Validation of a Questionnaire to Examine the Monolingual Bias and the Potential of Plurilingual Pedagogies in Language Education

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).

ABSTRACTThere are international calls for teacher preparation programs to increase the quantity and quality of field experiences. The belief is that spending additional time in the field being mentored by inservice teachers will develop high-quality preservice teachers. However, the figured worlds of teacher education and the knowledge base of inservice teachers are largely left unexamined. This study took place within an urban Professional Development School and used critical discourse analysis to examine the “language-in-use” between one inservice teacher and one preservice teacher as they engaged in the planning of a literacy lesson. The authors identified the figured worlds of teacher, literacy teaching and learning, and mentoring, as interpreted from this discourse event. Findings include figured worlds of (1) teacher as the giver and withholder of knowledge; (2) literacy teaching and learning that appears inauthentic, contrived, and teacher centered; and (3) an understanding of mentoring as inservice teacher as giver of knowledge and preservice teacher as receiver. Implications for teacher education and teacher educators are discussed.

This chapter provided a review of the western literature on the use of video technology in teacher education and professional development. The importance of using videos in building pre-service and in-service mathematics teachers was discussed in the context of digital literacy and current movements in teacher education and professional development. The role of video in teacher education and professional development has evolved since the 1960s based on both prevailing learning theories and technological innovations. Following the review, a rubric was constructed to evaluate the effectiveness of video technology used in pre-service and in-service mathematics teacher education and professional development in six Asian countries: Hong Kong, Indonesia, Korea, Malaysia, Singapore, and the Philippines.

The National Education Policy (NEP) 2020, released by the Government of India, lays down a comprehensive framework for reforming the education system. In India, teacher training programmes are generally categorized as pre-service and in-service teacher training programmes. Pre-service teacher education is training received by prospective teachers before they become teachers, equipping them with foundational knowledge and skills for the profession. In contrast, in-service teacher education provides ongoing professional development and support for practicing teachers after they have entered the classroom, helping them to stay current with new methods and technologies. This paper explores the skills and role of teachers, the comparative analysis of teacher’s and teacher educator’s professional development to adapt towards evolving educational needs and enhance students and prospective teachers learning outcomes as outlined by the NEP 2020, examining the policy's objectives for development, pedagogy, and professional growth, analyse-How the professional development (PD) of teachers and teacher educators differ significantly in its institutional focus, reflecting their distinct institutional roles and the unique needs of their

Many researchers in the field of teacher education have proposed the formation of partnerships between teachers and teacher educators, without explicitly stating what additional roles teachers might play in the teacher preparation process. This article describes how some pre-service teacher education programmes have increased the involvement of in-service teachers and examines teachers’ willingness to become more involved in pre-service teacher education. This article focuses on two research questions. In what ways have in-service teachers been involved in pre-service teacher education, beyond the traditional role of the cooperating teacher? What are in-service teachers’ views on teacher involvement in pre-service teacher education and are they willing to become more involved? The research literature provides numerous international examples of universities that have implemented strategies and programmes that involve in-service teachers in pre-service teacher education in a variety of innovative ways. These include involving in-service teachers in programme development and teaching in pre-service teacher education. A survey instrument was developed to ask in-service teachers about teacher involvement in pre-service teacher education, including their willingness to become more involved. The results of the survey indicated that most teachers would consider becoming more involved, if given the opportunity to attend regular meetings, guest teach, teach part-time, teach full-time or participate in teacher–faculty exchanges. The results of this survey have implications for teacher educators in other countries who might be considering expanding the role of in-service teachers in pre-service teacher education.

More Practice for Pre-Service Teachers and More Theory for In-service Teachers of English Language

