Improving Teacher Education Research Articles

Discussões de gênero e feminilidades na escola contemporânea

Diante dos avanços conseguidos pela atuação dos estudos e movimentos feministas e pelos estudos de gênero, deslocaram-se alguns entendimentos conservadores sobre ser mulher que possibilitaram a desconstrução de ideias limitantes em relação às subjetividades femininas. Na contemporaneidade constantemente se vê em pauta discussões sobre direitos das mulheres, desconstrução de estereótipos de gênero, luta por equidade de gênero. Assim, é fundamental que novos entendimentos sobre feminilidades ocupem espaços nos currículos escolares visando a uma educação para a equidade de gênero desde a infância. Deste modo, este artigo objetiva problematizar a permanência de padrões sexistas na instituição escolar e o papel da educação formal na desconstrução dos mesmos, possibilitando aos sujeitos novos entendimentos sobre subjetividades femininas e modos de ser mulher que não se limitem aos estereótipos tradicionais. Como forma de compreender a construção de sentidos e significados utilizou-se a Análise de Discurso. Preliminarmente, foram identificados discursos progressistas e conservadores, em relação ao debate de gênero e as questões das mulheres, coexistindo e disputando espaço no ambiente escolar. Ao mesmo tempo, observou-se o potencial de tais discursos no fomento de subjetividades desde a mais tenra idade. Os resultados encontrados evidenciaram, grosso modo: a necessidade de melhorar a formação docente em temas como diversidade e gênero; a falta de preparo de diversos sujeitos do ambiente escolar para lidar com questões de gênero; a importância de debates sobre gênero e feminilidades no espaço escolar como forma de contribuir com a formação cidadã de crianças, das famílias e dos sujeitos que trabalham no ambiente escolar.

Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students

Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected from seven universities. Data were collected using several subscales from the modified Motivated Strategies for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning strategies fully mediated the relationship between motivational beliefs and academic performance. Motivational beliefs contributed to students’ academic performance mainly through influencing their critical thinking and organizational skills. Therefore, interventions to improve teacher education students’ academic performance should focus not only on boosting their motivation but also on enhancing their use of cognitive learning strategies.

EXAMINING THE RELIABILITY AND VALIDITY OF RESEARCH INSTRUMENTS USING PARTIAL LEAST SQUARES STRUCTURAL EQUATION MODELING (PLS-SEM)

Understanding teacher’s behavioural intention in teaching science becomes a foundation to improve teacher education programme. Prior to the evaluation of the interrelation between teacher self-efficacy beliefs, teaching motivation, attitudes towards teaching science, and behavioural intention in teaching science, this research examines the reliability and validity of instruments used to measure the constructs. ‘Science Teaching Efficacy Belief Instrument-Form B’ (STEBI-B) was used to measure pre-service science teachers’ self-efficacy beliefs. ‘Work Tasks Motivation Scale for Teachers’ (WTMST) was used to measure teaching motivation. ‘Dimensions of Attitude towards Science’ (DAS) was used to measure attitudes towards teaching science whereas the ‘Behavioural Intention Scale’ was used to measure behavioural intention in teaching science among pre-service science teachers. Partial Least Square-Structural Equation Modelling approach was used to evaluate the reliability and validity of the instruments. Research findings concluded all instruments are valid and reliable to be used in future research. Key words: self-efficacy beliefs, teaching motivation, attitudes towards teaching science, behavioural intention, partial least square-structural equation modeling.

Navigating the contested terrain of teacher education policy and practice: Authors respond to SCALE

Stanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary. The authors’ responses raise concerns about equity, fairness, and unintended consequences of teacher performance assessments. These responses highlight the need for continued dialogue on ways to improve teacher education and strengthen the teaching profession.

The relevance of teacher education in sustaining research in mathematics, science and technology education (MSTE) in Zimbabwe

Currently, the Zimbabwean education system is placing re-emphasis on MSTE but with no resounding success due to a number of challenges. Of most concern to this research are teacher education and skilful teaching challenges hindering MSTE sustainability. The research focused on the role that could be played by teacher education in resuscitating and sustaining MSTE. In reality, the efficiency of an MSTE system depends on teacher quality and skilful teaching. Inseparable from quality teaching is the role played by teacher education in producing a reflective MSTE agent. This study took the form of a qualitative research design. Constant comparative analysis method of published documentary sources from libraries and the internet selected through purposive maximum variation sampling were used to gather data. Data collection and analysis took place simultaneously. Data were presented thematically. The study revealed that sustainability of MSTE is hindered by teacher training institutions which have failed to produce versatile MSTE competent teacher. This was coupled with lack of adequate human and material resources, poor teaching methods, and lack of continuous research in pedagogies and application of theory into practice. Recommendations to improve teacher education to become relevant in its production of quality teachers were made.

