Developing an understanding of the trauma-informed pedagogy of primary school teachers

Enlightenment of teacher education patterns in foreign countries on Chinese teacher education reform

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

Change Processes and Strategies at the Local Level

Initial Teacher Education (ITE) has long been a site of contestation between diverse academic and professional interests and national and local governmental influences. ITE's place as a ‘gatekeeper’ to the teaching profession means that it has had a pivotal role in determining the nature of teachers and consequently of schooling. When the education system as a whole has been under scrutiny, ITE has been subject to changes, often radical or rapid. At certain points in the history of ITE such changes have involved the state taking control of key aspects of teacher education. At the present time state intervention in determining the nature and structure of ITE has reached unprecedented levels. ITE has undergone radical changes, driven by six major circulars specifically on ITE since 19841, and by a series of equally radical changes to the school sector. In 1999 teacher education departments have to follow mandatory curricula for ITE, imposed through Circulars 10/97 and 4/98 (DfEE, 1997, 1998). In an area which has traditionally had an ill‐defined knowledge base, there are now defined curricula which specify the core knowledge areas to be addressed in teacher preparation. The funding and much of the structure of ITE is controlled by the Teacher Training Agency (TTA), established in 1994 as a government quango to oversee teacher education. ITE, like schooling, is inspected by the Office for Standards in Education (OFSTED) under similar frameworks to those used for school inspections. 1DES, 1984, 1989; DfE, 1992, 993; DfEE, 1997, 1998.

This paper makes a case for a new impetus in creating a coherent research basis for childhood education and teacher education in South Africa. We are proposing a three-level – teacher educators, student teachers and practising teachers – research-led approach that integrates teacher education, schooling and early learning. The aim of the approach is to enhance the quality of learning in primary schools through systematic focus on the object of learning, whether in terms of teaching in school or educating entrants to the teaching profession at the university, or teacher educators inquiring into their practice. There are two thrusts involved: on the one hand bringing the focus of teachers, teaching students and teacher educators coherently onto the object of learning and thereby bringing it to the attention of their respective learners, and on the other hand invoking the principles of the Scholarship of Teaching and Learning (SoTL) movement, thereby enabling its sustainability. We illustrate our case with two examples from the literature that show clearly how learning in school can be enhanced when teachers are actively studying what and how their learners are learning in connection with their teaching and where the work is disseminated in a scholarly manner.

[EN] Providing the wholistic development of individual in terms of personal and
\npsychological characteristics guiding our actions with educational processes
\nforms “the character education”. Teachers as an important figure in this
\nprocess should be aware of character education and what they are
\nresponsible for. To achieve this, teacher education should include the
\nessentials of character education and prepare teachers for their inevitable
\nrole within their professional life. This study aimed to reveal what the
\npreservice primary school teachers know about character education and
\nwhat their needs through their education for becoming a character educator
\nare. The participants were preservice teachers from primary school
\neducation department in Cukurova University. The data was collected with
\nan open ended quesitonnaire and analyzed using content analysis. According
\nto findings, it is obvious that preservice teachers are mostly aware of the
\nimportance and content of character education and they see what their future
\nroles are. They came up with many recommendations for teachers and
\nteacher education. This study is thought to be beneficial in terms of revealing
\nthe situation within preservice teachers regarding character education
\nawareness and also helping teacher educators to see what preservice
\nteachers need to be efficient character educators.

The preparation of mathematics teachers for the primary and secondary school is a multifaceted task. It spans various periods of the teachers’ life, encompassing their experiences first as pupils, then as undergraduate students and finally as professionals learning from their own action and from in-service activities. Although relatively short, the formal part of this preparation is definitely crucial. Besides the need to include actual teaching practice as early as possible (i.e., working with pupils in real classrooms), three components of this preparation can be identified, which reflect the belonging and interests of the university educators responsible for the formal education of teachers: mathematics itself, didactics of mathematics and psychology of learning. The focus of this paper is on the first of these components. Mathematicians have a major and unique role to play in the education of teachers — they are neither the sole nor the main contributors to this complex process, but their participation is essential. Maybe this will be seen as a truism, at least in connection with the preparation of secondary school mathematics teacher. But I wish nonetheless to present here some comments about the context in which this role can and should be played. I also want to support the view that mathematicians should take part in the education of primary school teachers. I see such an involvement as important because of the perspective on mathematics itself mathematicians can bring to student teachers. Moreover, I believe this involvement can be a source of gratifying and stimulating mathematical moments for the mathematicians themselves. In the final part of this paper, I will briefly suggest a few examples of mathematical topics which, from my experience, nicely illustrates the richness of the mathematical content pertaining to student teachers, both of the primary and secondary level. But first I want to examine some aspects of the role and responsibilities of mathematicians in the preparation of schoolteachers, in particular from an historical perspective.

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).

