A Multi-Stakeholder Vision for Designing AI-Empowered Teacher Education: Exploring Key Components for Sustainable Institutional Change

Stage 1: Survival During Stage 1, which may last throughout the first full year of teaching, the teacher's main concern is whether she can survive. This preoccupation with survival may be expressed in questions the teacher asks: "Can I get through the day in one piece? Without losing a child? Can I make it until the end of the week? Until the next vacation? Can I really do this kind of work day after day? Will I be accepted by my colleagues?" Such questions are well expressed in Ryan's enlightening collection of accounts of first-year teaching experiences (3).

A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies

Teachers' Sense of Efficacy: An Important Factor in School Improvement

Purpose This study aims to selects a teacher training program located in China’s rural area and focus on its preservice teachers’ attitudes towards inclusive education in China and their expectations of teacher training programs. Design/methodology/approach The selected teacher training program is in School of Education of a comprehensive university, located in a small town in Northeast China. Five preservice teachers in the Department of Teacher Education were interviewed. The interviewees were randomly selected among those who have already gained at least 60 credits of coursework prior to the interview. Each interview lasted for approximately 0.5 h. Interview notes were summarized and coded using Braun and Clarke’s (2006) six-step approach. In addition to interview data, other data sources were used, such as classroom observation and review of curriculum and program requirement. Findings Although the selected teacher preparation program started offering some selective special education courses to preservice teachers, there are limited number of offerings and a lack of field placement in inclusive settings, and stereotypical opinions towards disabilities still exist as a roadblock for choosing special education teacher profession. Research limitations/implications The current study only focuses on one rural teacher training institution and report preservice teachers’ opinions toward teacher education curriculum, factors that lead to their decision in the teacher education major and their vision towards inclusion in China. Recommendations are provided to increase public awareness of disability, and create more field based experience in inclusive settings for preservice teachers. However, the result may not be generalized to reflect preservice teachers of teacher training institutions located in developed areas where there are rich opportunities for field experience in inclusive setting or special education programs, and who offer more extensive special education courses. Practical implications It is recommended that teacher preparation program modify curriculum and offer more special education courses, as well as develop connections with local special education schools and inclusive programs, thus creating more field based opportunities for preservice teachers to work with children with disabilities. Originality/value There are limited studies on rural preservice teachers’ attitudes towards being a special education teacher and how the teacher training programs prepare them to become a special education teacher. The current study fills the gap and conduct an interview study of preservice teachers’ from a rural teacher training programs perceptions of China’s special education, how they choose the program of study that prepare them to become a special education teacher, and their rating of the teacher preparation program.

Training motivation is a growing research field in the context of teacher education. Several studies have used various motivation constructs to identify relevant facets for teachers’ training motivation. However, these studies mainly focus on whether teachers attend professional development and transfer the learnt contents. Studies examining the motivation within a training programme are lacking, which is especially true in the context of economic and business education. In this context, expectancy theory (Vroom 1964) has been proven to be a useful approach for investigating training motivation and predict training outcomes in the field of industrial and organisational context. Nevertheless, there are some problems with regard to existing measures, especially concerning their application to the context of teacher education and training. Therefore, the purpose of our study was to develop a measurement based on expectancy theory that can be used in the context of teacher training and education, and particularly to evaluate the designed training programme on professional error competence (PEC) for pre-service teachers. The aim was to have a more comprehensive view on training and training success rather than merely a cognitive one (learning outcomes).

Pre-Service Teachers' Sense Making of UDL in the Planning and Implementation of Literacy Lessons

