Initial Teacher Training Programmes Research Articles

Analysis of the Problems of and the Suitable Solutions for an Initial Teacher Training Programme Conducted through the Distance Mode

Good teachers must be made. Many countries have adopted different models of Distance Education to provide initial training to unqualified teachers, expand opportunities for professional development of in-service teachers and increase awareness of teachers on educational reforms. Whatever the models used, all Distance Education providers are faced with challenging tasks in co-ordinating partners and agents in teacher education programmes where practical teaching and its assessment is involved (Robinson and Latchem, 2003:40). The Open University of Sri Lanka (OUSL), as a pioneering institution to introduce teacher training programmes through the Distance Mode, also has confronted problems in line with an initial training programme aimed at producing drama and theatre teachers to the school system. Thus, a comprehensive study has been carried out with a view to obtain an insight into the problems faced by different stakeholders, their root causes, and to uncover workable solutions within the context of Distance Education. Data was collected from three batches of student-teachers who have completed the programme, lecturers, co-ordinators, master teachers and some experts in the field and analyzed using both quantitative and qualitative techniques. The study sheds light on meaningful solutions to be applied for improving the quality of the programme concerned.

How different reflective learning activities introduced into a postgraduate teacher training programme in England promote reflection and increase the capacity to learn

Student teachers in England are expected to learn from experience in order to become reflective practitioners and to achieve Qualified Teacher Status. This study is a qualitative project studying whether and how different reflective learning activities introduced into a postgraduate teacher training programme promote reflection and increase the capacity to learn. It takes an interpretative approach, generating qualitative data on the reflection of students and the most effective learning methods. The study took place over a one-year period in one teacher training institution. The data arose from Post Graduate Certificate of Education student teacher responses to different reflective learning activities and subsequent interviews followed by an evaluation of the effectiveness of the overall learning strategy. Of the four activities used to promote reflective learning (discussion groups, action learning sets, journals and interviews), the action learning sets had the most impact on the student teachers’ ability to reflect. The implication for initial teacher training programmes is that providers need to recognise the importance of oral reflection within a communal setting.

Metaphors of History Teachers Candidates in Turkey on Teaching Profession

<p style="text-align:justify">The study aims to determine the reason for choosing the teaching profession identifying how history teacher candidates perceive the concepts of "teacher" and "teaching". The study was conducted with 115 history teachers enrolled in an initial teacher training programme in a university located in Turkey’s Central Anatolia Region in the 2014-2015 academic year. To investigate the candidate teachers’ perceptions of the teaching profession, the research participants filled in blank space from a questionnaire administered by the researchers. The collected data was analysed using the content analysis method and this gave rise to specific metaphors with associated categories. Thus, 19 metaphors and 6 categories for the teacher concept; 26 metaphors and 7 categories for teaching; 15 reasons and 3 categories for the reasons of choosing the teaching profession emerged. Research findings illustrate that the candidate history teachers’ perception of the teaching profession are positive. However, the participants used predominantly negative metaphors, in describing the difficulties history teacher candidates encounted regarding “teaching”. In relation to teaching profession choices, the most occurring reason was the love for the profession; other factors affecting the candidates’ preference were the reasons articulated in the categories of “need” and “responsibility”.</p>

Content, Language and Method Integrated Teacher Training (CLMITT) in Training Teachers of English as a Foreign Language (EFL) and Beyond

<p>Content, Language and Method Integrated Teacher Training (CLMITT) is an educational model for teacher training developed by the author. It refers to an approach where trainees learn teaching methodologies through experiencing them while simultaneously integrating English language development into the training process. CLMITT can be used to train teachers in any context where the course content includes teaching strategies, skills, approaches or methods and where trainees also need to learn English (or another foreign language). Therefore, it is an ideal approach for training non-native English speaker teachers. Applying CLMITT involves the teacher trainer teaching a classroom method or technique by using that method itself during training sessions while using materials about that method. In this way, the content of the session and the method used to teach the session are the same, and trainees are not only learning <em>about</em> a teaching model or strategy but also <em>experiencing </em>it in action from a student perspective at the same time. In addition, they are also improving their English, since the whole exercise takes place in English. CLMITT can be applied in Initial Teacher Training (ITT) Programs as well as Continuous Professional Development courses. Trainee feedback after a CLMITT session showed that students felt it provided them with a much deeper understanding of the methods, approaches and strategies covered, while at the same time improving their English during the process.</p>

