Initial Teacher Education Curriculum Research Articles

Examining the reading comprehension pedagogical practices developed by ESL teachers in Namibian primary schools

Many studies addressing methods to improve reading comprehension in English Language Learners (ELLs) primarily focus on WEIRD (Western, Educated, Industrialized, Rich, and Democratic) samples. Unfortunately, ESL teachers in global South regions like Namibia have often been overlooked in this research. This study aims to bridge this gap by examining the self-developed strategies employed by Grade 7 ESL teachers to enhance reading comprehension in primary schools within Namibia’s Oshikoto region. This research adopts an exploratory case study approach with an interpretivist orientation. The selection of five Grade 7 ESL teachers is done purposefully, and data collection involves stimulated recall interviews and classroom observations. To analyse the collected data, an inductive thematic analysis is applied. The findings shed light on the practices of experienced teachers, revealing that they continue to utilise pedagogical methods acquired during their initial teacher education, including previewing, reading aloud, fluency training, and vocabulary development. However, these methods do not appear to guarantee improved reading comprehension for learners. Importantly, these teachers did not adapt their practices to suit their specific cultural and linguistic contexts and the needs of their learners. The study’s findings hold implications for the initial teacher education curriculum as they emphasise the importance of incorporating reflective practice to foster personal practical knowledge for teaching reading in non-Western settings.

Initial teacher training curriculum for Global Education in Rwanda: Between national and global perspectives and necessities

Despite the international political willingness, as framed in SGD 4.7, to integrate Global Education in national policies and curricula, little is known about how this is reflected in initial teacher education (ITE) in the Global South. Through document research with content analysis, the study at hand explores the profile of the ITE curriculum in Rwanda towards Global Education. The results indicated that the ITE curriculum has a threefold faced profile in relation to Global Education – nationalist, instrumentalist, and globalist-dynamist. Beyond its “Rwandocentrist” perspective, the ITE curriculum shows an openness to Global Education (i.e. valuing and respecting the cultural plurality and heterogeneity) in both content and methodological approaches. The study stimulates further scientific, political and practical reflections for the integration of Global Education in ITE in Rwanda and possibly similar educational contexts.

Addressing Language Diversity in Early Years Mathematics: Proposed Classroom Practices through a Live Brief Assessment

There is a growing emphasis on the role of language in teaching and learning mathematics, most significantly in classrooms with increased language diversity. Consequently, teachers face considerable challenges in accommodating diverse needs and must employ strategies to support all students. It is, therefore, crucial to provide prospective teachers with opportunities to enhance their pedagogical approaches while raising their awareness of the relationship between language and mathematics. In this respect, Live Brief assessments in Higher Education, which involve students working on authentic projects/tasks from a school, may be a promising avenue. This research draws on the 19 Live Brief group presentations prepared by a total of 118 Year 1 prospective primary school teachers, specifically focusing on the language-related challenges faced by a local school in early years mathematics. The data encompassed prospective teachers’ proposed practices, including one-to-one, small group and whole class activities, that aimed to address language diversity. Data analysis was informed by Moschkovich’s three perspectives on the relation between language and teaching and learning mathematics, namely lexicon, register and situated-sociocultural perspectives. While a lexicon perspective was commonly evident in the activities, the manifestation of a situated socio-cultural perspective mainly in the one–to-one activities is noteworthy, given its social and discursive nature. Three themes encapsulated a range of practices suggested in the findings: explicit vocabulary teaching, different strategies of scaffolding and utilising multi-sensory approaches. While the lexicon and register perspectives were commonly evident, the situated socio-cultural perspective was much less commonly manifested in the practices. We offer implications to initial teacher education curriculum, future research and policies about teaching and learning mathematics.