The Influence of Experience on the Beginning Teacher

A Review of Selected TEIs STP Model: Inputs to Relevant PNU-STP

For over twenty years now the role of teachers’ beliefs in teacher education designed to help pre-service and in-service teachers develop their thinking and practices has been a topic of intense debate among teacher educators and trainers (cf. Freeman and Johnson 2005; Borg 2003; Mattheoudakis 2007; Farrell and Kun 2008; Gabryś-Barker 2010; Li and Walsh 2011). According to Calderhead (1996) the main areas in which teachers have been found to hold significant beliefs are learners and learning; teaching; the subject itself; the process of learning to teach; the self and the teaching roles. The present chapter, however, refers to those beliefs that are related to multilingual didactics (Jessner 2006; Ringbom 2007). More specifically, the article discusses and promotes the need to analyse the pre-service teachers’ beliefs in the field of teaching a second foreign language (L3). Undoubtedly, the findings, which demonstrate what pre-service teachers think of L3 teaching and learning within the context of multilingual education may have practical implications for course design and evaluation in language teacher education programs—both in the area of ELT as well as in the field of teaching other foreign languages. Moreover, insights from such data could help to identify and address the gaps between pre-service teachers’ beliefs and the requirements of the language teacher training courses. Thus, the present chapter advocates in favor of exploiting pre-service teachers’ beliefs on multilinguality in the teacher training programs.KeywordsForeign LanguageLanguage LearningTeacher Education ProgramLanguage TeacherForeign Language LearningThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Good teaching is crucial for implementing the school curriculum and is taken seriously by teacher training institutions. Pre-service teachers of various colleges of education are taken through multiple assessment strategies to obtain information for improving teacher training curricula to achieve the aim of training quality teachers for effective curriculum implementation. One of the ways of sourcing information for fine-tuning teacher training is the assessment of pre-service teachers’ self-efficacy beliefs. Sourcing information on pre-service teachers’ self-efficacy beliefs helps to determine their readiness to implement the school curriculum after their training. This study aimed to assess the self-efficacy beliefs of pre-service economics teachers at the University of Cape Coast using a quality teaching model as a framework. All 77 final-year pre-service economics teachers at the University of Cape Coast were included in the study. A questionnaire aimed at measuring the self-efficacy beliefs of pre-service economics teachers were used to collect data. Data were analysed using thematic analysis, descriptive and inferential statistics. The study’s key findings were that pre-service economics teachers were highly self-efficacious in teaching economics; male pre-service economics teachers had a higher self-efficacy belief than their female counterparts; and there was a weak, insignificant positive relationship between self-efficacy belief and pre-service economics teachers’ performance in off-campus teaching practice. It was recommended that female pre-service economics teachers should be encouraged more by their lecturers to help them improve their self-efficacy beliefs in teaching senior high school economics.

A teacher’s educational philosophy reflects their understanding of education and their value system. Pre-service teachers' educational philosophies constitute an essential component of the education system, shaping the future of education. This study aims to determine pre-service teachers' educational philosophy tendencies (perennialism, essentialism, progressivism, and reconstructionism) and to examine these tendencies in terms of the personal variables they possess. The study, conducted in a survey model, included 383 pre-service teachers from eleven different teacher education programs at a faculty of education in the Black Sea Region of Turkey, covering second, third, and fourth-year students. Data were collected using the "Educational Philosophy Tendencies Scale" developed by Aytaç and Uyangör (2020) and a personal variables questionnaire prepared by the researchers. Data were analyzed using SPSS 20 software. It was determined that pre-service teachers had the highest tendency toward reconstructionism, followed by perennialism, then progressivism, and the lowest tendency toward essentialism. Their tendencies showed significant differences based on gender, department, and year of study. Male pre-service teachers exhibited higher tendencies toward progressivism and essentialism than female pre-service teachers. Significant differences were found among departments, particularly in the case of pre-service elementary school teachers, who exhibited significantly lower essentialist tendencies than six other departments. The tendencies of reconstructionism, essentialism, and perennialism significantly varied among fourth-year students compared to other levels. As pre-service teachers' overall grade point averages increased, their tendencies toward reconstructionism and perennialism increased slightly, whereas their tendencies toward essentialism decreased slightly. However, no significant differences were found based on age or type of high school graduation.