The Elementary School Journal Volume 86, Number S O 1986 by The University of Chicago. All rights reserved. 0013-5984/86/8603-0002$01.00 Teachers have strong opinions about parent involvement. Some believe that they can be effective only if they obtain parental assistance on learning activities at home. Others believe that their professional status is in jeopardy if parents are involved in activities that are typically the teachers' responsibilities. The different philosophies and beliefs of teachers reflect the two main, opposing theories of school and family relations. One perspective emphasizes the inherent incompatibility, competition, and conflict between families and schools and supports the separation of the two institutions (Parsons, 1959; Waller, 1932; Weber, 1947). It assumes that school bureaucracies and family organizations are directed, respectively, by educators and parents, who can best fulfill their different goals, roles, and responsibilities independently. Thus, these distinct goals are achieved most efficiently and effectively when teachers maintain their professional, general standards and judgments about the children in their classrooms and when parents maintain their personal, particularistic standards and judgments about their children at home.

"A quality education is a major goal of each country because it is a predictor of the success of future societies. When it comes to quality education, initial teacher training should be a landmark of the universities that prepare the future teachers. Music education can contribute to the development of quality education from a young age of children, needing, therefore, well trained teachers to perform it. Exposing children to quality music education in primary school does not restrict to the class hours. It might cover different learning situations, as music can accompany most of the teaching hours, in an integrative manner, and music activities, as chorus, can contribute to developing key competences of kids, ranging from the esthetic and cultural ones, till the social or cognitive ones. The article aims to highlight the importance of training musical skills that the teaching staff who teaches music education at primary school in the national education system in Romania must have. Expert oppinions are echoed in the article, drawn from 19 semistructured interviews carried out in May-June 2021. The diagnosis and proposals of academics training the respective teachers, of experienced practitioners guiding and evaluating teachers in schools, point towards possible revision of curriculum in initial teacher education, to ensure better trained professionals to teaching music in primary education. Keywords: Musical skills, initial teacher education, teachers, primary school. "

This article presents the Action – Reflection – Modelling (ARM) pedagogical approach for teacher education developed during a Malaysia-UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics, with English and Health and Physical Education as minor subjects. The degree programme was written collaboratively by teacher educators in two Institutes of Teacher Education in Malaysia and in the University of Hertfordshire, UK, to meet the requirements for training Malaysian school teachers to teach in Malaysian schools. A cohort of 120 students studied the programme full-time over four years, graduating in 2010. The three principles of the ARM approach were chosen to underpin the learning and teaching for the programme. These principles highlight the role of active participation and active learning on the part of the learner; the value of reflective learning and reflection for both student teachers and pupils; and modelling by staff to student teachers and by student teachers to pupils in school. The approach was aligned with the curriculum specifications for mathematics in primary schools in Malaysia, which emphasised components of active learning. This article explains how the ARM approach was developed, shared and used during the BEd degree programme; provides the rationale for selecting the three principles; and describes the research methods used to explore the views and experiences of programme participants. Some findings from the research are presented, drawn from a dataset that comprises survey responses from more than 180 participants: Malaysian senior managers, teacher educators, student teachers and school mentors. The findings are discussed in the context of using ARM in teacher education and in primary schools in Malaysia, and of implementing change in learning and teaching. Throughout this project the teacher educators from Malaysia and the UK engaged in dialogue about their professional practice and learnt about the personal, professional and cultural values and beliefs that shaped the pedagogies of both parties and of the individual practitioners. The value of articulating pedagogy as a means of developing practice endorses the views of others with expertise in this area who stress the importance of making pedagogies explicit in teacher education and has implications for the practice of student teachers and teacher educators. Australian Journal of Teacher Education Vol 39, 3, March 2014 90 Introduction This article presents the Action – Reflection – Modelling (ARM) pedagogical approach for teacher education developed during a Malaysia-UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics, with English and Health and Physical Education as minor subjects. The degree programme was designed using the expertise of partners in two Institutes of Teacher Education in Malaysia and in the University of Hertfordshire, UK. Three learning and teaching principles, action, reflection, and modelling, were chosen by a group of experienced teacher educators to underpin the learning and teaching approach for the programme. These principles highlight the role of active participation and active learning on the part of the learner; the value of reflective learning and reflection for both student teachers and pupils; and modelling by staff to student teachers and by student teachers to pupils in school. This article outlines the context for education and teacher education within Malaysia and the UK and the main pedagogical approaches used in teacher education and in schools in both countries, before identifying some of the issues involved in pedagogical change, and describing the setting for this study. The purpose of this article is to explain how the ARM approach was developed, shared and used during the degree programme; and present and discuss some of the findings from the surveys conducted to explore the participants' views and experiences of the approach. This discussion focuses on issues relating to using ARM in teacher education and in primary schools in Malaysia, and of implementing change in learning and teaching. The article concludes with some implications for practice.