Making neuroscience a priority in Initial Teacher Education curricula: a call for bridging the gap between research and future practices in the classroom

Constant global advancements and expanding evidence in the neuroscience of learning have provided compelling support for the inclusion of neuroscience as a crucial content priority in initial teacher education. Existing research confirms the efficacy of neurocognitive interventions for atypical and typical school-aged learners in a variety of key subject areas. Despite advances in the neuroscience of learning, the adoption of contemporary approaches and strategies that support and enhance neurocognitive development by education practitioners is yet to be the norm. Incorporating neuroscience education content, research, and practical application into initial teacher education curricula will enhance teacher preparation, leading to evidence-based education.

Weaknesses of ICT integration in the initial teacher education curriculum

The article presents a Portuguese national study on integrating information and communication technologies (ICT) in initial teacher education courses (ITE), which sought to highlight to what extent ICT are presently considered in the training curriculum of future teachers. The study was developed on a documental corpus of 819-course syllabus sheets of 45 master's courses, which were analysed through a methodology supported by content analysis procedures. The results achieved were also put under analysis, considering the European Framework for Educators' Digital Competence (DigCompEdu), and a shy presence of technologies was identified in the analysed curricula. Regarding DigCompEdu, which functions as a common framework to be followed in the European Union, the results show that this is configured as another factor to be remedied in the context of integrating ICT in ITE in Portugal. Among the contributions that this study promotes is the finding of the reduced presence of ICT identified in the context under study, a reality familiar to several countries, which implies in curricular terms, initial teacher training is still ineffective in preparing teachers to meet the needs of today's digital society.

Beyond the Core Content Framework: Using Experiential Learning to Develop Agentic, Creative and Reflexive Student Teachers

In 2019, the Department for Education introduced the core content framework (CCF) in initial education in England. The framework, which has been criticised for being heavily shaped by research from cognitive science, has, inadvertently, become the baseline curriculum for initial teacher education. This article explores how experiential learning is being used on a history PGCE course to move beyond the limitations of the CCF and offer student teachers a mode of professional learning that is foregrounded in creativity and critical reflexivity.

Preparation of Future Teachers for Educational Work with Gifted Students

Teacher education for working with gifted students is one of the most important elements necessary to meet the cognitive, affective and psychomotor needs of students. Quality and effective initial education makes teachers more expert both in the recognition and identification segment, as well as in direct work with gifted students. However, it has not been sufficiently investigated whether preparatory programs provide future teachers with sufficient professional knowledge about discovering and identifying giftedness, planning and programming educational processes and content, creating a stimulating environment for learning and participation, and the need for continuous professional development. A qualitative research approach was used to investigate whether the study programs of classroom teaching at the faculties of Bihać, Tuzla, Zenica, Mostar and Sarajevo universities adequately prepare future teachers for working with gifted students. The results of the content analysis show that the representation of subjects and topics from the field of educational work with gifted students is insufficient for the development of the expertise of future classroom teachers. The paper also presents standards, based on recent scientific knowledge, which can be very useful when (re)designing the curriculum of initial teacher education.

Preparing Future Teachers for Inclusive Education – Conceptual Frameworks and Curriculum Opportunities

In the context of global interest in inclusive education, the demand for effective teacher training on inclusion in education has grown significantly. This paper aims to identify opportunities for engaging pre-service teachers in learning about inclusive education within Romania’s existing initial teacher education curriculum. The analysis delves into the curricula of psycho-pedagogical training programs (Level I and II) offered by universities through the Teacher Education Departments and the curricula of four subjects included in the teacher training program (Level I). Specific subject contents suitable for an infusion approach of inclusive education are identified. The study suggests learning activities that can be integrated into the analysed subjects’ curriculum. The proposed approach and activities represent valuable resources for university teachers involved in psycho-pedagogical training programs, offering adaptable strategies for university teaching practice and potential extension to other disciplines with necessary adjustments.

