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"Teacher education programs"
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Trusting teachers with school success : what happens when teachers call the shots
\"Examining the experiences of teachers who have already been liberated, this book discusses what teachers would do if they had the autonomy not just to make classroom decisions, but to collectively--with their colleagues--make the decisions influencing whole school success; decisions such as school curriculum; how to allocate the school budget; and who to hire and fire\"-- Provided by publisher.
Book
Situating ICT in early childhood teacher education
Preparing the next generation of preschool teachers who can integrate and make use of ICT to capitalise on and develop young children’s digital competences remains a challenging goal for teacher education programmes (TEP). Given the current gaps in the literature, this study aims to expand and deepen our understanding of the extent to which early childhood pre-service teachers encounter ICT during their training and how they are prepared to use digital technologies in their future practices. The empirical data was generated through a focus group study with pre-service teachers and interview with their teacher educators at an institution of higher education in Sweden. The findings of the study suggest that pre-service teachers feel they have not been adequately prepared to integrate ICT into their future educational practices in preschool. Teacher educators, however, demonstrated a completely different perspective, highlighting a variety of initiatives that they were implementing to prepare the next generation of preschool teachers to use digital technologies. It will discuss why pre-service teachers, unlike teacher educators, feel they are not being adequately prepared to use digital technologies in early childhood education. The study also provides a detailed account of the varied procedures involved in preparing pre-service teachers’ digital competences and makes recommendations to teacher educators on how to enhance future preschool teachers’ TPACK.
Journal Article
Absent from school : understanding and addressing student absenteeism
In Absent from School, Gottfried and Hutt offer a comprehensive and timely resource for educators and policy makers seeking to understand the scope, impact, and causes of chronic student absenteeism. The editors present a series of studies by leading researchers from a variety of disciplines that address which students are missing school and why, what roles schools themselves play in contributing to or offsetting patterns of absenteeism, and ways to assess student attendance for purposes of school accountability. The contributors examine school-based initiatives that focus on a range of issues, including transportation, student health, discipline policies, and protections for immigrant students, as well as interventions intended to improve student attendance. Only in the past two or three years has chronic absenteeism become the focus of attention among policy makers, civil rights advocates, and educators. Absent from School provides the first critical, systematic look at research that can inform and guide those who are working to ensure that every child is in school and learning every day -- Provided by publisher.
Book
Teachers' Curricular Knowledge in Teacher Education Programs: A Case of Iran's Sociocultural Context
Teacher education programs can pursue the aim of helping teachers acquire the knowledge base for effective teaching. However, the representation of curricular knowledge, one of the important dimensions of the teacher knowledge base, varies across educational and sociocultural contexts. As this knowledge has rarely been explored in the context of Iran, the current study sought to analyze the contents of teacher education programs to identify the representation of curricular knowledge. For this aim, the programs of 15 English language institutes were analyzed using a checklist developed based on Roberts' (1998) model. Totally, 12 general categories, including 59 components, were found in pre-service programs; however, only 4 categories and 12 components were related to curricular knowledge, namely Methodology and instruction, Planning lessons, Materials, and Assessment. Regarding in-service programs, it was found that curricular knowledge was embodied only in two programs. The findings can provide insights to teacher educations for designing more effective teacher education programs that enhance teachers' curricular knowledge.
Journal Article
A richer, brighter vision for American high schools
\"In today's high schools, education is often reduced to a means of achieving financial security, leading to an overemphasis on quantifiable measures of performance. This approach encourages academically talented students to focus on test scores and rankings rather than intellectual enrichment, and discourages students with non-academic talents from pursuing them. A Richer, Brighter Vision for American High Schools advocates instead a unifying educational aim of producing better adults, which would encompass all aspects of students' lives: intellectual, physical, moral, spiritual, social, vocational, aesthetic, and civic. Nel Noddings offers suggestions to improve high schools by increasing collegiality among students and faculty, enriching curricula with interdisciplinary themes, renewing vocational education programs, addressing parenting and homemaking, and professionalizing the teaching force. This thought-provoking book will act as an important guide for teachers, teacher educators, administrators, and policy makers\"-- Provided by publisher.
Book
Affecting Task Values, Costs, and Effort in University Mathematics Courses: the Role of Profession-Related Tasks on Motivational and Behavioral States
Expectancy-value models assume that task values play an important role in engaging successfully with the learning content. However, teacher education students in mathematics only value tasks that deal with university mathematics to a low degree. Offering students profession-related tasks that uncover the connection between university mathematics and school mathematics might help increase students’ value beliefs and effort and decrease costs. Based on Eccles and Wigfield’s (2020) situated expectancy-value theory and using a sample of 133 teacher education students, we investigate whether offering profession-related tasks affects task values, costs, and effort for students with different levels of interest in school mathematics. In a within-subject design, students rated their task values, costs, and effort to solve seven mathematical tasks from number theory, which were either a profession-related task or a regular task with equal demands regarding the intended mathematical activities. Students reported higher utility value for their professional life, higher intrinsic value, and lower costs regarding profession-related tasks. No main effects were found for students’ effort. However, students with a higher interest in school mathematics reported higher effort concerning profession-related tasks than regular tasks. On the theoretical level, our findings contribute to the discussion of the interplay between personal (i.e. interest) and task-specific factors (i.e. relation to future profession) for task values, costs, and effort in university mathematics. One important practical implication of our study is the recommendation to include profession-related tasks in university mathematics courses for teacher education students.