Teaching English Language Learners

English language learners (ELLs) are increasingly placed in classes with mainstream teachers lacking training and experience to teach diverse populations. Rural areas are being characterized by a growing number of ELLs, challenges to attract and retain qualified educators, and budgetary constraints. One solution to this quandary is to provide all teachers with ELL-related knowledge and skills prior to certification. The purpose of this article was to explore the experiences of secondary preservice teachers across a variety of disciplines in a rural teacher education program as they learned about and implemented strategies for differentiating instructions for ELLs. The article sought to examine if a simulation experience contributed toward an inclusive view of teaching ELLs and if preservice teachers were able to apply learned strategies to lesson planning and reflection activities. By studying how these experiences impact future teachers, this study attempts to contribute to improving teacher education that ultimately leads to a better educational experience for all learners.

On the Theoretical Construction and Practical Exploration of “U-G-S” Teacher Education Model

It is the shared responsibility and mission of normal universities, local governments, secondary schools and primary schools to optimize teacher education model and improve teacher education quality. Northeast Normal University, on the basis of the practical experience of “Changbai Mountain Road” and the “Ivy League Project”1, has creatively proposed a new cooperative model named University-Government-School Model (U-G-S Model for short) which takes “cooperative development” as the guiding philosophy and the seeking for identical goals, responsibility and benefits sharing and resource complementarity as the development principle. And an innovative and cooperative teacher education community has been formed in the fields of talent training, scientific research, teacher training and resource construction by the three participants of the U-G-S Model. This model has solved such problems as the inefficient educational practice of normal university students and the hard teacher training of secondary and primary school teachers. It has been a connection between normal university education and elementary education, pre-service and post-service training of teachers, teaching and research, theory and practice to promote the development of education for our country in the new period.

PERANAN GURU AGAMA HINDU DALAM PENGEMBANGAN KARAKTER PADA SISWA SD NEGERI 2 SEMARAPURA TENGAH

<p><em>Hindu religious teacher who plays an important role in the development of character in students, even the attitude of teachers is often used as guidance by learners in everyday life. The magnitude of these influences requires the teacher to behave and act cautiously. The teacher is the person responsible for the teaching and learning process, has space to be conditioned and directed, ie the classroom where he and his students (learners) interact.</em><strong></strong></p><p><em>Theories used to analyze problems are: role theory, from Dayaksini and Hudaniah, the theory of convergence, from Gunawan, the theory of behavior change, from Allport. The subject of this research is the teacher of Hindu religion in SD Negeri 2 Semarapura Tengah. Methods of data collection are open observation, structured interview, documentation and literature. The collected data was analyzed by qualitative descriptive analysis method with reduction measures, data presentation, and conclusion.</em><strong></strong></p><p><em>The results showed (1) Teachers in education activities have three tasks, namely the task as planners, implementers, and assessors. Teachers as planners prepare a learning activity that will do with learners. The preparation includes objectives, materials, media, strategies or methods, and evaluations that all of these components have been summarized in the Lesson Plans (RPP). While in his duties as a teacher implementer has roles in carrying out its duties, namely as educators, teachers, mentors, directors, trainers, learning resources, facilitators, managers, demonstrators, motivators and assessors. In this role the teacher develops the character of the students through classroom lessons, practical activities, and other activities outside of the lesson that can support the development of character in students. (2) The factors that influence in the development of student character that is internal factor and ekstrn factor. Internal factors include teacher personality, teacher education level, teacher teaching ability, and teacher discipline. External factors include the state of students, facilities and infrastructure, and social relationships with the community. (3) Efforts made by teachers in character development in students at SD Negeri 2 Semarapura Tengah is through improving teacher education, improving teacher personality competencies, improving teaching skills, improving teacher discipline, understanding the students' condition, maintaining the completeness of facilities and infrastructure, Maintaining good social relationships with the community, and working with parents of students in instilling character in learners.</em><strong></strong></p>

Qualitative Inquiry into Methods to Improve Teacher Education Program and Recruitment Examination for Early Childhood Special Education Teachers based on Teachers’ Experiences

Qualitative Inquiry into Methods to Improve Teacher Education Program and Recruitment Examination for Early Childhood Special Education Teachers based on Teachers’ Experiences

Educating Teachers of “Chinese as a Local/Global Language”: Teaching “Chinese with Australian Characteristics”

