Abstract
The postgraduate course of teacher education is based on research-based approach in teacher education in which all students will conduct a research and submit the dissertation as a part of their studies. Every teacher educators of this department are allotted one or two M.Ed. students to conduct research. The paper aims to study the teacher educators' and M.Ed. students' perceptions about research-based approach in teacher education and how theory and practice linked in teacher education. Both quantitative and qualitative methodologies are used for the study. Seventeen M.Ed. second semester students and 25 teacher educators were selected as the sample of the study. Data were collected through a questionnaire, interviews and Focus Group Discussion (FGD). The study indicates that teacher's educator appreciates the approach particularly based on research in the teacher's education. It is found that two-year M.Ed. programme was ideal for conducting research. The approach based on research in the teacher's education: students read educational research, learn research methods and research process, learn about research findings, and understand their relevance for practice.
Highlights
Teacher education is a part and parcel of the education system
A UK teacher education study (BERA-RSA, 2014) described four different ways work that can subsidize teacher training: (1) the content of the teacher education curriculum is focused on evidence-based knowledge; (2) evidence guides the design and implementation of teacher education programmes; (3) teachers and teacher educators are prepared to participate in the study as well as consumers; and (4) teachers and teacher educators perform research into their own practice
Teacher educators accepted that the courses correlated to the domain of research methodology to be included from the beginning of the M.Ed. course
Summary
Teacher education is a part and parcel of the education system. It is closely related to society, and is influenced by a nation's ethos, history, and character. High quality teaching is generally accepted as the most significant element at the school level impacting the achievement of the students This has focused attention on the value of teacher training, from initial preparation and induction for new teachers to continue professional development to further improve the expertise of teachers, improve their knowledge and advance their skills as specialist practitioners (BERA-RSA,2014).The role of teacher training and professional development has been addressed by policy-makers around the world in different ways, reflecting their distinctive values, attitudes and expectations about the essence of specialized competence and how and where such erudition takes place. Teacher training requires adequate time and space to develop instructional experiences, and understanding of subject matter and pedagogy, as well as developing an identity as a teacher-theory must be translated into continuous graded practice for this It is predominantly achieved in an atmosphere of genuine multidisciplinary expertise. A model of the core theoretical elements of research-based teacher education is given below (Toom, et al, 2008)
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