Teacher Educator and Teachers in Training: A Case-Study Charting the Development of Professional Identities

As a New Teacher Educator (NTE) within Further Education (FE), professional identity was brought abruptly into my consciousness as I scrutinised and even criticised my practice. The weight of responsibility for supporting a diverse group of trainees through their Initial Teacher Training (ITT) programme was not without anxiety and self-doubt. A number of challenges presented that required careful management on my part. This paper charts the complexity of the development of new professional identities within one ITT classroom and how collaborative enquiry was used effectively to build a supportive environment that nurtured both my transition from teacher to Teacher Educator and the trainees’ transitions from teachers in training to qualified teachers.

Reflections on an Action Research Project: Improving Understanding of Art Terminology with a Low-ability Year 8 Class

Formative assessment is known to have an impact on pupil attainment (Hattie, 2012; Black et al., 2004; Wiliam, 2011). As such it is frequently written about, and its importance was reiterated throughout my Initial Teacher Training (including a module on formative assessment) and subsequent professional development programmes. This article reports on an action research project working with my low-ability Year 8 class, many of whom have Additional Learning Needs (ALN). I developed, implemented and evaluated formative assessment strategies aimed at improving motivation, confidence and the quality of the work made by these pupils. As Bell (2010: 6) states, action research is 'carried out by practitioners who have themselves identified a need for change or improvement'. My particular concern was the gap in understanding, motivation and progress between the pupils in my low-ability Year 8 class and mainstream classes. In this article I will, first, briefly discuss my methodological approach and the key literature that informed the decisions I made. I will then discuss the findings, and give more detail on the process of the development of the intervention. In conclusion I consider the importance of practitioner research for teachers and teaching.

教員養成における外国語活動指導者養成プログラム : チェックシートを用いた対話型の講義・演習を通して

教員養成における外国語活動指導者養成プログラム : チェックシートを用いた対話型の講義・演習を通して

Conocimiento y uso del lenguaje matemático en la formación inicial de docentes en matemáticas

Este artículo analiza los niveles de competencias en el conocimiento y uso del lenguaje matemático que poseen y emplean los estudiantes durante su formación inicial en la carrera de docencia en matemáticas, en una universidad pública colombiana. La investigación se propone establecer el nivel de conocimiento y uso del lenguaje matemático entre estos estudiantes, qué nivel de habilidad matemática emplean y su competencia para comunicar por escrito sus conocimientos. El diseño de la investigación es descriptivo y de campo, para lo cual se empleó como muestra un grupo de 92 estudiantes de un programa de formación inicial de docentes que cursan las asignaturas del eje disciplinar de matemáticas. Sobre la base de la resolución escrita de problemas se determinó el nivel de conocimiento y uso del lenguaje matemático empleado por los estudiantes. Los resultados muestran desconocimiento y mal uso del lenguaje y la simbología matemática, de las reglas de la lógica y escasa capacidad de razonamiento, lo cual genera dificultades para comprender y resolver problemas matemáticos. Se determinó asimismo que los estudiantes presentan mayores dificultades en la traducción del lenguaje cotidiano al formal, en la identificación de objetos matemáticos y en el trabajo con conceptos que ameritan demostraciones lógicas. Los estudiantes poseen un nivel insuficiente de conocimiento y uso del lenguaje matemático, habilidad matemática también baja y mayor competencia para descifrar el lenguaje matemático hacia el verbal que en cifrar lenguaje verbal en lenguaje matemático.