How can the education of teacher-researchers from China be framed in ways so that they might make Chinese learnable for primary and secondary school learners for whom English is their everyday language of instruction and communication. The concept “making Chinese learnable” and the characters of the language learners are explained in the introduction to the paper. The review of an extensive range of literature focuses on the challenges facing Chinese language education. This review of literature from China, the UK, the USA, and Australia leads to a focus on the need for improved teacher education in this field. We explain the theoretic-pedagogical framework for the education of Chinese language teacher-researchers from China. The “case” employed to develop this account an Australia-China partnership called the Research Oriented, School/Industry Engaged Teacher-Researcher Education (ROSETE) Program. Key aspects relating to the educational research process employed in this study are explained. The description of the ROSETE Program introduces the key ideas of “cross-sociolinguistic similarities” and “recurring everyday sociolinguistic activities.” The Ningbo Volunteers, as teacher-researcher candidates use these ideas to investigate efficient ways of making Chinese learnable for learners in Australian schools for whom English is their everyday language of instruction and communication. Through exploring these issues this paper addresses an important and under researched area. It provides inspiration for further teaching and research.

Facilitating Whole-Class Discussions in History: A Framework for Preparing Teacher Candidates

Both the Common Core Standards for Literacy and the College, Career, and Civic Life Framework for Social Studies State Standards underscore the importance of classroom discussion for the development of high-level literacy and subject-matter knowledge. Yet, discussion remains stubbornly absent in social studies classrooms, which tend toward rote memorization and textbook work. In this article, we discuss our efforts to design practice-based methods instruction that prepares preservice teachers to facilitate text-based, whole-class discussion. We propose a framework for facilitating historical discussions and illustrate it with examples from videos of teacher candidates enacting the practice in K-12 classrooms. The framework assists not only in conceptualizing and naming the discrete components that constitute disciplinary discussion facilitation but also in highlighting where novices appear to struggle. Our analysis has implications for improving teacher education that seeks to prepare novices for ambitious instruction called for by the new literacy and social studies standards.

Potential Impact of Blended Learning on Teacher Education in Mongolia

Mongolia is a developing country with little infrastructure capacities, but with rapid economic growth for the past few years. Within the past few years, internet and mobile technologies have become more affordable and widespread. Even though there are improvements, it is no secret that quality in all levels of educational sector in Mongolia is inadequate. E-Learning is becoming a driving force of the pedagogical and technological innovations in the higher education institutions worldwide. The most practiced form of the e-Learning in the higher education institutions is blended learning. Some researches show that use of a blended learning course in higher education can result in better quality in instruction. Design and implementation of blended course in particular situation, revision and assessment of quality, would not only enable to share the experience with the similar higher education institutions but also contribute to the overall research in quality in higher education. This paper presents implementation and improvement of the blended “Pedagogy course,” using Moodle Learning Management System and discusses the potential impact on teacher education in Mongolia. Pilot blended “Pedagogy course” was designed and implemented during 2012-2013 school year then revised in 2014-2015 school year. To ensure effectiveness, Keller’s ARCS model of motivational design, validated by many researches was chosen. At the end of the implementation, the students’ blended learning experience survey was completed followed by focus group discussion and statistical analysis. Results show that students in blended class could achieve better grades than traditional class, with high satisfaction. The outcome of the research shows that blended learning implemen-tation can improve quality in higher education has a potential to improve teacher education and should be recommended in similar educational institu-tions in developing countries with similar situation in Mongolia.

Self-Reported Learning from Co-Teaching Primary Science Lessons to Peers at University

Universities are challenged continuously in reviews to improve teacher education, which includes providing substantial theory-practice connections for undergraduates. This study investigated secondyear preservice teachers’ (n=48) self-reported learning as a result of co-teaching primary science to their peers within the university setting. From extended written responses and observations of teaching practice, data indicated learning around the following themes: lesson implementation, content knowledge, teaching strategies, confidence to teach, questioning skills, grade appropriateness of content, time management, and how to critically observe co-teaching. The co-teaching episodes within the university setting were emphasised as a way to build confidence and as development of plausible science lessons for implementation in authentic primary classrooms. Co-teaching primary science to peers scaffolds the development of teaching skills and practices through dual roles as both teachers and student recipients.

