Forjando la identidad profesional de los futuros maestros: Perspectivas estudiantiles sobre el bilingüismo en España

A study was conducted to investigate the effectiveness of primary school teacher training colleges in Masvingo province of Zimbabwe in producing teachers with positive attitudes towards educating children with disabilities in the ordinary classroom. In the process, the effectiveness of the skills and competencies being used and problems being encountered by the student teachers were also investigated. A combination of qualitative and quantitative methodology was used. Data were gathered from a purposive randomly selected sample of a total of ninety second year students on teaching practice. These students were teaching pupils with disabilities in six schools in Masvingo district. The tools for gathering data were questionnaires, interviews, observation and document analysis The findings indicated that students attitudes were still largely negative. It was also revealed that skills and competencies used were not effective enough to make teaching and learning enjoyable and effective for both the student teachers and the pupils with special needs. The major areas of concern were; attitudes, curriculum adaptation, lack of suitable skills and methods, assessment and time management. In short, it was established that at present teacher training colleges were not preparing students adequately to handle inclusive classes. It is recommended that primary teacher training colleges put in place comprehensive syllabi which can equip students adequately with skills and competencies required for teaching inclusive

Purpose: This study investigated the impact of the microteaching process on student teachers in teacher training programs. Methodology: This study was guided by the effect of reinforcement, explanation and questioning skill of microteaching on student teachers’ teaching performance during their teaching practice. The study employed a quantitative research approach which made use of a cross-sectional survey design. The purposive sampling technique was adopted in order to get to student teachers who have carried out the microteaching process. The 0 level 400 student teachers, who were randomly selected from the Higher Teacher Training College, Higher Technical Teacher Training College and 30 from the Faculty of Education, all in the University of Bamenda, Cameroon. A structured questionnaire was used to collect data which was analyzed using the Statistical Package for the Social Science (SPSS version 23). Statements related to the objective was cumulated to obtain a composite score for each skill. Findings: The total score for each skill was used to compute the Pearson’s correlation coefficient and the correlation was significant at the level of 0.05 both for reinforcement and questioning skill and 0.01 level for explanation skill. These skills therefore, had significant effect on the student teachers’ teaching performance during their teaching practice. Thus, the findings established that there exists a significant impact of the microteaching process on student teachers. Conclusion: This study shows that microteaching process has a significant impact on student teachers in teacher training programs. This helps in building teaching skill that will enable them to shift from the traditional ways of teaching to building critical thinking and problem solving skills in students. Recommendation: The study recommended that educational policy makers, curriculum developers and teacher educators introduce this course to student teachers from the first year of their program.

Testing teacher knowledge for technology teaching in primary schools

In this dissertation, we wanted to provide empirical evidence for the proposition that performing practice-based research in PDSs is a powerful incentive for the professional development of (student) teachers. Therefore, the aims of this dissertation were: 1. Mapping the concepts associated with (student) teachers’ practice-based research in schools in terms of research input, research process, and research outcomes. More specifically the following aspects were investigated: (a) contextual input, or the realization of research environments in schools, (b) personal input, or teachers’ and student teachers’ motives for performing practice-based research, (c) the research process, or the performed practice-based research activities by teachers and student teachers, and (d) research outcomes, or the perceived outcomes regarding research and teaching following practice-based research. 2. Investigating the added-value of PDSs settings compared with non-PDSs settings. More specifically, PDSs and non-PDSs (student) teachers’ perceptions of the aforementioned aspects associated with practice-based research were compared. 3. Testing a hypothetical model that describes the relations between (student) teachers’ perceptions of the input (contextual and personal), process and outcomes of practice-based research, and with that, the relative importance of these different aspects in relation to each other. To meet these aims, four studies were conducted for these purposes using both qualitative and quantitative research methods. The following four key questions were addressed: 1. What are participants’ – school leaders’, teachers’ and student teachers’ – perceptions of the actual and preferred situation regarding practice-based research in Dutch PDSs? 2. What features characterize teachers’ practice-based research activities and what is the impact of these activities in terms of quality standards and criteria, and learning outcomes? 3. Do PDSs make a difference in terms of (student) teachers’ perceptions of input (contextual and personal), process and outcomes of in-school practice-based research? 4. What model explains the empirical relations that exist in (student) teachers’ perceptions of factors associated with the input (contextual and personal), process and outcomes of in-school practice-based research?