A litany of literature exists on teacher preparation programs, known as teacher education, and whiteness, which is the historical, systematic, and structural processes that maintain the race-based superiority of white people over people of color. The theoretical frameworks of Critical Race Theory (CRT) and Critical Whiteness Studies (CWS) are used to explore whiteness and teacher education separately; whiteness within teacher education; the impact of teacher education and whiteness on white educators, educators of Color, and their students; and cautions and recommendations for teacher education and whiteness. Although teacher education and whiteness are situated within the current US sociopolitical context, the historical colonial contexts of other countries may find parallel examples of whiteness. Within this context, the historical purposes behind teacher education and the need for quality teachers in an increasingly diverse student population are identified using transdisciplinary approaches in CRT and CWS to define and describe operations of whiteness in teacher education. Particularly, race education scholars entertain the psychoanalytic, philosophical, and sociological ruminations of race, racism, and white supremacy in society and education to understand more fully how whiteness operates within teacher education. For example, an analysis of psychological attachments found in racial identities, particularly between whiteness and Blackness, helps to fully comprehend racial dynamics between teachers, who are overwhelmingly racially identified as white, and students, who are predominantly racially identified as of Color. Whiteness in teacher education, left intact, ultimately affects K-12 schooling and students, particularly students of Color, in ways that recycle institutionalized white supremacy in schooling practices. Acknowledging how reinforcing hegemonic whiteness in teacher education ultimately reifies institutional white supremacy in education altogether; implications and cautions as well as recommendations are offered to debunk the hegemonic whiteness that inoculates teacher education. Note: To symbolically reverse the racial hierarchy in our research, the authors opt to use lowercase lettering for white and whiteness, and to capitalize “people of Color” to recognize it as a proper noun along with Black and Brown.

The Influence of Experience on the Beginning Teacher

Diskursne oznake, multifunkcionalne jezične jedinice čija je glavna uloga uspostavljanje kohezivnih i koherencijskih veza u diskursu te stvaranje interaktivnih veza među govornicima, igraju iznimno važnu ulogu u pragmatičkoj i diskursnoj kompetenciji govornika. Njihova velika važnost za prirodnu komunikaciju primjerenu kontekstu ukazuje nam na njihov značaj za nastavnike i učenike stranih jezika. Istraživanje opisano u ovomu radu provedeno je radi pružanja uvida u uporabu diskursnih oznaka hrvatskih nastavnika engleskoga kao stranoga jezika u nastavi s učenicima na dvjema razinama ovladanosti jezikom. Korpus govora osam nastavnica analiziran je kvantitativnim i kvalitativnim pristupom pružajući sveobuhvatan uvid u njihovu uporabu diskursnih oznaka, stavove prema ovim jedinicama i udžbenike kojima se koriste u nastavi. Rezultati istraživanja pokazali su da nastavnice rabe širok raspon diskursnih oznaka u nastavi, ali ih u manjemu broju rabe učestalo. Učestale diskursne oznake u njihovu govoru imaju uloge koje se prvenstveno odnose na organizaciju i upravljanje interakcijom u učionici. Analiza pet najčešćih diskursnih oznaka kroz primjere njihove uporabe iz korpusa pruža iznimno detaljan uvid u način na koji ih nastavnice rabe, među ostalim kako bi ostvarile osnovne uloge govora nastavnika. Osvrt na stavove nastavnica i na način obrade diskursnih oznaka u udžbenicima engleskoga jezika upotpunjuju sliku iz koje se može zaključiti da je u hrvatskomu obrazovnomu kontekstu prijeko potrebno sustavno uključiti diskursne oznake u obrazovanje sadašnjih i budućih nastavnika kako bi znali na koji način i u kojoj mjeri svojim učenicima olakšati usvajanje ovih iznimno važnih oblika, što je važna pedagoška implikacija ovoga istraživanja. Budući da kod nas dosad nisu dokumentirana znanstvena istraživanja o uporabi diskursnih oznaka kod hrvatskih nastavnika engleskoga jezika, riječ je o sasvim novim uvidima u ovu temu. Spoznaje proizašle iz ovoga istraživanja mogu pridonijeti razvoju saznanja o govoru nastavnika stranih jezika i postupcima koje nastavnici rabe u nastavi kako bi učenicima olakšali usvajanje jezika. Rezultati istraživanja doprinijet će općenitomu razvoju metodologije poučavanja engleskomu jeziku i oblikovanju smjernica u stručnomu usavršavanju nastavnika u području diskursne kompetencije

Primary School Teacher Education (PGSD) is a study program that has a mandate to produce a primary school teacher. Therefore, PGSD implementing classes to provide students master the competencies of primary school teachers. Recognizing that the primary school at the center of the assessment in lectures in primary school teaching, deserves to be discussed many things about education in primary school. After that, the educational implications need to be addressed in the elementary school for lectures in primary school teaching. According to dynami zation of education in primary schools, there are a number of dominant value and feasible in primary school teaching. The values in question are (1) the primary school as a center of education, meaning education in primary schools do not just happen in the classroom, also outside the classroom, and (2) the primary school as a cultural center, with activities (1) the development of logic, (2) the development of ethics, (3) development of aesthetics, and (4) development practices. PGSD development as a center of education as implemented in primary schools so that graduates PGSD feasible accustomed to education that is not only happening in the classroom also conducted education outside the classroom. Graduates PGSD in carrying out his duties as a primary school teacher to implement the education both inside and outside the classroom had no difficulty because it has been socialized in PGSD with such education. Likewise PGSD development as a cultural center. Keywords: primary school, elementary school teacher education