Content Of Teacher Education Research Articles

Investment in Teacher-Education Versus Teacher-Educational Research for Effective Teacher-Professional Learning

Purpose: This systematic research paper provides a comprehensive review of studies and literature on three terms i.e., teacher education, teacher professional learning and teacher education research more specifically in the context of the Tanzania education system. One of the most important aspects identified in teacher education in recent years is teacher educational research despite being yet overlooked. Teacher educational research creates a better juncture through which a gap between teacher education and teacher professional learning is bridged and the two present well with one another.
 Methodology: The analysis used 45 articles related to the three aspects, published in ten years between 2012 and 2022. The findings indicate that through teacher education, teacher professional learning is up-to-date and kept on track by equipping and updating teachers with contemporary knowledge and teaching practices.
 Findings: In Tanzania, teacher professional learning is mostly done in form of workshops and seminars that few teachers from various educational institutions are allowed to attend. In addition, the integration of teacher education research content in teacher education is considered one of the approaches to facilitate teachers’ (both pre-service and in-service) capacity to draw on a wide knowledge base through teacher professional learning.
 Unique Contribution to Theory, Policy And Practice: Generally, the main focus of teacher education research should be to understand how teachers develop and acquire knowledge, and investigate the diversity of experiences in learning to teach, thus contributing to teacher professional learning program design.

Math is cool – for school? Insights into preservice teachers’ views on the mathematics discipline between an academic and a job-related focus

In academic teacher education, preservice teachers may develop complex views on their chosen scientific discipline of study, as a tension may exist between a purely academic focus and a job-related focus. This study reports quantitative data from N = 259 preservice mathematics teachers indicating their views on the mathematics discipline in four facets of task value and enjoyment of mathematics as well as in an open statement. Cluster analysis of the five quantitative variables suggests three disjunct clusters, and qualitative data support the cluster structure. Data are discussed regarding higher education and the role of discipline content in teacher education.

The pedagogy of teacher education in Ethiopia: Reconstructing understandings and practices on teaching about teaching and learning to teach

There is an argument that Marshal McLuhan’s ‘the medium is the message’ adage is more likely to be underpinned in the context of teacher education since pedagogy is not only a means of delivering content in teacher education but also the content (what) in teachers’ professional preparation (Grossman, 2009). The quality of teacher education depends heavily on the practice of teacher educators and the learning experiences of student teachers: Pedagogy of teacher education. The pedagogy of teacher education is conceptualized as teaching about teaching and learning to teach. Using primary data from teacher educators and student teachers and secondary data sources (documents and research studies), the paper examined and reflected on Ethiopian teacher education pedagogy. Questionnaire, interview and observation were used to collect primary data. The findings revealed ingrained assumptions that student teachers learn to teach by learning theories and facts of different courses through lectures, discussions, and group work. Teacher educators in the study characterized their typical classroom as a combination of ‘reviewing of the previous lesson, explanation, discussion, and lesson summary’ which inherently reflects features of a typical classroom in Ethiopian schools. When asked which pedagogies help student teachers to learn to teach, teacher educators mentioned group work, discussion, lecturing, oral questioning and classwork, quiz, and practicum (ordered in terms of frequencies). It is argued that teaching about teaching and learning to teach are customarily reduced to the delivery and learning of course contents rather than the ‘how’ of teaching through teacher educators’ modeling and reflection, student teachers’ school experiences, or other pedagogies that develop learning to teach among student teachers. Teacher educators’ practices, however, in some cases demonstrated elements of active learning techniques aimed at improving mastery of content and practicing teaching skills. However, their interview responses on preparing teachers largely lack pedagogies relevant to learning to teach. Efforts to improve the quality of education in general and teacher education, in particular, should prioritize the critical examination and reform of teacher educators’ preparation, professional development of teacher educators, and pedagogical practices at teacher education colleges and universities.