Bernstein’s theoretical – empirical dialectic as a methodological basis for uncovering the social relations of pedagogic communication about family–school partnerships in the initial teacher education curriculum

ABSTRACT This paper demonstrates how the orientation of trainee teachers to messages relayed about an aspect of practice can be specified if a dialectic is kept between the theoretical and the empirical, in accordance with principles developed by Basil Bernstein. Bernstein’s methodology has the capacity to establish subtle understandings of how practices are recognized by exposing the different constellations of social relations structuring modalities of pedagogic communication. Practices designed for use during initial teacher education (ITE) to encourage trainees to commit to development of family–school partnerships (FSP) are used to illustrate the utility of Bernstein’s approach. The message ITE providers relay about FSPs has a direct bearing on trainees’ knowledge, competences, values, and attitudes. How they recognize the legitimate message relayed has implications for their future practice. ITE providers should be concerned with identifying the social relations of pedagogic communication to determine whether a mode exists that will increase the likelihood of trainees adopting practices that make the establishment of FSPs more likely. The origins and originality of Bernstein’s work is discussed and examples from research on FSPs are embedded into his methodology to illustrate how it serves as a framework with which to inform the design of ITE curricula.

Seeding ePortfolio into Initial Teacher Education Curriculum in Australia: To Kill Multiple Birds with One Stone

The paper is stemmed from the Australian policy reforms between 2014 and 2015 in a concerted attempt to uplift Initial Teacher Education program quality and accreditation, enhance pre-service teacher’s class-readiness and equip them with essential competencies required of the teaching profession. It is coupled with the novel, emerging challenges of the Covid-19 pandemic, international border closure and the global shift from face-to-face learning to virtual and/or blended learning mode since March 2020. Drawing on a descriptive case study (Chetty, 2013; Yin, 1994) on the Education Double Degree in an Australian institution, the paper unpacks the ways in which the unit leader of the Education Double Degree in an Australian institution innovated four Education units in response to these above-mentioned challenges. Central to this curriculum innovation is seeding ePortfolio via Mahara and Google Site tools into program and curriculum redesign. The paper showcases the road used to remap the program and curriculum; it deploys an integrative learning approach as a conceptual framework to personalise the virtual learning space where student engagement with the course knowledge, skills and values is promoted and where students’ metacognition and deep learning are genuinely incubated. Insights from this paper are relevant and, therefore, applicable to curriculum, innovation, technology in education and an emerging ePortfolio pedagogy. It additionally puts forward significant implications for Initial Teacher Education reforms beyond Australia.

Preparing teachers for diversity: how are teacher education systems responding to cultural diversity – the case of Austria and Ireland

ABSTRACT The paper begins with an overview of migration-related diversity in Austria and Ireland, both countries with high levels of cultural, linguistic and religious diversity in schools. Research in Europe indicates that migration produces a new context for teaching, for which many teachers do not feel sufficiently prepared. Hence, teacher education is at stake and rarely looked at systematically in migration-related research in education. Therefore, in this article secondary teacher education courses are analysed to ascertain how higher education institutions in these two countries are preparing secondary teachers for culturally responsive teaching. After describing the methodology used to examine the Initial Teacher Education curricula of the two countries an analysis of the research findings is provided. It turns out that relevant courses in the compulsory sections of the curricula are largely missing in both countries. Finally, based on an analysis of the literature and research findings, a discussion of the consequences for teacher education together with recommendations for improvement are formulated. It provides countries with a foundational discourse to equip student teachers with the necessary skills to embed cultural responsivity into their classrooms upon completion of their apprenticeship for teaching.

Ntegrated Curriculum Approaches to Teaching in Initial Teacher Education for Secondary Schooling: A Systematic Review

Demands that Initial Teacher Education (ITE) prepare teachers who can equip students to be agile real-world problem solvers are frequent. Guidance about ITE integrated curriculum approaches to achieve this aim is harder to find, a significant gap given increasing time and policy pressures for ITE educators. Drawing from an Australian context, this systematic review investigates how integrated curriculum is conceptualised and enacted in secondary schooling ITE courses. Three conceptions of integrated curriculum for ITE are highlighted – Interdisciplinary, Disciplinary Literacy, and Transdisciplinary approaches – alongside benefits and barriers to enacting integrated curriculum. Recommendations for further research and practice around integrated curriculum are proposed.