Practicum in kindergarten teachers’ professional development, where student teachers are exposed to real classroom experiences supported by experienced mentor teachers, is central to their professional development. Despite the abundant research on school teachers’ practicum, little research has investigated student kindergarten teachers’ practicum experiences. The study aimed to explore the mentor kindergarten teacher’s role, more specifically pedagogical and emotional aspects in the supervision process, from the student teachers’ perspective. Cross sectional research including 112 student-teachers studying to be kindergarten teachers in an Israeli teacher training college. The student teachers felt that their mentor kindergarten teachers addressed their pedagogical and emotional needs in their training, some indicating that their mentor teacher was an inspiration and a role model also stating that they received relevant skills from their mentor. This research shows that the role of the mentor kindergarten teacher is very significant in the process of training student teachers. As a result of theses findings it is recommended to invest in the training of future mentors.

Background: In exploring the complexity of teaching, scholars have suggested that greater attention needs to be paid to the teachers' thoughts and actions and to how these affect quality teaching. Up to today, very few studies have investigated the relationship between teachers' beliefs and practices even though it has an important role to play in teaching. Whilst general research on primary teachers in physical education has been conducted, no research has yet specifically described trainee primary teachers' beliefs and practices about physical education. Purpose: The purpose of this study is to describe two trainee primary teachers' beliefs and practices in physical education during their student teaching. Participants and setting: Two trainee primary teachers, Marita and Anna, who attended a university in Cyprus, voluntarily participated in the study. Marita and Anna were in the fourth year of their programme during their student teaching course and they had already taken a compulsory methodology course on teaching elementary physical education and the course on early field experiences. Data collection: Data were collected through interviews (formal and informal), field observations, journals and document analyses (unit and lesson plans). Data analysis: Data from all sources were analysed inductively via individual-case and cross-case analysis. Data sources were analysed individually for each participant and then compared across data sources. Through multiple and careful examination of the data, the key links, properties, themes, and patterns in the data were identified in order to locate common categories. Based on this process, the data were organised and sorted into three major thematic clusters: subject matter, social sensitivity, and pedagogy. Within the thematic clusters there were several categories. Trustworthiness: To ensure the soundness of the data collection and analysis, four strategies were employed. First, triangulation was used to ensure that the findings were accurate. Second, data were scrutinised for negative cases that would dispute or undermine the interpretations. Third, two peer-debriefers were used to share developing interpretations and to challenge the researcher to support interpretations with data. Finally, member checks were conducted. Findings: The two trainee teachers believed that the major purpose of physical education is to provide students with opportunities to develop their psychomotor, cognitive and affective skills. Evidence from this study indicated that the participants not only articulated these views but also practised them in teaching. Both participants believed that physical education has the same status as the other subject areas in the school curriculum. The most important message the two trainee teachers wanted to convey to their students was that physical education is more than free play and similar to other subject areas in the curriculum. The two trainee teachers treated students of both genders equally and expected all students to participate in the learning activities. The way the participants in this study organised and delivered instruction and provided practice for students was a combination of teacher-mediated and student-mediated formats. Conclusions: Two major conclusions are drawn from the study. The first is that trainee teachers' beliefs play a significant role in designing and implementing meaningful teaching tasks that may affect student learning. This study suggests that teaching experiences can provide trainee teachers with powerful personal understanding of teaching practices. It is also clear that learning to teach physical education is a process which develops over time and it is affected by the trainee teachers' beliefs. A second conclusion from the study is that teacher education programmes can train trainee primary teachers to implement quality lessons in physical education. It seems that the methods course and teaching experiences forced the two trainee teachers to develop firm beliefs about good teaching practices. Reflective inquiry courses that provide trainees with a theoretical knowledge base about effective teaching in physical education and use reflective strategies that attempt to surface, challenge, and transform trainees' beliefs seem to be promising.

This paper reports on a four‐year effort by a university and a school district to implement a staff development plan for their bilingual education programs. It demonstrates that the university's three major functions of service, teaching and research need not be separated from the public needs. Staff development services provide opportunity for theory‐based teacher training and for action research on the validation and demonstration of teaching delivery, learning behaviours and English as a second language acquisition. It also presents a profile of features for the design and execution of such plan. One important feature is the commitment of the university and the district, their administration and selected faculty, to conduct a staff development plan for teachers of language minority students. For the university administration it meant for its School of Education to consider staff development as an integral part of the institution's functions which was evidenced by the assignment of this author'...

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).