At our first Journal Editor's Roundtable for Journal of Teacher Education (JTE) 5 years ago at the Educational Research Association (AERA) after assuming the editorship in 2010, we engaged in discussion with various attendees about the nature of the journal and our vision for the duration of our term as editors. We received several questions about whether we accepted international manuscripts because we were perceived by many to be a unique American journal with a sole interest in research on preservice teacher (PST) education and inservice professional development in the United States. Although we were disturbed by that perception, because attracting more international contributors and readers was one of our major goals, on reflection we were not surprised. The membership of our sponsoring organization, the Association of Colleges of Teacher Education (AACTE), consists of U.S. institutions and historically has closely aligned itself to matters of national accreditation and policy. Not surprisingly, the SAGE Publisher's Report to AACTE in 2010 indicated that only 1 of over 200 manuscripts submitted from countries outside of the United States to AACTE's flagship research journal had been accepted for publication and that particular manuscript was from a Canadian author. In addition, the first author of this editorial recalled that she and a colleague had conducted a review of literature in the early part of the millennium on professional development for teachers of diverse students that had explicitly restricted the review to publications of research in the United States (Knight & Wiseman, 2006). A National Advisory Team for Professional Development for Diversity established by the Center for Research on Education, Diversity & Excellence (CREDE) guided the review. The reasoning of the group around international research appears in this quotation from one of the publications. Our search for studies for the synthesis focused on research on professional development for in-service teachers in U.S. classrooms populated by diverse students. We recognize that high-quality research on professional development in other countries exists, but our rationale for excluding international studies in this review is similar to that discussed in Richardson and Placier (2002). Studies of professional development for teachers in one country may not generalize to different nations due to differences in political and cultural structures as well as ethnic composition. The reverse would also be true, in particular when the focus is on cultural, ethnic, and socioeconomic diversity. (Knight & Wiseman, 2005, p. 391) The view that generalization of studies across national contexts is limited was prevalent as recently as a decade ago. Perhaps for this reason, although it is difficult to determine the direction of the influence, schools and colleges of education have been the least internationalized units on U.S. university campuses (Longview Foundation, 2008). The consensus that preservice and inservice teacher professional development is specific to the national context influenced the kinds of articles published in JTE for many years. Only relatively recently has interest around issues of internationalization and globalization of teacher education emerged, resulting in a standing committee on Global Diversity and a Topical Action Group on the Internationalization of Teacher Education at AACTE and the establishment of a goal for JTE to attract and publish more international research on teacher education and encourage more readers in international settings. In contrast to previous views, we now consider research on teacher education in international settings as a valuable contribution and tool for improvement of teacher education in U.S. settings and suggest that the reverse is also true. Ironically, the recognition that international research can contribute to U.S. teacher education has occurred at a time when we are questioning whether teacher preparation programs should prepare teachers for multiple settings and types of students or for more specific types of settings and students. …

Due to historical, cultural and geographical reasons, education in multi-ethnic region in western China has, aside from common characteristics in domestic education, unique characteristics of the region. Therefore, the problems of teacher education and professional development in this region can only be solved by specialized solutions based on its regional particularity, rather than universally applicable rules. The western ethnic regions in China are a unique and complex system that involves natural ecology, human communities, economic regions, science and technology, humanity history and other elements. With numerous nationalities and great disparity in the intra-regional development, the development of economy, society and education in western China lags far behind that in eastern China. And the imbalance of educational development between the western and eastern regions has posed different requirements and challenges for teacher education and teacher professional development in the two regions. The unbalanced regional education development which could be caused by many factors is an obstacle restricting the overall level of China’s education. And the unbalanced professional development of teachers in eastern and western regions has become an important aspect affecting the gap between eastern and western education levels. Normal colleges in the western region should not only cultivate talents needed in western cities, but also provide professionals in support of educational development in ethnic and rural areas in western China. Thus promoting the educational development in western China is an important step for the implementation of National Outline for Medium and Long-term Education Reform and Development (2010–2020), during which the professional development for teachers in western China is particularly crucial. However, there have been few specific studies targeted at teacher education and professional development in western China so far.

This article proposes that professional development models for inservice teachers should shift to a collaborative design that includes partnerships between Schools, Colleges, and Departments of Education and public school personnel. The traditional model of professional development supports theory over practice, decontextualized research over contextualized action research, and the advanced knowledge of teacher educators over school-based, applied knowledge. The theoretical underpinnings of an alternative model of professional development and examples of its application are presented in this article.

Despite the promotion of data-driven or data-informed instructional practices in teacher education and professional development, past research indicates that teachers use a limited number of sources for student data to make short-term adjustments to their teaching in order to address deficiencies in student learning. Science teachers, with a more robust background in data collection and analysis as well as expectations to teach data practices to students, conceivably, might be more comfortable in implementing data-driven instructional practices. This mixed-methods study explores firstly, how secondary science teachers in the USA define “data-driven instruction” and secondly, how they report using student data in their instructional practice. Responses from a nationally disseminated mixed-methods questionnaire (N = 451) were analyzed. Overall, secondary science teachers limit their definition of data to student assessments and use that information to inform their daily instructional practice rather than improve their teaching overall. Consistent with previous findings, this study’s findings also provide evidence for hope of improvement in teachers’ data practice. In addition, there was a small, but noticeable, group of secondary science teachers who appeared to be jaded with or to misunderstand the effective teaching skill conveyed by the term data-driven instruction. Implications for teacher education and professional development are discussed.