한국 거주 고려인 아동의 선호 음식 및 소비 양상

Although the characteristics of the Korean are weak in terms of language and culture, Koryoin have a strong consciousness as a Korean(Julia Lim, 2007), and have special characteristics in migrating and settling in Korea as their ancestral hometown (Jinsil Kim, 2021). Koryoin living in Korea experience language problems, food, cultural differences and conflicts, and discrimination. Food in childhood is an important foundation for the holistic development of children who grow rapidly, and it is the basis of children's dietary habits such as eating habits, food preferences, eating etiquette, and hygiene habits (Shin Se-ni and Cho Hee-sook, 2012). In particular, balanced nutrition supply in elementary school is necessary to create the foundation for growth and development and to improve intellectual, social, and emotional abilities, and for this purpose, it is very important to form desirable eating habits (Eunju Lee, 2018). This study aimed to inspire social interest in Koryoin children and suggest implications for the direction and content of teacher education by examining the eating habits and food consumption patterns of Koryoin children residing in Korea. In this study, a total of 13 in-depth interviews were conducted from the 3rd week of June to the 2nd week of November 2022 with 7 Koryoin children attending S Elementary School in Ansan-si to examine the eating habits and consumption patterns of Koryoin children residing in Korea. During the interview process, children's language expressions were supplemented and pictures were drawn on the interview contents to prevent children from getting bored. A qualitative analysis was conducted focusing on the collected interview data, children's drawings and explanatory data. All collected data was transcribed and qualitative analysis was conducted. The results of the study were as follows: First, Koryoin children ate rice, bread, sandwiches, and cereals, and showed a preference for simple cooked rice such as (triangular) gimbap, rice and seaweed, and flops. In addition, it was found that they liked dumplings, guksi, ramen, and spaghetti, and often ate them at home. Second, Koryoin children enjoyed and preferred meat food from their hometown, such as chicken and shashlik, and some children liked Korean bulgogi. In addition, seaweed soup, chicken soup, yukgaejang, gamjatang, and borscht were enjoyed and preferred. In addition, Goryeoin children's preference and consumption of kimchi showed mixed patterns. They showed a preference for vegetables such as broccoli, paprika, and carrots, which are often used as ingredients in their hometown cuisine. And they showed a preference for watermelon, strawberry, banana, and dried persimmon. Third, Koryoin children consumed French fries, peanuts, snacks, pizza, hamburgers, pepperoni, corn, popcorn, ice cream, tteokbokki, chicken, sweet pumpkin, milk, and cheese as snacks. He showed a preference for yogurt, cola, and red bean shaved ice and enjoyed it often. On the other hand, Koryoin children were often seen eating French fries, ramen snacks, and fish snacks at convenience stores and stationery stores after school. Based on the results of this study above, suggestions for dietary life and nutritional support for Koryoin children and suggestions for follow-up studies were conducted.

“It’s not just any teaching program”: The new professionalism, educational inequity and Ako Mātātupu: Teach First New Zealand

In an effort to understand the impact of the international education network, Teach for All, this paper focuses on one Teach For All affiliate program, Ako Mātātupu/TFNZ (AM/TFNZ), to consider how Teach For All and its affiliates are reshaping notions of teacher expertise and professionalism as it defines itself in contrast to university-based teacher education. By drawing on qualitative data, including semi-structured interviews, participant observation, and document analysis, we argue that AM/TFNZ develops a new kind of professional by shifting 1) the purpose of becoming educators 2) the content of teacher education, and 3) the role of teacher educators. Ultimately, AM/TFNZ develops their educators outside of the literature, expertise, or histories of teacher education with a focus on creating a network of innovators capable of disrupting the status quo.

Актуальные проблемы педагогического образования в эпоху цифровой трансформации: теоретический обзор

The review paper aims to identify the most significant issues in the field of digital transformation of teacher education, which are studied by modern scientists - teachers, psychologists, sociologists. The paper determines the relevant topics and traces the dynamics of changes in the content of teacher education caused by digital transformation processes, according to the analysis of Russian and foreign academic pedagogical publications over the past 5 years (2017-2021). An increase in Russian researchers’ publication activities in the field of the digital transformation of teacher education is noted. The work presents a theoretical and methodological review of authors’ positions and interpretations in solving basic issues and matters related to changes in teachers’ role and functions in the digital information educational environment. The advantages and potential risks of the process of global digitalisation of education are assessed. It is the first time that the consequences of the digital transformation of the teacher education system are being considered in the context of an interdisciplinary approach as a global modernisation process covering all areas of training and educational activities. The research is novel in that carrying out a contextual analysis of a target sample containing texts of psychological and pedagogical nature that shed light on the impact of digitalisation on various aspects of future teachers’ professional training, it identifies the key changes in the forms, methods and organisation of the educational process in undergraduate and graduate teacher training programmes that meet the global challenges of the information society. Those changes include actively introducing digital educational technologies aimed at stimulating students’ creative mental actions and cognitive abilities; updating teacher education management on a digital basis; developing principles of digital didactics; reassessing professional pedagogical values. As a result, clusters of significant practice-oriented topics, keywords, as well as the most cited publications on the topics under consideration have been formed; possible prospects for the reconstruction of teacher education taking into account modern digital realities have been described.