This article is about School-Based Initial Teacher Training (SBITT) programs practiced in the USA and the UK. The article briefly discusses how US teacher-training programs began in 1839, as Normal School in New England. They then later became university based traditional teacher-training programs across the country. Then it shows how a gradual change in teacher training came into the U.S. in the 1980s with the introduction of school-based teacher training as an alternative route. Although most teachers in the U.S are still trained in colleges and universities, the paper shows that many states still pursue alternative routes to teacher credentialing and focus on school-based training The next part is a brief narration of the history of school-based teacher training in the UK, which began in the early 19th century. In the later part of 1800s, teacher training was favored at universities in the UK and more colleges were opened to facilitate training teachers at higher education institutions (HEI). In the late 1900s, there was an emergence of School-Based Initial Teacher Training (SBITT) programs developed as a result of a shortage of trained teachers. Finally, a variety of different SBITT programs became the most prominent method of initial teacher training. In 2017–2018, 53% of teachers favored a school-based teacher training program, while 47% preferred a university-based teacher training program

The study sought to establish the influence of trainee teacher philosophy about teaching and learning on integration of computer technology into future teaching practices. This was done in the light of the fact that the Kenya government has launched the national laptop project in public primary schools which is expected to run from July, 2016.It is expected that the teachers who are undertaking training in Primary school Teacher Training colleges are key to effective implementation of computer use. The study was carried out in five public Teacher Training Colleges in the Rift Valley Province, Kenya. This study employed a correlational research design. The research population for the study was all teacher trainees in pubic teacher training colleges in Rift Valley. The colleges have a total population of 5,075 student teachers. Using a table of random numbers, the researcher then selected proportional samples from each stratum in every Teacher Training College to ensure that there was uniform representation of the different groups. The total sample from the five TTCs was 357 trainee teachers. The primary data was collected using a questionnaire consisting of two scales. The study established that there was a statistically significant influence of trainee teachers’ philosophy about teaching and learning on prospective ICT integration. Trainee teachers who believed that learners construct their own knowledge with the teacher as a guide scored highly on intentions to integrate ICT in the classroom than those who believed that the teacher is the source of knowledge. Trainee teachers who intended to use child-centered teaching practices viewed ICT integration positively. It is therefore important that teacher trainers in TTCs emphasize learner-centered teaching methods in order to promote ICT integration.

Since 2000 the Australian government has actively supported, initial teacher training and in-service preparation of, teachers to contribute through their day-to-day practice to the social and emotional wellbeing and learning of children and young people. Response Ability is the pre-service component of this activity, and its purpose is to support tertiary education institutions in their training of education and care professionals. Its scope encompasses early childhood, primary, and secondary teacher training in university and vocational education. Response Ability aims to enable tertiary educators (e.g. lecturers, tutors, and course coordinators) to raise awareness and build the capacity of the future teaching workforce. Response Ability is designed to firstly empower teacher educators and students; secondly to build capacity in their professional capabilities; and finally to transform the behaviour and culture of the university profession so that the inclusion of social and emotional wellbeing in education and care becomes a regular feature of professional teacher preparation. This chapter will examine the approach taken by Response Ability (www.responseability.org) and will look at the key lessons learnt from the development of this intervention and consider how teacher education programmes in Australia, and internationally, could most effectively integrate issues relating to young people’s wellbeing, personal development, and social and emotional learning into initial teacher education.

Self-efficacy of student teachers about teaching Turkish to foreigners course

Foreign language teacher education has been having a shift from a transmissive into a transformative and progressive perspective with which pre-service teachers (student teachers) have become more aware of their own learning, growth and progress since the beginnings of the 2000s, in particular. What transformative teacher education is designed for today is that a prospective teacher is to be aware of how they are learning to teach by themselves. Transformative teacher education focusses mainly on pre-service teachers’ awareness of how they are becoming a teacher and what is happening throughout their becoming since they can transfer all of that experience into their own future careers and their prospective students’ lives. With the integration of technology, we, teacher educators, have more opportunities today, to witness our student teachers’ (pre-service education teachers’) awareness situation and their stories of becoming teachers. Digital portfolios which provide them to save all of their written work as a digital copy throughout months, even years, help us be constant witnesses of their professional growth and development throughout the years they attend the faculty of education. This also gives way to make our evaluation from many different perspectives: we can see how they prepare their paper work as lesson plans, worksheets, reports, checklist and so on and besides, we can read their digital journals where they write their thoughts, opinions, ideas and feelings about their own practices, experience and learning, which would make their becoming stories a very humanistic cooperation and collaboration work. This paper intends to present a longitudinal research on the digital portfolio of pre-service (student) teachers of FLTE in a state university, İstanbul, Turkey for two years from 2015 to 2017. During their final years (year 4), approximately 120 student teachers kept a digital portfolio in which they saved their lesson plans, observation checklists, and teaching reports about and in a practicum course at the faculty and the practicum in primary and secondary schools in İstanbul. This paper evaluated the process and outcomes of these portfolios in terms of their contributions to the student teachers’ professional developments regarding pre-service teachers’ reported reflections. The results showed that the digital portfolios, especially their digital journals provided quite positive outcomes relevant to their awareness on their professional development.