Why do they want to become English teachers: A case study of Taiwanese EFL teachers

Although it has been argued that knowledge on initial motivation for choosing teaching as a career is necessary for improving teacher education programmes and teacher education policies, there is a lack of research investigating this issue in the fields of English as a second language (ESL) and English as a foreign language (EFL). Grounded in Watt and Richardson's (2007) Factors Influencing Teaching Choice (FIT Choice) framework, which laid its foundation on expectancy-value theory, this study fills that research gap by examining why EFL teachers chose teaching as a career. Thirty-eight EFL teachers with diverse backgrounds were interviewed. The results indicated that the participants became EFL teachers mainly for complicated, multi-layered reasons. They were attracted to teaching because of its intrinsic career value and its salary. The former refers to the fact that they enjoyed English or that they wanted to become a teacher since childhood. The latter applied to those who were either pleased with the salary or who could strike a balance between work and life, work and study or work and health while earning a competitive salary. Surprisingly, the participants rarely mentioned personal utility value (e.g., job security) as motivation. This study suggests that ESL/EFL teachers require intrinsic and extrinsic motivations to commit to teaching.

Changing the landscape of school/university partnership in Northern Scotland

This article is a descriptive analysis of the local impact of a national school/university partnership programme in Scotland. Starting from a high-level report on improving teacher education, a series of recommendations was filtered through various stages and agencies until local providers (local authorities and higher education institutions) were faced with having to decide how best to respond to a large national agenda but in a manner which was appropriate for local circumstances. How one university and its partners engaged with this agenda, while experiencing considerable staff shortages and in the light of ongoing financial constraints, is described and analysed through the lenses of local and national policy. The most significant learning from that engagement is how national priorities shift and are replaced without much sustainability or continuity while the ‘locals’ remain committed to more fundamental and long-term issues of working together to enhance teacher and pupil learning. In the analysis, considerations of professional development through partnerships are also discussed in an international context.

Incoerências e contradições das políticas públicas para a formação docente no cenário atual de reformulação das diretrizes curriculares nacionais

http://dx.doi.org/10.5007/2175-7941.2016v33n1p194Diante de um novo cenário de reformas nas políticas públicas de formação docente, formula-se neste trabalho uma análise crítica acerca de um grupo de documentos legais atuais para a formação inicial de professores de Física. Os dois principais documentos oficiais que regulamentam a concepção e a implementação dos cursos – ainda que se fundamentem na mesma noção de competências como concepção nuclear dessa formação – apresentam modelos distintos de formação, o que sinaliza uma fragilidade conceitual da legislação na proposição de políticas mais consistentes para os cursos de Licenciatura em nosso país. Assim sendo, o presente trabalho visa discutir, à luz de análises críticas sobre formação docente no campo educacional e no ensino de ciências, um grupo de documentos vigentes sobre formação de professores de Física, com o objetivo de fomentar debates sobre a mesma no panorama atual de mudanças das diretrizes curriculares nacionais para a formação inicial de professores. A partir da análise desenvolvida no trabalho evidenciaram-se as contradições e fragilidades dos documentos e, consequentemente, das próprias políticas, fruto, muitas vezes, de uma tensão existente entre comunidades, que têm dificultado a melhoria da formação docente. Além disso, questões que transcendem o campo curricular, tais como as condições de trabalho, a valorização docente e outras, não são priorizadas neste grupo de documentos legais.

Improving teacher education in the Netherlands: data team as learning team?

Using data in a professional learning community is a promising form of professional development. In this study, we followed a data team of teacher educators, who systematically tried to improve the education of student teachers (by decreasing first year drop-out). By conducting a single case study, we investigated the data team participants' learning in depth. We analysed the team's conversations and investigated the role of the data coach. The results of our observations and interviews showed that the conversations in the data team (1) provided a context for learning; (2) were relevant and slowly reached a higher level of inquiry as the meetings continued; (3) were focused on teaching and learning, although the action plan developed involved general actions and was not so much related to their own teaching and learning; (4) could reach greater depth when the conversations were informed by data.

The Emergence of High-Stakes Accountability Policies in Teacher Preparation: An Examination of the U.S. Department of Education’s Proposed Regulations

Using a sociological framework this article explores the emergence and possible consequences of the 2015 U.S. Department of Education’s proposed federal regulatory policy on teacher education programs and alternative route providers. After describing the key features of the policy, we examine the research literature looking for evidence of the merits of accountability policies in improving teacher education and preparation quality and outcomes. Although there is some research evidence that increased accountability measures may indeed contribute to improving the quality and outcomes of teacher education and preparation, the conditions under which this happens are not straightforward. While the stated aim of the regulatory policy, to ultimately advance student learning, finds widespread support in the education community, research evidence points to a number of validity problems with the overall policy. Of particular concern is the policy’s attempts at establishing a direct link between teacher preparation and two of the regulations’ suggested outcomes, namely graduates’ employment and pupil achievement. The policy as conceived could negatively impact program norms and resources and undermine the development of teachers’ human, cultural, and social capital. We discuss the accreditation challenges that the policy is likely to confront and implications for the future of teacher education and preparation accountability.