Different dimensions of knowledge in teacher education - a general typification

The paper presents a typology of dimensions of ‘knowledge’ related to teacher education and professional practice. It departs from the observation that this theme is determined in many different ways and as a whole seems very difficult to capture. The purpose is to contribute to further clarification. Three dimensions of teacher knowledge are presented: 1) Ways of handling knowledge, 2) Modes of knowledge, and 3) Knowledge in a content perspective. Referring to the first dimension, it is emphasized that student teachers need to develop both a critical consciousness of knowledge, as well as abilities for enacting knowledge and for constructing knowledge. ‘Enacting knowledge’ includes taking different perspectives and using various types of knowledge to understand and handle a professional situation. ‘Constructing knowledge’ refers, for example, to student teachers researching professional challenges. Dimension 2 focuses on different modes in which teacher knowledge can appear with the subcategories global evidence, local ‘evidence’, and theory and philosophy. Dimension 3 refers to knowledge in a content perspective, with an open list of typical content in teacher education. The potentials and perspectives of this typology are discussed, including examples of how it can be used and also reference to professional knowledge and professionalism.

Постсоветская идентичность в педагогическом образовании:

Research into the historical background of ongoing global and national reforms is essential for the development of effective strategies, models and content of teacher education. Historical and anthropological research in education offers a good perspective on the matter as it draws from interdisciplinary and cross-cultural scientific approaches, thus helping to fully comprehend socio�cultural processes. The article explores the development of teacher education in the Post-Soviet countries (Russia, Belarus, Kazakhstan, Moldova, Ukraine) from its beginning in pre-revolutionary Russia up to the present day. The purpose of the research is to analyze the evolution of initial teacher education up to the end of the 20th century and its further transformation during the past thirty years. Until the early 1990s, the teacher education system represented a common education area that shared the same content and approaches to pedagogical education. After that, compromised by political factors, the system was transformed. The juxtaposition of convergent trends and national features of teacher education systems in the Post-Soviet countries provides an opportunity to thoroughly assess current teacher education policies through the lens of pedagogical, geopolitical, economic and cultural partnership of the CIS countries.

ВИКЛИКИ СЬОГОДЕННЯ У ПІДГОТОВЦІ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВИХ КЛАСІВ

Introduction. Pedagogical universities are faced with the task of traininga teacher of a new genera-tion, ready for the development of a competent student, his or her talents, individual characteristics, and creative potential, which determines the change in the content of teacher education and its implementation. In particular, the problem of a future teacher’s training who is able to independently choose the content of education, design and integrate educational material, create educational projects, use effective educational technologies, design and manage the educational process is becoming rele-vant. The рurpose is to highlight the problems of a future primary school teacher’s training in accordance with the challenges of our time, in particular, integrated teaching that is based on humane and constructive interaction. The methodsof research – problematic, logical and comparative analysis of scientific and pedagogical litera-ture, scientific works of domestic researchers, comparison and generalization of the methodological foundations of psychological and pedagogical literature. Results. In modern conditions, integrated learning has become important, which corresponds to the individual characteristics of children, the development of their abili-ties and talents, based on an integrated approach. In the history of formation and development of the national education system there is considerable experience in the implementation of integrated education. The essence of the integrated approach is, in particular, to create inte-grated courses – subjects that adapt to the study and integrate knowledge of several sciences or kinds of arts; introduction of thematic days, which unite blocks of knowledge in different subjects, topics around one prob-lem in order to enrich the information and emotional per-ception, thinking, feelings of the student. Originality. The scientific novelty of the research re-sults is that for the first time a comparative analysis of the problems of implementation of integrated learning and the readiness of future primary school teachers for its implementation. Conclusions and specific suggestions of the author. In the present-day challenges, the problem of the readiness of future primary education teachers for integrated learn-ing on the basis of humane and constructive dialogue interaction, who is capable of working on the principles of partnership pedagogy, is becoming relevant. That is why in the process of future primary school teachers training for professional activity, higher education institutions must ensure their ability to: acquire, replenish and expand their knowledge about the peculiarities of pedagogical activities in primary school; to analyze the experience and educational practice of primary school in the most developed countries of the world; select an educational material in order to form inter-est in learning children; select and combine optimal forms, methods and means to achieve the goal in the educational process of primary school; provide and evaluate the consequences of the im-plementation of modern pedagogical teaching technolo-gies; be able to manage the educational process in order to prevent learning difficulties and conflict situations, stimulate students’ educational activities.

