Perspectives Of Teacher Educators Research Articles

The effects of generative AI on initial language teacher education: The perceptions of teacher educators

Since the public release of ChatGPT in November 2022, generative AI tools—capable of creating human-like content such as audio, code, images, text, simulations, 3D objects, and videos—have gained significant attention. While the impact of these tools on language teaching and learning has been widely speculated, the perspective of language teacher educators concerning their influence on initial language teacher education (ILTE) remains unexplored. This study investigates how teacher educators, who play a crucial role in adapting ILTE to technological advancements, perceive the effects of generative AI tools on ILTE. Data were collected through in-depth interviews with thirteen English language teacher educators from all four Hong Kong government-funded universities offering ILTE. Findings reveal that participants believe generative AI tools will substantially affect the ILTE curriculum, instruction, and assessment. However, most participants believed they lacked the confidence and competence to address the implications of generative AI tools effectively. This study highlights the need for further research and training to support teacher educators in adapting ILTE to the emerging influence of generative AI.

Perspectives of teacher educators on the challenges of training technical and vocational education teachers in Ethiopia

Shortage of qualified teachers is a critical problem in the Technical and Vocational Education and Training (TVET) sector. This study investigates the barriers that hinder the preparation of competent TVET teachers in Ethiopia. A qualitative case study involving 20 purposively selected teacher educators was used. The study revealed numerous challenges including weak student admission criteria, a lack of teacher competency standards, irrelevant curriculum, theory-focused training, limited resources, ineffective quality assurance system, leadership issues, and gaps in teacher educators' practical and pedagogical skills, industry experience, interest, and motivation. The study concluded that TVET teacher training is beset by various limitations and urgently requires reform. In this regard, it is critical to attract high-quality and motivated candidates, establish competency standards, adapt the curriculum to meet the specific needs of TVET teachers, involve industries in the training process, and enhance the competencies of teacher educators through industry placements.

The teaching of Indigenous knowledge and perspectives in initial teacher education: a scoping review of empirical studies

ABSTRACT This scoping review examines the literature on teaching Indigenous knowledge and perspectives in Initial Teacher Education (ITE) programmes. The study explores how these programmes integrate Indigenous knowledge and perspectives into their curriculum and pedagogy to prepare teachers to work with Indigenous students and communities. The review identifies empirical studies focusing on the experiences of ITE students, faculty, and Indigenous knowledge keepers, highlighting common themes and best practices. The findings suggest that while many ITE programmes have incorporated Indigenous knowledge and perspectives into their curriculum, there is a need for greater attention to the pedagogical approaches used to teach this knowledge. There is also a need for programmes to build stronger relationships with Indigenous communities and to ensure that Indigenous knowledge is taught by teachers/educators who have received some training in consultations with the Indigenous knowledge keepers. The study highlights the importance of ongoing reflection and evaluation of ITE programmes to ensure that they are preparing the preservice teachers confident enough to embed Indigenous content in their teaching and, at the same time, meet the needs of Indigenous students and communities.

미국과 한국 초등 예비교사의 노티싱 역량과 유형 비교

This study compared and analyzed the noticing abilities of preservice elementary school teachers in the United States and Korea in terms of a sociocultural perspective. Noticing is a professional perspective that allows teachers to recognize students' thinking and actions during class and make teaching decisions based on it. In this study, we posed a task on fraction subtraction to preservice teachers in two countries and examined the differences in abilities and types of the three components of noticing, attending, interpreting, and responding. As a result of the analysis, preservice teachers in the two countries showed similar abilities in attending and interpreting, but Korean preservice teachers showed superior abilities in responding. In addition, preservice teachers in the two countries showed both similar and differentiated types. This is a result that reflects differences in educational culture and teaching methods, and shows differences in the sociocultural perspective of teacher education emphasized in each country. Based on the results of this study, directions for improving noticing skills were suggested by considering differences in curriculum and teaching methods by country.

ASSESSING THE ATTITUDE OF TEACHER EDUCATORS TOWARDS THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN TEACHING LEARNING PROCESS

