and two aspects of student teachers’ engagement with the theory-practice link. The qualitative findings offered an in-depth understanding of the ways in which student teachers connected theoretical knowledge learned in ITE coursework and practical experience in ITE fieldwork in developing their professional competence: (1) theoretical knowledge as a guide for professional decisions and a tool for reflection on practice; (2) practicalizing theoretical knowledge: adapting theoretical knowledge to practice situations. In the process of engagement, theoretical knowledge was transformed and adapted to practice situations when student teachers coped with the challenges of the teaching contexts in their ITE fieldwork. While affirming the value of student teachers’ engagement with the theory-practice link, the findings of the study shed light on ITE practices for preparing student teachers for such engagement. 相似文献
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While recognising the fact that historically teacher education and adolescent literacy are two fields that have had limited intellectual contact, the development of reading literacy is increasingly now accepted internationally as a core responsibility of all teachers and teacher educators. Adopting a socio-cultural perspective, this paper, drawn from the Learning to Teach Study, focused on the beliefs, knowledge and experiences regarding reading literacy of Irish post-primary student teachers on one initial teacher education (ITE) programme. The data were collected through three interviews with each of 17 student teachers. Results suggest that the surveyed student teachers had some concerns about their own literacy, had narrow conceptions of literacy, tended not to see it as their responsibility, held a minimal threshold view of literacy and viewed new digital technologies as a resource and motivator for their students’ literacy learning. Results are discussed in terms of how student teachers’ knowledge of literacy in ITE programmes could be reframed, extended and deepened. 相似文献
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This article reports a mixed methods study on the contribution of various aspects of pre-service student teachers’ learning in initial teacher education (ITE) to their professional competence in a Five-year Bachelor of Education Programme in Hong Kong. Special attention is given to how student teachers’ non-formal learning in higher education contributes to their professional competence, an under-researched area in teacher education. A total of 282 student teachers participated in the quantitative survey, 18 of whom were interviewed. Although Undergraduate Learning Experience: Formal Learning and Non-formal Learning was not the most highly rated factor, multiple regression indicated that it was the only ITE professional learning factor that significantly predicted all dimensions of professional competence. This supports the hypothesis that non-formal learning as a part of learning in higher education makes a significant contribution to student teachers’ professional competence. The qualitative findings showed that non-formal learning provided opportunities for service learning, co-curricular activities, and student exchange programmes with different objects of engagement. Student teachers constructed pedagogical content knowledge, general pedagogical knowledge, and knowledge of context through hands-on experiences, professional dialogue with practitioners, and observations of others’ practice. Such knowledge contributed to their competence in classroom teaching and to work in schools. Implications for ITE are discussed. 相似文献
4.
Alison Sewell Tracey-Lynne Cody Kama Weir Sally Hansen 《Asia-Pacific Journal of Teacher Education》2018,46(4):321-339
21st century initial teacher education [ITE] requires teachers and teacher educators to work together in the design and delivery of innovative learning experiences for student teachers. This study investigates a partnership that enabled the co-construction of one core course within a graduate ITE programme in New Zealand. Our partnership aimed to help student teachers to make links between theory taught at the university, and day-to-day practices in classroom settings. Using case study methodology, data were generated from participants in three primary/intermediate schools and one university to identify strategies that supported their collaborative process. Seven affordances were identified to facilitate this school-university collaboration, which enabled the development of a learning community wherein professional values and expertise were made visible, power was shared, and relational trust and respect grew. The findings offer insights for teacher educators and teachers seeking to open up a boundary space between universities and schools within which they might co-design and deliver an ITE course. 相似文献
5.