The aim of the study was to analyse the factors enabling or inhibiting the preparation of pre-service teachers for the practice of inclusive education in schools by Kazakhstani pedagogical/teacher training universities/colleges. A generic qualitative research study was conducted during which data were collected through one-on-one interviews with teacher educators and focus group interviews with pre-service teachers. Documentary analysis of participating pedagogical universities/colleges was done to corroborate data collected during interviews. Data were collected in five pre-service teacher training institutions of Kazakhstan situated in Nur-sultan, Pavlodar and Almaty cities. Three pedagogical universities and two colleges participated in the study. In each university/college, five teacher educators were interviewed, and a focus group of five students who were enrolled in a teacher training program. Data were analysed using inductive thematic content analysis. Among the main findings was that Kazakhstani pedagogical universities do not have a coherent and well-articulated strategy for pre-service teacher preparation for inclusion, i.e. development of inclusive programs, courses and curricula. The pre-service teacher practicum will require exposing pre-service teachers to dealing with an inclusive classroom setting. It is therefore recommended that teacher training institutions prioritise the training of teacher educators and develop specialised courses on inclusive education.

Introduction: the COVID-19 pandemic significantly affected all spheres of social life, particularly in education (schools and higher education). It is particularly important to study the specific context of physical education preservice teachers’ professional training, as they serve as a critical vehicle for the renewal of teaching practices in schools. Objective: this study examined the school placement teaching experiences of physical education Preservice teachers during the pandemic and assessed the potential shortcomings/strengths of their course unit learning experiences (first-course year) and their effect on the subsequent school placement teaching practices (second-course year). Methodology: twenty-eight Preservice teachers enrolled in their school placement, 10 cooperating teachers, and one university supervisor participated in this qualitative and longitudinal study. Data was collected via multiple sources and thematically analyzed. Results: the main constraints to Preservice teachers’ practices included shortcomings in the teacher education program, pandemic and school restrictions, and technological barriers. The enablers were: teaching strengths fostered by the teacher education program, training alignment and pedagogical opportunities and school restrictions. Discussion: (preservice) teachers' digital empowerment, creativity and teaching adaptability and regulatory flexibility in schools were novel findings. Conclusions: universities must adjust their teacher training programs to the swift nature of real-life problems and local conditions physical education Preservice teachers find in their placement practice.

This study aims to gain insight into the perceived purpose and value of preservice teacher inquiry in Dutch primary teacher education by teacher educators and preservice teachers at the undergraduate level; it also assesses the implementation of teaching and learning activities, and learning outcomes associated with teacher inquiry. In the Netherlands, inquiry competence in primary teacher education develops over a 4-year period, resulting in students’ completion of capstone projects using practitioner inquiry. The authors combine a survey with focus groups of teacher educators and preservice teachers from eight institutes. They find differences between preservice teachers’ perceptions of the implementation of inquiry competence and teacher educators’ visions and perceptions of such implementation. All participants, students and educators, believe inquiry to be valuable and perceive learning outcomes of inquiry to be enriching, yet about half of the preservice teachers do not to expect to undertake inquiry in their future teaching jobs.

Bu arastirmanin amaci Egitim Fakultesi ogrencilerinin ogretmenlik meslek derslerine yonelik dusuncelerinde ortuk programin etkilerini tespit etmektir. Arastirma nitel bir durum calismasi olup, veriler Uludag Universitesi Egitim Fakultesi Resim-is ve Muzik ogretmenligi Anabilim Dalinda ogrenim goren 12 son sinif ogrencisi ile yapilan gorusme ile toplanmis ve betimsel analiz yaklasimi ile analiz edilmistir. Arastirmada ogrencilerin ogretmenlik mesleginin onemli oldugunu kabul etmekle birlikte, genelde ogretmenlige olumsuz baktiklari, alan derslerine daha fazla ilgi gosterdikleri, ogretmenlik meslek derslerine giren ogretim elemanlariyla iletisim kurmada problem yasadiklari ortaya cikmistir. Ayrica ogrenciler alan ve ogretmenlik meslek derslerinin birbirinden tamamen kopuk olarak islendigini dusunmektedirler. Arastirmada elde edilen veriler isiginda anabilim dallarinin ortuk programi temel hatlariyla ortaya konularak ogrencilerin ogretmenlik ve ogretmenlik meslek derslerine yonelik dusuncelerinde ortuk programin etkisi aciklanmistir.