Journal Article
Assessing pre-service teachers’ professional identity construction in a three-phase teacher education program in Iran
The critical role of teachers suggests that assessing teacher identity construction helps teacher educators understand the changes in teachers and design materials in harmony with their needs in teacher education programs. However, only a few studies have focused on assessing pre-service teachers’ identity in the long term in Iran. To address this gap, the contribution of a pre-service teacher education program consisting of three phases, namely
engage
,
study
, and
activate
to the professional identity construction of eight pre-service teachers in an institute in Tehran was assessed. Pre-course and post-course interviews, two reflective essays, ten observation notes, and two teaching performances were gathered over a year and analyzed as guided by grounded theory and discourse analysis. Findings revealed two significant changes in the participants’ identities when they transitioned from
engage
to
study
and from
study
to
activate
phases that yielded
study
phase as the peak of the changes. Overall, three major shifts were identified in the participants’ identities: from a commitment to evaluation towards a commitment to modality, from one-dimensional to multi-dimensional perceptions, and from problem analysis to problem-solving skills. Current findings may facilitate teacher identity construction by designing local programs matching the needs of pre-service teachers. It may also assist teacher educators by assessing the quality of teachers’ performance and developing teacher assessment tools.
Journal Article
Navigating Identity Tensions and Emotional Struggles: Indonesian Pre-service Teachers in the Teaching Practicum
Despite the critical role of teaching practicums in teacher education, little is known about how pre-service teachers navigate emotional tensions in Indonesia. In this study, we aim to explore the nature of tensions and emotional struggles pre-service teachers face and their coping mechanisms. Seven pre-service teachers from the English Education department at an Indonesian public university were purposefully selected. Data was collected through semi-structured interviews before the practicum and a focused group discussion after the program. Semi-structured interviews and focus group discussions were used to capture rich, in-depth accounts of participants’ experiences, while thematic analysis provided a structured approach to identifying patterns in the data. The findings showed that despite the pre-service teachers’ ideal expectations before the practicum, they experienced substantial tensions and emotional struggles in their interaction with members of the school community. The challenges include feelings of disrespect and resistance from the students, lack of supervision from their mentors, unfair treatment from other teachers, and workload burden from non-teaching activities. These findings illuminate the pressing need for systemic support structures to mitigate emotional challenges in teaching practicums, contributing to the global discourse on teacher education reform. Our findings contribute to understanding the lived experiences of pre-service teachers, offering insights to inform teacher education policy and practice in Indonesia and similar contexts.
Journal Article
Development of a Meta-Evaluation Rubric and Meta-Evaluation of Initial Teacher Education Programs
In this study, evaluation research in initial teacher education programs were evaluated with a rubric developed in line with Joint Committee Standards (Yarbrough, Shulha, Hopson, & Caruthers, 2011) This meta-evaluation study consisted of two phases. In the first phase, a rubric was developed to assess the evaluation reports based on program evaluation standards. In the second phase, theses and articles selected with certain criteria were analyzed based on the meta-evaluation rubric. Adopting the empirical reevaluation of multiple data sets about the same program model, the data were analyzed with the descriptive analysis method. According to the results, the selected research mostly met accuracy standard whilst feasibility and propriety standards were limitedly met. It was concluded that program evaluation research in the Turkish context needed to be improved by further considering program evaluation standards. Bu çalışmada, öğretmen eğitimi programlarına yönelik değerlendirme araştırmaları Ortak Komite Standartları (Yarbrough, Shulha, Hopson ve Caruthers, 2011) doğrultusunda geliştirilen bir rubrik ile değerlendirilmiştir. Bu meta-değerlendirme çalışması iki aşamadan oluşmaktadır. İlk aşamada, değerlendirme raporlarını program değerlendirme standartlarına göre değerlendirmek için bir rubrik geliştirilmiştir. İkinci aşamada, belirli ölçütlere göre seçilen tezler ve makaleler geliştirilen meta-değerlendirme rubriğine göre analiz edilmiştir. Aynı program modeline ilişkin birden fazla veri setinin ampirik olarak yeniden değerlendirilmesi benimsenerek, veriler betimsel analiz yöntemiyle analiz edilmiştir. Sonuçlara göre, seçilen araştırmalar doğruluk standardını çoğunlukla karşılarken, uygulanabilirlik ve uygunluk standartlarını sınırlı düzeyde karşılamıştır. Türkiye bağlamında yürütülen program değerlendirme araştırmalarının, program değerlendirme standartlarını daha etkili şekilde dikkate alarak geliştirilmesi gerektiği sonucuna varılmıştır.
Journal Article
Using a simulation-based process to select applicants: enhancing quality evaluation of a teacher education programme
Purpose
This study aims to examine the process of using simulation to select candidates from a pool of teacher-education-programme applicants, considering the applicants’ perspective. The population of applicants to teacher-education programmes has been the subject of numerous studies; however, only a minor portion of these examined the applicants’ perspective regarding the applicant-selection process. Furthermore, the process of using simulation as a tool for applicant selection to a teacher-education has not been studied yet.
Design/methodology/approach
This case study focuses on applicants’ experience of the simulation-based selection (SBS) and its potential advantages. A total of 188 applicants completed a reflection questionnaire and participated in interviews; 15 of them also participated in focus groups. The data were analysed using the thematic-cognitive method.
Findings
Data analysis revealed three major themes and nine subthemes, which represent the value of SBS from the applicants’ perspective in terms of social–interpersonal, cognitive–professional and emotional–personal skills.
Practical implications
Research findings may enable decision-makers in teacher-education programmes to improve the candidate selection process, which will lead to the absorption of suitable teachers on the one hand and prevent the integration of unsuitable candidates on the other.
Originality/value
This pioneering study contributes to our understanding of the applicant-selection process and offers practical recommendations for using SBS to enhance the quality of the selection process.
Journal Article