新西兰职前教师教育计划对其教师教育起着重要的引领作用。针对职前教师的选拔,它从学术入学准则、学科知识、读写及算术能力、个人和专业素质、信仰与态度等六个方面规定了统一且灵活的选拔标准。这六个方面的选拔标准为我国当前职前教师的选拔与培养提供了有益的参考。 相似文献
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The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers’ everyday practice. This study explores how newly qualified teachers are prepared to use information and communication technology (ICT) in their initial teacher education (ITE). We present findings of a nationwide survey in Norway on 356 newly qualified teachers. It explores how these teachers’ ICT self-efficacy is related to how they perceive the quality of, and contributions from, their ITE related to ICT and the development of their PDC. In general, newly qualified teachers report fairly poor quality and contribution of ICT training during their teacher education. We claim that continuous effort is needed to review the quality of ITE and contribute specifically to the development of PDC and developing student teachers’ ICT self-efficacy in ITE. 相似文献
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Competence to work in schools is an important dimension of professional competence, although it is often a neglected dimension of teacher development. This article reports a qualitative study that examined student teachers’ learning experiences in initial teacher education (ITE) in relation to competence to work in schools. In-depth interviews were conducted with 12 student teachers on an undergraduate ITE programme in Hong Kong. The findings of the study show that competence to work in schools is characterised by student teachers’ deep contextualised learning. In addition, it offers a deeper understanding of this competence in the ITE context by identifying its three facets, namely understanding of the micro-political realities of schools, social capital building and social strategies. The study provides insights for ITE and schools to support student teachers’ development of their competence to work in schools, including the design of ITE curricula, ITE processes and co-curricular activities in undergraduate studies. Moreover, it suggests the importance of developing schools as growth-fostering and positive micro-political sites for ITE fieldwork and teacher induction. 相似文献
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AbstractThe few studies conducted in Europe to date suggest that little attention is paid to pre-service teacher preparation for family-school partnerships (FSP) and that many teachers feel unprepared for such work. In England there has been little research in this area but a government review of best practice in parental involvement with schools concluded that ‘(t)eachers often lack the confidence and knowledge to work with parents …’. Given the apparent discrepancy between the need for teachers to be more knowledgeable about FSP and the lack of opportunity within initial teacher education (ITE) programmes to address the issues, we carried out a national survey of ITE providers in England in order to ascertain what provision is currently on offer. Our findings indicate that while there is overall recognition of the value of preparing trainee teachers to become confident and knowledgeable about home-school partnerships, ITE providers feel constrained by the lack of time available to them to explore this area in greater detail. The article concludes by discussing some of the challenges of both planning and delivering effective FSP provision within the ITE curriculum and how this might relate to future professional learning. 相似文献
9.
The relative contributions of higher education and schools, and hence the conceptual and practical aspects of ITE, to student teachers’ professional learning have been an issue of concern in teacher education. This article reports a mixed-methods study showing the relationship between student teachers’ engagement with the practical and conceptual aspects of a Postgraduate Diploma in Education (PGDE) Programme in Hong Kong and different facets of their perceived professional competence. One hundred and thirty-two student teachers participated in the quantitative survey of whom seven were interviewed. The findings reveal that experiences associated with learning the pragmatic facets of professional practice were more valued by student teachers compared to learning the conceptual aspects of ITE. Yet, in terms of relationship with professional competence, student teachers’ engagement with the practical aspects of ITE was related to competence in classroom teaching, whereas their engagement with the conceptual aspects contributed to their mastery of professional knowledge, competence in classroom teaching and competence in interacting with stakeholders. The study illuminates the distinctive contributions of schools and higher education in ITE. While acknowledging the important role of schools in providing a setting for practical work, this study affirms the distinctive contribution of higher education in equipping student teachers with practical and conceptual tools in the preparation of professionally competent teachers. 相似文献
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In many countries, governments are keen to persuade teachers at all levels to seek to enhance the learning of their students by incorporating information and communication technologies within their classrooms. This paper reports on the development of collaborative approaches to supporting use of the Internet by Post Graduate Certificate of Education (PGCE) science students on initial teacher education (ITE) courses in England, drawing on data from five higher education institution (HEI)–school partnerships across four years. A mixed-method approach was used, involving questionnaires, structured interviews, lesson observations and case studies. The outcomes of the first three years identified barriers to practice and suggested the need to develop more collaborative approaches to development. The focus of this paper is on examining ways in which university faculty tutors and mentors or cooperating teachers can work together with students on PGCE courses in developing practice. The lessons from this focus on the Internet, no longer a new technology, have enabled us to identify implications for HEI partnerships in ITE and suggest a need for further collaborative structures in order to support and develop practices, including those involving the innovative use of new technologies in the post-industrial society. 相似文献
12.