Teacher education for inclusion - the premises for implementing a new initial teacher training programme

This paper attempts to highlight and examine the Romanian perspective regarding inclusive education by presenting some statistical data and the steps that have been made in order to make the switch from a school system lead by the segregation principle to a school system based on inclusive principles. Moreover, the attention focuses on schools` key actors, the teacher, more specifically on the initial teachers training programmes available in Romania. The starting point when it come to the initial teacher training programmes is based on the assumption that there is an acute need for training when it comes to the implementation of an inclusive educational system in Romania. Using a qualitative approach, we aimed at presenting specialists’ opinion on priority issues in policy development regarding the teacher training in the field of inclusive education, focusing on the premises for implementing a training system that is mandatory for every teacher in the inclusive education and on the aspects that relate to the rethinking of the teacher’s training process at a national level.

Teaching conceptions and approaches: do qualitative results support survey data?

<em>This study examined preservice teachers’ teaching conceptions and approaches measured quantitatively and qualitatively in order to identify any convergence of findings. Additionally, any changes in conceptions and approaches towards a student- or teacher-centred orientation upon completion of a training course were compared. Method: Preservice teachers completed a scale on approaches to teaching and answered open-ended questions on teaching before and after an initial teacher training programme. Results and conclusions: Inconsistencies in the results suggest that research on teaching and learning should use a combination of techniques in order to ensure that phenomena are accurately examined so that appropriate educational decisions are made.<br /></em>

Percepciones acerca del proceso de búsqueda y contratación de docentes en Chile: nudos críticos e inequidad del sistema

Based on in-depth interviews with school leadership teams, compromised of principals and academic supervisors, from 32 Metropolitan Region recruitment units, this study characterizes the teacher recruitment process, studying practices and preferences in schools with different socioeconomic levels and governance. The analysis of the interviews shows important differences in the perceptions of school leadership teams on the complexity and formality of the recruitment process. Partially subsidized private schools, which belong to a large network and have greater financial resources, show a more complex management process in recruiting new teachers. In all of the schools studied, the resume is complemented by at least one in-person interview. Classroom observations are less common, however, and occur in higher-income schools. Weaknesses in initial teacher training programs, lower salaries, difficult job conditions, and a lack of previous experience in similar contexts are mentioned as factors explaining the failure to attract qualified candidates in low-income schools. Regarding new teachers, their adaptability, vocation and willingness to work for lower salaries are mentioned as advantages in their recruitment. Their disadvantages include group management, authority issues and a lack of diversity management in the classroom. Support and induction processes are perceived as key factors for teacher retention.

Opportunities for professional learning dialogue generated by cross-phase collaboration in languages between primary and secondary initial teacher education students

ABSTRACTSchool partnerships to manage transition between primary and secondary settings are well developed. However, studies show that some aspects of transition in Modern Languages leave much to be desired, as mentioned in a recently published report on KS3 provision ([Office for Standards in Education. 2015. “KS3: The Wasted Years?” https://www.gov.uk/government/publications/key-stage-3-the-wasted-years]), even if the importance of a seamless continuum to manage change effectively is clearly emphasised by policy makers and advocated by research. Addressing transition issues entails considering a myriad of parameters. Government policy and ‘good practice’ cannot be implemented without consideration for school characteristics and teachers’ professional circumstances and areas of expertise. The focus of this article lies on uncovering opportunities for professional learning offered by cross-phase collaboration between primary and secondary students on initial teacher training programmes. Students took part in a small-scale project and they were challenged to work collaboratively and to co-plan and co-teach a lesson to primary school pupils. The project investigated outcomes of collaboration for professional learning. Data, both quantitative and qualitative, were collected through questionnaires. Results showed the impact of collaboration on students’ self-awareness and awareness of their colleagues’ areas of developing expertise as well as implications for professional practice.