Inclusive education is a pedagogical philosophy that emphasizes embracing and accommodating the diversity of learners within a single educational environment. It is about creating an atmosphere of acceptance, where every student feels valued and has access to the same educational opportunities. Professional development for student teachers, particularly in the realm of inclusive education, plays a pivotal role in shaping their ability to create inclusive and empowering learning environments. The concept of self-determination, which involves fostering Self-regulation, Self-realization, Autonomy and Psychological empowerment in students, is crucial in the context of inclusive education. The depth of understanding and application of self-determination skills may vary between student teachers with bachelors’ and masters’ degrees. In the study, the researchers utilized a simple random sampling technique. This method is considered unbiased and ensures that the selected sample is representative of the entire population. The researchers specifically examined the self-determination of student teacher in relation to their highest qualification. This means they wanted to understand how self-determination varied among student teacher based on whether they held a bachelors’ degree or masters’ degree. The findings of the study revealed that student teacher with a bachelor’s degree demonstrated higher levels of self-determination compared to those with other qualifications. This suggests that there may be a correlation between the level of education and the degree of self-determination among student teacher. The study emphasized the importance of investigating the impact of professional development on self-determination, especially at different education levels. This exploration is crucial for understanding how teacher training programs can be improved to enhance the quality of inclusive education practices in schools. The study highlighted the potential impact of professional development on self-determination, indicating that higher education levels, such as obtaining a bachelor’s degree, might contribute to increased levels of self-determination among student teacher.

Beginning with her work in Budapest, Hungary, and continuing in the United States and Canada, Katinka Scipiades Daniel (b. 1913) has been involved with the Kodaly concept of music education for over sixty years. (1) A tireless educator and reformer, she has been a pioneer in curriculum development and music literacy for children and adults since her immigration to the United States in 1960. Her work, and that of her students, has changed the course of music education and given rise to Kodaly organizations and teacher training programs in colleges and universities throughout the United States. Daniel was born and raised in Hungary. Her formal musical training began at age five in Budapest at the Liszt Ferenc Zenemuveszeti Foiskola (Franz Liszt Music Academy), Preparatory Division. Admission to the preparatory program was by audition, and lessons were given twice a week. The students attended many concerts, not only of pianists, but also of other soloists and ensembles such as vocalists and symphony orchestras. Daniel credits her rich experiences at the academy and in her home for her lifelong interest in music. (2) For the two piano preparatory levels, Daniel studied with Istvan Thoman, who had also taught Erno Dohnanyi and Bela Bartok. Thoman supervised the lessons given by a student teacher at the academy. After completing the preparatory division, Daniel continued to study piano at the Music Academy throughout her elementary and high school years. Hungarian students entering the Gymnasium, or high school, choose either a vocational or classical course of study and are admitted by passing exams in the subject area. Daniel's father encouraged her to study elementary education in order to earn a living. Because of the rigors of the Gymnasium, she had only one year of study to complete her elementary education degree from the Notre Dame Teachers College in Pecs, Hungary. She then studied music education at the Franz Liszt Academy and was awarded the degree in 1932. As she continued her study at the Franz Liszt Academy, Daniel planned for a career as a concert pianist, having the security of two education degrees as her father suggested. She studied the next six years for a degree in piano performance, graduating in 1938. Although Daniel did not become a concert artist as she had planned, her training was thorough and rigorous. She describes one of her first lessons as follows: When I went to my first chamber music class, I was prepared to play a trio by Mozart. When it was my turn to begin, Professor Weiner asked me if I knew all the Mozart trios. I humbly answered that I did not. He told me, Go back home and learn all of them so as to truly know Mozart. Then, come back and I will tell you which one to play! Without question this is what I did. (3) When Daniel graduated in 1938 with her piano performance degree, Antal Molnar, her solfege and theory professor at the academy, asked what her plans were. She told him of her desire to begin a concert career. The professor advised her to consider continuing her education because there would be little chance during the war for a successful performance career. Daniel applied for a music teaching position in the public schools and began pursuing an advanced degree from the Pazmany Peter University in Budapest. Because of the public school schedule, Daniel attended class at the university in the morning. During the afternoon she taught solfege and piano in the Szekes Fovarosi Zene Iskola [Municipal Music Schools] in Budapest and general music classes in the Budapest City Schools. She also maintained a private piano studio in her home. In 1943 Katinka married Dr. Erno Daniel, professor of piano at the Franz Liszt Music Academy. The wedding party included Dr. Erno Dohnanyi, conductor, pianist, composer, and then president of the Liszt Academy, and Ede Zathoreczky, violinist and later successor to Dohnanyi as president of the academy. …