Moments in Transformation: Newly Qualified Lifelong Learning Teachers’ Reconceptualization of Assessment in Practice

This study investigates the pre-and post-training conceptualisations of assessment amongst trainee and recently qualified teachers in the lifelong learning sector in the UK. Using the lens of transformative learning, the study maps out the process, influential factors and time in the shift in conceptualisation. Though designed as a qualitative iterative study, the study employed a combination of statistical tools and content analysis in data analysis. It found that the dominant pre-training conceptualisation of assessment was in its summative essence as a tool for testing and examination and that reconceptualization occurred mostly during practice. The study calls for a review of the structure and content of teacher education in the area of assessment and proposed that post-training development programmes for newly and recently qualified teachers must acknowledge these findings in their teacher development programmes.

Development and use of educational resource in a pedagogical university on an inter-scientific basis

In the presented paper, the key problem of higher education pedagogy is updated, the solution of which allows the transfer of teacher education to a qualitatively new level in the context of inter-scientific interaction. Using the methods of comparative, factor analysis, inductive-deductive, hypothetical and synthetic methods, a model has been developed for the formation of an information-educational resource and its use in the educational process of a university. The originality of this model is characterized by the novelty of the methods for the formation and implementation of the developing potential of the numerous multilateral inter-scientific relations of pedagogy with other human sciences. It is established that the information and educational resource formed on an inter-scientific basis has a developing focus. Its implementation ensures the integration of the teacher education content, the development of a mechanism of inter-knowledge interaction, the formation of complete and holistic, metadisciplinary knowledge, universal professional skills and competencies of students. In accordance with this, the path of organizing integrative educational and cognitive activities through expert development and implementation of a database of people in the educational process of a pedagogical university is substantiated. The advantage and priority of using in the training of future teachers the developing potential of inter-scientific communication in comparison with the traditionally used simplest binary connections of pedagogy and other sciences is proved. The developed technology for teaching students of a pedagogical university in the context of inter-scientific communication using a developing educational resource can be useful to both teachers and masters, graduate students, doctoral students who have mastered the metalanguage culture of conducting educational and scientific research. It can be used in teaching undergraduate and graduate students in other areas and profiles of training.

Cultural analysis of mathematical content in teacher education: the case of Elementary Arithmetic Theorems

This paper deals with the competence of Cultural (epistemological, historical and anthropological) Analysis of the Content (CAC), which is important for teachers’ awareness and autonomy when dealing with educational choices in a changing cultural and institutional context. We report on an 18-hour intervention in a teacher education course at the undergraduate level attended by 12 participants during the fall of 2013. The goal of the intervention was to enhance participants’ CAC in the case of Elementary Arithmetic Theorems by using the rationality construct derived from Habermas’ work. Qualitative analyses of participants’ discussions showed how the construct was gradually appropriated by them and contributed to their CAC. Trends emerging from quantitative comparisons with previous implementations of the same course provided some evidence regarding the effects of the intervention on the quality of participants’ CAC performances at the end of the course. The method chosen for participants’ assessment and their cultural background will be discussed as conditions for the success of the intervention.

Importance-Performance on the Content of Teacher Education for Parent Interview in Early Childhood Teachers: by IPA analysis

Importance-Performance on the Content of Teacher Education for Parent Interview in Early Childhood Teachers: by IPA analysis

A New Immigrant Experience of Navigating Multiculturalism and Indigenous Content in Teacher Education

In this article, which is grounded in my own experiences, I discuss the responsibilities of new immigrant teacher educators when teaching courses related to diversity and multiculturalism in Canada. I highlight the complexities that underlie discourses of multiculturalism in teacher education, and the important role that new immigrant teacher educators have in locating themselves within the frame of settler colonialism in Canada. I argue that there is a need for genuine dialogue and critical reflexivity that encourage teacher educators and teacher candidates to locate themselves within a complex web of privileges and oppressions, and I explore possible new directions for teaching multiculturalism and Indigenous content in teacher education.