First additional language teaching in selected grade 4 – 6 classes in Western Cape urban schools: The case of Afrikaans

This study investigates the current state of Afrikaans First Additional Language (FAL) teaching in Gr 4 – 6 classes in Western Cape urban schools against the background of the national drive towards the promotion of multilingualism among the learners of South African schools. Based on Vygotsky’s theory that learning is a process where an expert leads the child to internalise new knowledge as well as Shulman’s theoretical framework that addresses the professional knowledge base of teachers, this study used a mixed methods approach to generate empirical data. The literature study provides an overview of the major methodologies relevant to FAL teaching, whilst the questionnaires, completed by Grade 4 – 6 Afrikaans FAL teachers, provided the quantitative data. For the qualitative strand of the study, semi-structured interviews were conducted with Afrikaans FAL teachers. The study showed that the teachers’ knowledge of the curriculum, language policies, language teaching and learning theories as well as methodologies is extremely limited and revealed that teachers are caught up in traditional language teaching methods and strategies which do not contribute to the enhancement of learners’ proficiency in the target language. It is therefore recommended that there is no single method that will ensure effective FAL teaching, but teachers should implement an eclectic approach to achieve the best results. Furthermore, initial teacher training programmes and in-service training workshops should be adapted in order to prepare teachers adequately to implement the prescribed curriculum using appropriate methodologies and strategies. Key words: constructivism, curriculum, eclectic approach, language policies, multilingualism, pedagogical content knowledge.

Teacher perceived difficulty in implementing differentiated instructional strategies in primary school

ABSTRACTThis study analyses teacher perceived difficulty in implementing differentiated instructional strategies in regular classes. The participants were 273 Portuguese primary school teachers with teaching experience ranging from 1 to 33 years. A 39-item questionnaire was used to evaluate teacher perceived difficulty in relation to different instructional strategies. Teacher responses were factor analysed and five different domains were identified: (1) activities and materials; (2) assessment; (3) management; (4) planning and preparation; and (5) classroom environment. Results showed that with the exception of the classroom environment domain, all the instruction practices in the remaining domains were considered to be difficult. In particular, the most difficult practices were under the domain of activities and materials and were associated with the adaptation of curricular elements (content, process, and product) based on student characteristics (readiness, interest, and learning profiles). The results also revealed a strong association between the activities and materials domain and the assessment domain. Some implications of these findings for initial teacher training and teacher professional development programmes are discussed.

Teachers' knowledge in argumentation: contributions from an explicit teaching in an initial teacher education programme

ABSTRACTMany researchers have highlighted the important role of teachers in creating and managing argumentative, as well as the need for teachers, during their training, to have opportunities to develop knowledge about arguments, enabling them to work from the perspective of argumentation. This study investigates to what extent a context of explicit teaching of argumentation contributed to developing this knowledge. The data sources include video records of explicit teaching of argumentation, collection of materials produced and used by pre-service teachers, and field notes. Analysis of the data indicates that the explicit teaching of argumentation influenced the conceptual learning of pre-service teachers concerning the elements interwoven into argumentative practice, especially evidence and justifications, and the development of pedagogical aspects in the context of argument. Although the pre-service teachers had expressed some teaching knowledge of argumentation in classroom discussion situations, the use of this approach in teaching situations still appears to be challenging for these teachers. The findings of this study highlight contributions to the area of teacher education in argumentation in terms of knowledge that is essential to plan and conduct argumentation-based teaching, and also to the structure of the initial teacher training programmes directed at teaching in argumentation.