: With the advent of the knowledge era, teacher education needs to prepare teachers to face the changing technological contexts and to model pedagogies and tools for better forms of learning. Despite much enthusiasm about the roles of technology in education, its role in transforming teacher learning, in ways aligned with advances in the learning sciences and contemporary socio-cultural perspectives, few changes have occurred. While many teacher educators are turning away from technology after early attempts met with mitigated success, some are pushing the boundaries of teacher education and professional activity systems. This paper identifies and analyzes emerging trends and models in e-learning for teacher education and professional development from the developing research base, both international trends and current developments. As we know that globalization cannot be understood without including information and communication technology (ICT). Educational institutions and teaching staff have many benefits due to emergence of modern technology. Teachers have their own networks through which they connect themselves with other teachers across the globe. Institutions have web-supported classrooms. Similarly, it also enhanced the responsibilities of schools, colleges, universities that should have such teachers who can produce such students who after receiving their education can adjust themselves at any platform. KEY WORDS : T eacher education, technology in education, models in e-learning, and teacher professional development. About the Author: Hilal Ahmad Wani is Research Scholar at the Department of Political Science AMU (Aligarh Muslim University), Aligarh, Uttaraparadesh, India. He can be reached at: wanihilal@gmail.com How to cite this article? Wani, Hilal Ahmad. (2011). “New Models and E-Learning Trends in Teacher Education and Professional Development” in EDUCARE: International Journal for Educational Studies , Vol.4(1) August, pp.1-10. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877. Chronicle of the article: Accepted (June 1, 2011); Revised (July 3, 2011); and Published (August 17, 2011).

Although there are clear differences in national policies regarding inclusive education, the international debate has not fully considered their impact on implementation within different countries, for example on teacher education. This paper reports on results from a comparative study of in-service teachers’ attitudes and self-efficacy in implementing inclusive practices in South Africa and Finland and its implications for teacher education in these countries. A sample of 319 South African and 822 Finnish primary and secondary education teachers completed a questionnaire containing a scale measuring sentiments, attitudes and concerns on inclusive education as well as a scale measuring teachers’ self-efficacy in implementing inclusive practices. A comparative analysis indicated that whereas the overall sentiments towards disabilities were positive in both countries, teachers had many concerns about the consequences of including children with disabilities in their classrooms. While the most positive aspect of self-efficacy among the South African teachers was their self-efficacy in managing behaviour, the Finnish teachers saw this as their weakest point. Self-efficacy, in particular efficacy in collaboration, was clearly related to overall attitudes towards inclusion. The implications of these findings for pre-service and in-service teacher education are discussed.

This study examines the policy frameworks surrounding integration of Information and Communication Technology (ICT) into the Ghanaian education system. This study investigated the implications of these policy frameworks on teacher education and professional development. By exploring existing policies, strategies, and initiatives, this study aims to provide insights into the challenges and opportunities associated with ICT integration in Ghanaian classrooms. This study adopted a descriptive and qualitative research design, employing document analysis in teacher education and training.¬ The collected policy documents were analysed using a thematic approach, enabling the identification of recurring patterns and themes related to ICT integration policies and their impact on teacher education. The findings revealed that Ghana has made commendable efforts to formulate policy frameworks to facilitate ICT integration in education. However, several challenges persist, including limited access to ICT resources, inadequate teacher-training programs, and uneven implementation across schools and regions. The research article concludes with recommendations for policymakers, educators, and other stakeholders in the Ghanaian education system. These recommendations include establishing a robust ICT infrastructure, providing equitable access to technology, designing, and implementing effective teacher training programs, and developing a supportive policy environment that encourages continuous professional development.

Educational technology (ET) can reportedly provide innovative resources to improve the language learning process. However, few studies have elaborated on the use of ET for language teacher education and professional development. To shed light on the reported challenges and affordances of digital technology in language teacher education and professional development, the authors conducted a systematic review of recent technology‐assisted language teacher education studies. The contributions of the study to the field of technology‐assisted language learning (TALL) are twofold. Pedagogically, the study conveys a list of affordances that can inform TALL practitioners about the tested and reported efficacies that can be used in teacher education and professional development programs. Theoretically, the findings inform TALL researchers about the challenges and limitations that need to be overcome to facilitate the use of ET in teacher education and professional development. The findings also help predict the future trend of TALL research on teacher education and professional development based on studies conducted from 2010 to 2021.

This study aims to examine the interrelationships among professional development, work environment, and job satisfaction in higher education, with a particular focus on their implications for teacher education in the context of Shenzhen, China. A cross-sectional survey design was employed, involving 384 university teachers across different academic ranks and disciplines. Data were collected using a structured questionnaire and analyzed through descriptive statistics, correlation analysis, and multiple regression models to evaluate the effects of salary, work environment, and career development on job satisfaction. The results indicate that the quality of the work environment has the strongest positive effect on job satisfaction, followed by salary and career development opportunities, while transparent promotion systems, adequate institutional support, and collegial collaboration emerged as critical factors sustaining long-term faculty engagement. Overall, job satisfaction among university teachers is influenced by a combination of extrinsic and intrinsic factors, with the work environment playing a pivotal role; salary and professional growth opportunities, while important, are insufficient in isolation to sustain satisfaction. The findings highlight the need for higher education institutions to adopt a holistic strategy that integrates competitive compensation, supportive workplace cultures, and transparent career advancement pathways, as such measures are essential for enhancing teacher satisfaction, reducing turnover, and ensuring the sustainability of teacher education and higher education institutions at large.