A comparative study on the forms and contents of college teachers' teaching development at home and abroad

In the context of higher medical education reform in our country, to vigorously promote the development of teachers' teaching work can promote the improvement of teachers' teaching ability and level. This study describes the history of the development of teacher education at home and abroad, intro-duces the form and content of teachers' workshops, seminars, micro courses and lesson study, and compares the form and content of teacher education at home and abroad, which provides scientific reference and basis for the introduction of policies of China's education related departments and the construction of the teacher development alliance between universities and colleges. Key words: Teacher teaching development; Form and content; Comparative study

TUGAS DAN TANTANGAN GURU: MEMBANGUN KUALITAS GURU MENUJU PENGEMBANGAN PENDIDIKAN BERMUTU

The teacher responsible for realizing quality of education. Quality of education can be realized, when the teacher is always in synergy with the tasks development of quality of education in the form of design elements in developing education programs in the form of (1) the content of teacher education; (2) the learning process; (3) the context of learning, which is based on the essentials of teacher education programs. In addition, teachers are required to optimize its main task as a teacher of teachers and build capabilities, which include: content knowledge that is taught; conceptualization level; the ability of teachers in implementing the learning process; last interpersonal communication capability. Capabilities associated with the business knowing yourself and attempt to build responsibility to the environment, and realized the teacher as researcher on classroom action research. This research aims give way to the teachers to develop quality in order to develop quality of education.Key words: Quality of teachers, development, quality of education

Finnish teachers’ professionalism is built in teacher education and supported by school site

This paper introduces and analyses education of professional teachers and support of school site to this professionalism in Finnish education context. First, the aims and content of teacher education is analysed and discussed. Three main areas, crucial to the professionalism of teachers were recognised to be: teachers’ knowledge base, their willingness and skill to collaboration and partnership and, moreover, willingness and skillto life-long-learning. Second, the school site support to teacher professionalism is analysed theoretically and empirically and discussed. Versatile leadership, teachers’ professionalism, meaningful learning, versatile physical and virtual learning environments and, moreover, the versatile use of networks and partnerships of the school were recognised as important for teacher professionalism.

Information and Logistic Foundations of Pedagogical Education Design and Content Education

The statement and solution of the design problem and implementation of pedagogical education content on the basis of information streams integration demands scientific and experimental justification which is carried out within the problem field of pedagogical science. In this regard, this article aims at developing an information-logistic model for designing and implementing the content of teacher education. The presented information-logistic model for designing and implementing the content of teacher education in the article presupposes the disclosure of the pedagogical system component structure as the base of information traffics differentiation. Materials of the article can be useful for the improvement of teachers’ training system focused on their professional growth and their future competitiveness in the conditions of information society and innovative production development.

TheIncorporating Indigenous Knowledge LibGuide: Charles Darwin University Embedding Australian Aboriginal and Torres Strait Islander Knowledge, Culture and Language

The School of Education underwent a reaccreditation of the Bachelor of Teaching and Learning (Pre-service) in 2012, and the Head of School sought facilitation grant funds from the Charles Darwin University Office of Teaching and Learning to ensure the course was effectively incorporating Indigenous knowledge. This paper explores the embedding or increasing of Indigenous knowledge content in teacher education with particular focus on building an Incorporating Indigenous Knowledge LibGuide with library staff, academics and indigenous students. The LibGuide design offers multimedia access to Indigenous knowledge, culture and languages for the needs of academic teaching staff, and pre-service education students in one convenient location.

Locating child protection in preservice teacher education

A recent report delivered by the Australian Centre for Child Protection has highlighted the need for empirical evidence of effective pedagogies for supporting teaching and learning of child protection content in Australian teacher education programs (Arnold & Maio-Taddeo, 2007). This paper advances this call by presenting case study accounts of different approaches to teaching child protection content in University-based teacher education programs across three Australian States. These different cases provide a basis for understanding existing strategies as an important precursor to improving practice. Although preschool, primary and secondary schools have been involved in efforts to protect children from abuse and neglect since the 1970s, teacher education programs, including preservice and inservice programs, have been slow to align their work with child protection agendas. This paper opens a long-overdue discussion about the extent and nature of child protection content in teacher education and proposes strategies for translating research into practice.