The experiences of teaching practice at the University of Limpopo: Possibilities for curriculum improvement

The purpose of this paper was to establish experiences of pre-service teachers from the University of Limpopo placed in different schools during Teaching Practice (TP) and how these experiences could be used for curriculum improvement. A qualitative and interpretivistic approach was used to highlight multiple realities and interpretations. Data was collected from thirty six participants: 3 focus group interviews of twelve students each representing 3 streams offered in the School of Education. Content thematic analysis was used to analyse data. Results show that curriculum knowledge and interpretation, workloads, overcrowding, teacher attitudes, lack of resources, mentoring, discipline and coping mechanisms were the key issues from TP experiences. The study concludes that some of these experiences of pre-service teachers could be used to improve teacher education curriculum at the University of Limpopo. The study acknowledges that there are challenges that need further study. Key words: Teaching Practice, Institutional Learning, experiences, terrain, curriculum improvement, programme improvement teacher education

Using the Case Story Method in a Teacher Education Practicum: Affordances and Constraints

It has now been established that novice teachers feel a (Veenman, 1984) or praxis (Flores & Day, 2006) when the ideals that they formed during their initial teacher education are often challenged or changed by the realities of classroom life as they begin to teach in a school (Farrell, 2008). Novice teachers can be better prepared for the reality shock only if the pre-service education that they receive is in line with classroom reality. There is no doubt that the learning opportunities that pre-service teachers have during their departmental studies need to be comprehensive enough to provide them with solid foundations and circumstances for relating theoretical knowledge with practical skills. When learning to teach is considered, practicum lies at the heart of pre-service teachers' knowledge building experiences and professional development (Tang, 2004), as pre-service teachers observe real teaching/ learning contexts, carry out reflective tasks, and practice micro and macro Thus, practicum has the potential to provide opportunities for for the reality shock. However, the related literature indicates that, in most cases, practicum is far from sufficient to link theory with practice and the expectations of pre-service teachers are barely met (Korthagen, Lougran, & Russell, 2006; Seferoglu, 2006).There has been a consensus within teacher education programs on preparing teachers who can learn from teaching, as well as learning for teaching. However, there has been much less discussion about what goes on within the black box of the program inside the courses and clinical experiences that candidates encounter (Darling-Hammond, 2006, p.11). Given that much of the contact with real classroom life takes place during practicum, what goes inside practicum-especially the methods that are applied-deserves close attention due to its potential to minimize the reality shock that novice teachers may feel when they begin their teaching career. Researchers and teacher educators are in the position of examining the impact of the methods they employ in practicum and looking for alternative methods and techniques that may be incorporated into practicum to better prepare pre-service teachers.Case-based methods have been employed by teacher educators for representing the simulations of real classroom situations to improve pre-service teachers' professional learning (Harrington, 1995; Merseth, 1996; Schulman, 1992). The popularity of using case-based methods has resulted in different implementation of cases. Cevik (2011) categorizes these into four groups: (1) teacher candidates must record and analyze their own teaching practices (Rich & Hannafin, 2008; 2009); (2) teacher candidates must analyze cases that exemplify knowledge and skills of teaching (Kim & Hannafin, 2009); (3) teacher candidates must study cases to solve authentic teaching problems (Powell, 2000; Santagata & Angelici, 2010); and (4) teacher candidates must develop and analyze their own reflective narratives (Ackerman & Maslin-Ostrowski, 1995; Hsu, 2004; Youngs & Bird, 2010).The case story method, a combination of the case study method with story writing or story telling (Ackerman & Maslin-Ostrowski, 1995), is one of the case-based methods put forward as a pedagogical tool to improve teacher education. The case story method has been situated in reflective learning theory that rests on the works of Dewey (1933; 1938), Kolb (1984), and Schon (1983). In this theory, reflection is defined as learning that rests on gaining new insights into the self and/or practice (Mezirow, 1981). Dewey (1933) postulated that an experience-an interaction between an individual and his environment-should be more than participation in activities. Thus, the act of experience does not necessarily lead to learning. Reflection is the key needed for channeling the experience to learning. Kolb (1984) proposed an experiential learning model that illustrates the four phases of learning from observation: concrete experience, reflective observation, abstract conceptualization, and active experimentation. …