Student teachers' views about the university's research contribution to professional knowledge development

Against an international policy backdrop that increasingly favours practicum over theoretical learning in initial teacher education (ITE), this paper reports on a mixed-methods study which investigated student teachers' views about the university's research contribution to professional knowledge development. In particular, it explored whether students following university-led and school-based ITE courses in England held divergent views, the relative influence of contextual and person-specific factors, and the curriculum's capacity to promote research relevance. The findings revealed the strong influence of personal epistemologies and epistemic emotions, highlighting the importance of consideration to social and educational psychology in ITE curriculum development.

On the use of cognitive science in teacher education in England

Cognitive science has been advancing in a range of areas that are very helpful for teachers, such as spaced learning, interleaving, retrieval practice, managing cognitive load, working with schemas, multimedia learning, and embodied learning. The Education Endowment Foundation funded a review of ‘Cognitive Science in the Classroom’, which identified high quality research and translated it for teachers. In a series of policy documents, the Department for Education has integrated the findings of this report into its initial teacher education curriculum. Construction of a curriculum is not a valueneutral, scientific activity. In this article, I raise issues regarding the kinds of teaching that will be produced in this approach. There are epistemological, axiological, ontological, and pedagogical issues underlying the decisions that have been taken. Use of cognitive science in teacher education in an instrumental way could damage confidence in educational psychology if it undermines the quality of teacher education and teaching in England.

The dream of Sisyphus: Mathematics education in South Africa

Background: South African schooling is caught in a vicious cycle, characterised by weak initial teacher education (ITE) and weaker-than-average learning outcomes, resulting in low teacher status and attempts to reform schooling by means of continuous professional development (CPD). Aim: The paper attempts to understand the reasons for poor performance in mathematics and to explore avenues for improvement. Setting: Teaching in South African schools. Method: Three mechanisms for improving teaching and learning are identified: ITE, CPD and the management of and support to teachers. Drawing on the research literature, the paper examines the potential of each for reforming the system. Results: Tests based on the school curriculum indicate that final-year BEd students are quite unprepared to teach mathematics in primary schools, revealing very significant shortcomings in ITE curricula. CPD, where it is well designed and rigorously evaluated, has been shown to have small effects on both teacher knowledge and learner performance. However, unless ITE is reformed at the same time, CPD becomes a never ending task of making marginal differences to the shortcomings of each successive cohort of qualified but incompetent teachers emerging from the universities. Conclusion: While the weak state of governance in the civil service remains a major obstacle to improved schooling, and while every effort must be made to raise the capacity of inservice teachers, maximal leverage in boosting teacher capacity sits firmly with the universities. While CPD has, at most a few hours a month to bridge huge gaps in teacher knowledge, ITE has at its disposal four years of full-time study with young, plastic minds.

Embedding bullying related learning in the curriculum for initial teacher education: a possible approach

Teachers are key players in preventing and combating the phenomenon of bullying in schools. To actively and constructively assume this role, they need bullying training during their initial and continuous teacher education. This study explores opportunities to engage pre-service teachers in learning about school bullying within the curriculum for initial teacher education in Romania. More competencies were identified as necessary for future teachers for being able to manage the problems related to bullying in school. Suggestions for bullying-related learning activities within the curriculum of four psycho-pedagogical disciplines are provided from the perspective of an infusion approach. This study can help or inspire other teacher educators’ efforts to provide future teachers with the knowledge, skills, and attitudes they will need to tackle bullying situations in the school environment.