This paper explores the issues that secondary history teachers on an initial teacher education (ITE) programme in England encounter in attempting to incorporate more cultural and ethnic diversity into the history curriculum. It also assesses the impact that changes in their training course had on their views and pedagogical practice. Using questionnaires and scenario based interviews with three cohorts of trainee teachers, key challenges were identified, which were related to the purposes of teaching history and diversity, appropriate pedagogy and content, dealing with pupils, and teachers’ personal concerns. A framework for analysing trainees’ stances towards cultural and ethnic diversity based upon a confident-uncertain-uncomfortable continuum was developed. The research revealed that the course had had an impact, although this was in subtle rather than marked ways, which raises further questions about what is possible within the confines of an ITE training programme and the need for additional support beyond the course. 相似文献
13.
斯坦福大学教师教育专业化模式包括培养领导型教师的愿景、分类培养教师的目标定位、融合型课程结构、"递进式责任制"实习模式、以教师专业标准和学术研究为依托的质量保障等.我国高水平综合大学可以在借鉴美国一流研究型大学教师教育模式的基础上,充分发挥生源优势,提升教师教育课程的融合性,深入挖掘教育实习在教师专业成长中的价值,以培养具有专业权威的领导型教师.同时,要加强教师教育研究,促进教师教育学科与教师培养的协同发展. 相似文献
14.
An examination of recruitment materials and interviews with personnel involved in the employment of teacher educators to positions in university-based New Zealand initial teacher education (ITE) courses reveals three constructions of teacher educator as academic worker: the professional expert, the dually qualified, and the traditional academic. However, this study’s analysis shows how these constructions allow universities to pursue a bifurcated approach for the employment of teacher educators, an approach that maintains binaries within teacher education and hinders development in the field. Furthermore, as the spectre of a major cultural shift in the provision of New Zealand ITE arises, the extent to which the professional expert and traditional academic constructions of teacher educator might serve the scope of work required of postgraduate ITE going forth is questioned. 相似文献
15.
The purpose of this small‐scale study is to investigate the outcomes of a brief teacher education programme by exploring student teachers’ views. The teacher education programme aimed to provide teachers with the opportunity to develop qualities and skills that facilitate communication and to enhance teachers’ competence to apply social and emotional (SEL) programmes’ intervention activities in the classroom. According to student teachers’ estimations, the teacher education programme provided them with new knowledge and experiences in communication and counselling, which they felt they could use in teaching practice. Besides, teachers reported that the programme enabled them to develop their self‐awareness and to adopt a non‐directive attitude during the implementation of SEL programme’s activities. 相似文献
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As teacher educators, preparing student–teachers who are able to address diverse student needs is our main concern. It has been suggested in the literature that teachers who are adaptive to students’ needs are those who possess adequate pedagogical content knowledge or pedagogical understanding. However, it is not uncommon for teacher educators to find student–teachers with diverse pedagogical understandings even at the point of graduation from the teacher education programme. This paper aims to explain and analyse the development of pedagogical understanding among student–teachers in an initial teacher education programme. The findings are drawn from a study conducted at the Hong Kong Institute of Education where in-depth interviews were carried out during the four-year programme. The findings from the three selected cases provide an explanation for why some individual student–teachers show continuous development, whereas others remain confused in their pedagogical understanding throughout the teacher education programme. While acknowledging individual differences in pedagogical understanding, we attempt to explain such differences by investigating the relationship between different dimensions of the student–teachers’ learning such as the integration of pedagogical understanding with the teaching contexts, integration of feedback from lecturers and supporting teachers, and their focus of concern. The findings reveal that the three cases demonstrate different levels of pedagogical understanding and possess varying ‘senses of agency’. Of the three cases, the first one, Peggy has the strongest sense of agency. Despite influences related to classroom management, diverse learning ability among pupils, and the teaching methods which pupils were accustomed to previously, she actively introduced rhythmic movements into her lessons, developed pupils’ ability to learn gradually and achieved an impact on pupils’ learning which was also recognized by her supporting teacher. The analysis suggests that the second case, Lilian has a weaker sense of agency as she was severely limited by influences in the teaching context in her first teaching practice and resorted to teacher-centered teaching strategies. She improved later on in the programme and started to plan her own learning, drawing on the feedback she received as well as learning from other taught modules, from feedback from various sources, and from her pupils’ responses to her teaching and her own evaluation of her teaching. The third case, Stephanie remained confused throughout the programme and struggled with the implementation of student-centered teaching strategies. The ability to practice one’s own convictions and demonstrate an active sense of agency distinguishes the student–teacher who achieves better pedagogical understanding. Drawing on the findings, the paper concludes that it is crucial for teacher educators to identify ways to nurture a sense of agency among student–teachers. Implications for teacher education programmes are discussed, including providing opportunities for student–teachers to be able to articulate and integrate their pedagogical understandings, as well as negotiate how to accomplish their learning and teaching targets despite complex classroom situations. 相似文献
18.