Pre-service teachers’ conceptions of effective teacher talk: their critical reflections on a sample teacher-student dialogue

This study aimed to explore pre-service elementary teachers’ (PSTs’) conceptions of effective teacher talk in mathematics instruction, which were interpreted primarily based on the concept of communicative approach. This was accomplished through a task that involves analyzing and evaluating a sample teacher-student dialogue. This study specifically investigated: (a) aspects of the sample dialogue that PSTs attended to in critiquing the teacher talk, (b) PSTs’ espoused conceptions of effective teacher talk in an authoritative-dialogic approach framework, and (c) comparison between PSTs’ interpretations and the researchers’ interpretation. Forty-six elementary PSTs engaged in the task and their responses were analyzed using the inductive content analysis approach. Findings showed that PSTs attended to various features of effective teacher-student dialogue; however, they paid more attention to the form of teacher talk than the function of it in context. PSTs’ justifications used in evaluating the sample teacher-student dialogue showed some glaring differences from researchers’ evaluations in regards to how the presented teacher talk would function in terms of the dialogic-authoritative spectrum. PSTs underscored affective support and clarity of teacher talk at its surface level, while showing strong resistance to the intentional vagueness within teacher talk, which might accommodate more dialogic engagement. This study suggests that initial teacher training programs should include more specific investment in PSTs’ insights into effective use of classroom dialogue for learning.

Strengthening the chain

Tutors, trainees and partnership settings on our Early Years Initial Teacher Training programme share their thoughts on the benefits of links between pre-schools, nurseries and reception classes in schools.

Developing school heads as instructional leaders in school–based assessment: Challenges and next steps

The study explored challenges faced by school leaders in the Pacific nation of Solomon Islands in school-based assessment, and the adequacy of an assessment course to prepare them. A questionnaire including both open and closed-ended questions elicited relevant data from the school leaders. Modelling best practices in school-based assessment was recognised as a major challenge for them. Their responses indicate their feeling that the limitations of their knowledge and skills lie at the heart of their difficulties in effective use of this assessment method. They trace the origin of their problems to an initial teacher training programme that included little on assessment, which adversely affected their ability to work as instructional leaders in assessment for learning and teaching in schools. Their critical reflection on the assessment course they completed as part of a current leadership programme suggests the preparation has been adequate in giving them new knowledge and skills in applying best practices in school-based assessment. Though only on a small scale, this study implies that greater attention to this area to promote children's learning is warranted. The value of best practices in assessment is applicable not only in Solomon Islands but also in other education systems within and beyond the Pacific region, to ensure meaningful progress and development in education.

A Universidade do Porto e a formação inicial de professores

Initial teacher training programmes are faced with resistance at several levels from classical universities which hinders their effective implementation. This paper intends to analyse the case of the University of Porto. We con-tend that, although some faculties have included initial teacher training as an institutional purpose, the obstacles to its affirmation create a situation we can call exclusionary tolerance. Finally, several of its more vulnerable areas are identified that objectively hinder the development of higher quality teacher training projects, some of which can also be found in other institutions that train future teachers.

ÖĞRETMEN ADAYLARININ TARİH EĞİTİMİNDE POPÜLER OLAN TARİH YAPIMLARI HAKKINDAKİ GÖRÜŞLERİ

In recent years, an increase has been experienced in the popular history productions dealing with historical events and figures. Especially, official history understanding of the state and academic history teaching are inadequate in attracting people and so history content is perceived as boring history topics by students. Popular history movies fill in this gap by using action. Popular history magazines, TV programs, TV series, films, novels, documentaries, history websites, critical examination in newspapers, radio programs and so on are among the popular history broadcast and publications. TV is the most popular of these multi-media with the highest level of effect on the public. Our people mostly learn history though TV. This research studied the opinions of prospective history teachers at initial teacher training program, prospective classroom teachers and prospective social studies teachers about the place of popular history productions on education. The participants were 87 prospective classroom teachers, 208 prospective social studies teachers and 41 prospective history teachers at initial teacher training program, all of whom had education at Dumlupinar University Education Faculty during 2014-15 Academic period. The research showed that 64,9% of the participants were following history programs and thought that these productions could contribute to history teaching, they could be used at schools as teaching materials and they should be produced with academic support because the public learnt historical facts through these productions.