Prácticas de acompañamiento de profesores tutores en carreras de pedagogía: análisis de los dispositivos de aseguramiento y certificación de la calidad de los aprendizajes terminales

In the last 25 years, the traditional theoretical, academic, and disciplinary education has given way to theoretical-practical and pedagogical perspectives and orientations that have been strongly incorporated in the curriculum of initial teacher education, positioning the practical training as one of the key components. On the other hand, within the framework of the System of Quality Assurance and the accreditation processes, the graduation profiles and the learnings proposed in it, have become the focus of attention, stressing the coherency of the study plans and formative experiences regarding the expected achievements. This study investigates how training at the final practicum dialogues with the assurance and certification of the learning involved in the graduate profiles of teacher education programs. To achieve this objective, an exploratory-descriptive and comprehensive research approach was used, with a multiple case studies design that delves into twelve teacher programs at two universities in central Chile. The results report: limited presence of practical activities in teacher training curriculum which does not exceed 10%; a peripheral, ambiguous and overloaded role of final practice tutors; the meetings of the student in practice with the tutor mainly address idiosyncratic topics; the accompaniment that the tutor gives the student in practice translates into a constant presence at school.

Preservice teachers’ beliefs and intentions about integrating mathematics teaching and learning ICTs in their classrooms

The purpose of this study was to investigate preservice teachers’ (PSTs') beliefs about their intentions to integrate information and communication technologies (ICTs) in their future mathematics classrooms. The main research objective was to examine the extent to which PSTs’ beliefs predicted their intentions to integrate ICTs in their classrooms. We adopted a sequential mixed-methods design in which a survey questionnaire was the main data collection method followed by focus group and individual interviews. 147 secondary mathematics PST majors at two South African universities responded to the questionnaire. We purposefully selected eighteen of the preservice teachers for individual and focus group interviews. Quantitative results partly affirmed usefulness beliefs as the strongest predictor of attitude, which in turn was the strongest predictor of intentions to integrate mathematics teaching and learning ICTs. Although survey data showed that the influence of superiors and peers had the strongest influence on subjective norms, interview data contrastingly revealed that learners’ needs and societal expectations in the digital age pressured PSTs more to shift their professional identities. While quantitative results showed that self-efficacy beliefs had the strongest influence on PSTs’ control on ICT integration, the most recurrent self-efficacy theme from interviews was PST’s plea for training in the use of ICT tools. A wide range of ICT tools were identified as applicable to mathematics classrooms. This signified varying conceptions of which ICT tools were appropriate for mathematics teaching and learning. A recommendation is that mathematics teaching and learning ICT’s should be integrated as early as possible in initial teacher education curricula.

The impact of a blended professional learning community on teacher educators’ professional identity: towards sustainable teacher professional development

ABSTRACT Drawing on a larger ethnographic study, this article reports a case study investigating the impact of a blended professional learning community (PLC) on teacher educators’ changes in professional identity situated in initial teacher education (ITE) curriculum reform. Out of 200 teacher educators involved in the project under the Indonesian National Qualifications Framework (INQF) scheme, thirty of them were purposively recruited for this case study. Findings show that the participants could reconstruct their professional identity as curriculum makers as they engaged in the three-year blended PLC programme. This empirical evidence suggests that a blended PLC could help teacher educators engage in sustained professional learning and play a role as curriculum makers in response to the national ITE curriculum reform.

Towards Improving the Quality of Basic Education in Ghana, Teacher Licensure and Matters Arising, Challenges, and the Way Forward

The National Teaching Council of Ghana has been mandated to ensure that aside possessing the requisite academic and professional certificate to practice as a teacher, one needs to be successful in a licensure examination before he or she could have his or her documents processed for a teaching appointment. This study specifically sought to establish what teachers' perceptions were regarding teacher licensure examination as a means to achieving teacher quality and improved student performance. The study found that teacher licensure examination was a good idea by government, as it would in no small measure contribute to the recognition of the teaching profession. However, the entire process required re-structuring. The restructuring process must begin with a wider stakeholder consultation and engagement. Also, there was the urgent need to develop pragmatic policies as guidelines to the entire licensing process, right from registration, content of the examinations, administration of the examinations, scoring, publication of results, issuance of the license, and renewal of license among others. Yet still, there was the firm belief that when the licensure examinations were incorporated into the initial teacher education curriculum, there would not be so much agitation, and potential teachers would write without any apprehension.