Carol Bertram Nonhlanhla MthiyaneTabitha Mukeredzi 《International Journal of Educational Development》2013
The province of KwaZulu-Natal in South Africa has a recent estimate of 8000 unqualified and under-qualified teachers. Some of these teachers have an undergraduate degree, but do not have a professional qualification. In order to become professionally qualified, teachers with a degree must complete a Post Graduate Certificate in Education (PGCE), which is traditionally a programme offered to fulltime ‘pre-service’ student teachers. However, part-time students have already been teaching in schools for some years and thus are in fact ‘in-service’ teachers. They have already gained professional practical knowledge through learning on-the-job. The study aimed to investigate what kind of knowledge they had learnt through experience and how this knowledge changes as a result of their formal learning on the PGCE. The study interviewed twenty part time PGCE students who are already practicing teachers about the kind of professional knowledge they acquired through the formal programme and their perceptions of how their practice changed as a result of this learning. Most of the respondents said that they had changed their teaching practice as a result of studying for the PGCE and that pedagogical knowledge about assessment, classroom management and lesson structuring strategies were deemed to be most important. More than half reported that the programme had developed their confidence as a result of both developing personal competence and through becoming a ‘real’ teacher by dint of achieving professional status. This points to the importance of offering teachers with a degree the opportunity to become professionally qualified through a flexibly offered programme. 相似文献
19.
David Stevens Gabrielle Cliff Hodges Simon Gibbons Philippa Hunt Anne Turvey 《Literacy》2006,40(2):97-105
In England, little research has been carried out into how pre‐service secondary English teachers transform what they know as they learn to teach. They are seldom asked to reflect explicitly on the connections between the pedagogy of their undergraduate studies and their pedagogical experiences as student teachers. The initial teacher education committee of the National Association for the Teaching of English decided to explore these connections by asking student teachers on English Postgraduate Certificate in Education (PGCE) courses in five different university departments of education to respond to a series of questions at the start and end of the academic year 2004–2005. The questions fall into four broad areas: student teachers' experiences as learners at undergraduate level and developing ideas about teaching; the nature of the subject English; tensions encountered during the PGCE course; new learning about teaching. The purpose of this article is to discuss some patterns emerging from the research. The most prominent of these is student teachers' realisation that good teaching comes from teachers seeing themselves as learners. We argue that ‘reflexivity’ ( Moore, 2004 ) is a valuable way to help student teachers begin to understand this transformation from learner into learning teacher. 相似文献
20.
This article reports on a study into student teachers’ perceptions about their professional development during practicum. Framed within a symbolic interactionist perspective, the study examined to what extent, and how effectively, one group of student teachers was able to integrate theory and practice during a three-week practicum in the first year of their degree. The context for this mixed methods study was a Master of Teaching, graduate-level entry programme in the Faculty of Education at an urban Australian university. Although there is a strong field of literature around the practicum in pre-service teacher education, there has been a limited focus on how student teachers themselves perceive their development during this learning period. Further, despite widespread and longstanding acknowledgement of the ‘gap’ between theory and practice in teacher education, there is still more to learn about how well the practicum enables an integration of these two dimensions of teacher preparation. In presenting three major findings of the study, this paper goes some way in addressing these shortcomings in the literature. First, participants in this study largely valued both the theoretical and practical components of their programme, which stands in contrast to the commonly identified tendency of the student teacher to privilege practice over theory. Second, opportunities to integrate theory and practice were varied, with many participants reporting the detrimental impact of an apparent lack of clarity around stakeholders’ roles and responsibilities. Third, participants overwhelmingly supported the notion of linking university coursework assessment to the practicum as a means of bridging the gap between, on the one hand, the university and the school and, on the other hand, theory and practice. 相似文献