The purpose of the present study is to assess the attitude of teacher educators in relation to gender, qualification and experience towards the integration of Information and Communication Technology (ICT) in teaching learning process. The survey was conducted in 10 Government and Private Teacher Education Institutions of Kashmir Division (UT of J&K, India). Descriptive survey method was employed for the present investigation. Stratified sampling technique was used to select the sample of 100 teacher educators teaching in government and private institutions. Data collection technique employed in this present study was Attitude Scale towards Information Technology for Teachers (ASTITT-IN) by Nasrin and Islahi (2012). The data analysis was performed using descriptive statistics such as Mean, Standard Deviation, percentage and t-test. The study reveals that there was no significant difference in the attitudes between male and female teacher educators. However, a notable distinction emerged in the attitudes of teacher educators from government and private institutions was that the teacher educators from government institutions were found to possess higher level of favourable attitude towards ICT. The study also delved into the impact of professional experience on teacher educators' attitudes towards ICT integration and the findings indicate a noticeable difference based on the participants' experience levels. A small subset of educators exhibited a highly positive attitude towards ICT integration while the majority displayed a generally positive orientation. This study contributes to the existing literature by providing insights into the nuanced perspectives of teacher educators in both government and private institutions regarding ICT integration. The identified variations based on institutional affiliation and experience levels underscore the need for tailored strategies and interventions to foster a more widespread positive attitude towards the incorporation of ICT tools in the education sector and prepare teachers to teach effectively with technology.

Exploring the Implementation of English as the Medium of Instruction (EMI) at Elementary Schools in Taiwan: Observations from the Teacher Education Perspective

Exploring the Implementation of English as the Medium of Instruction (EMI) at Elementary Schools in Taiwan: Observations from the Teacher Education Perspective

A model for problem creation: implications for teacher training

AbstractThe invention of problems is a fundamental competence that enhances the didactic-mathematical knowledge of mathematics teachers and therefore should be an objective in teacher training plans. In this paper, we revise different proposals for categorizing problem-creation activities and propose a theoretical model for problem posing that, based on the assumptions of the Onto-Semiotic Approach, considers both the elements that characterize a problem and a categorization of different types of problem-posing tasks. In addition, the model proposes a description of the mathematical processes that occur during the sequence of actions carried out when a new problem is created. The model is illustrated by its application to analyze the practices developed by pre-service teachers in three problem-posing tasks aimed at specific didactic-mathematical purposes (mobilizing certain mathematical knowledge or reasoning, contributing to achieving learning goals, or addressing students’ difficulties). We conclude discussing the potential of our model to analyze the mathematical processes involved in problem creation from the perspective of teacher education.

Exploring decolonial and anti‐racist perspectives in teacher education and curriculum through dialogue

Exploring decolonial and anti‐racist perspectives in teacher education and curriculum through dialogue

Analysis and Discussion of the Professional Development of Primary and Secondary School Mental Health Teachers from the Perspective of Teacher Education

Analysis and Discussion of the Professional Development of Primary and Secondary School Mental Health Teachers from the Perspective of Teacher Education

Fostering Global Perspectives in Teacher Education: A Virtual International Program between the USA and Zimbabwe

Fostering Global Perspectives in Teacher Education: A Virtual International Program between the USA and Zimbabwe

To Compare the Perspectives of Teacher Educators and Pupil Teachers for Infrastructure in Teacher’s Training Colleges

Teachers keep the foundation stone of formal learning. This learning should be built up with planning and affection. A great deal of thoughts of teachers is required in a friendly environment. For this, we need well trained teachers. In ITEP, Teacher education colleges are given comprehensive guidelines for infrastructure improvement. Good infrastructure will definitely improve the level of teacher education. A researcher conducted an online survey for a sample of teachers and students. The purpose of this study is to compare the perspectives of the respondents regarding teacher training infrastructure. This study also points out the importance of various features of the teacher training infrastructure from the point of view of the respondents and encourages the respondents to express their opinion on better use of the infrastructure.

Integrated Arts Education: Perspectives and Practices of Teacher-Educators and Student-Teachers

Integrated arts education (IAE) promotes authentic interdisciplinary connections, linking the arts with other subjects in meaningful ways. In this intrinsic case study, we explored perspectives of teacher-educators and non-arts student-teacher interns regarding the ways pre-service K-8 classroom teachers are prepared to incorporate IAE into their future instruction. We selected three higher education institutions requiring integrated-arts methods courses in the elementary education curriculum, then interviewed corresponding teacher-educators and surveyed student-teachers. We analyzed interview data inductively and deductively, while conducting cross-case analysis with focused coding. We found that teacher-educators' objectives and instructional activities aligned with their IAE perspectives, student-teachers indicated their intent to create and deliver IAE lessons, and participants highlighted strategies and barriers related to confidence and developing IAE pedagogy. We recommend practical, meaningful instruction that facilitates undergraduate students’ arts integration practices and ongoing professional development for in-service teachers in order to promote in-depth interdisciplinary education and highlight authentic arts integration.

Professional communicative strategies as an element of language training in language teacher education

The article deals with the current state of competence-based language education from the perspective of language teacher education in a dynamically changing world. The article aims to present professional competences as an element of language education, which can be integrated with competence development. It presents a definition of professional communicative strategy and a classification of strategies that must be formed in future language teachers. The main practical outcome of this study is the creation of tasks aimed at the development of professional strategies, some of which are shown in this article alongside some samples of students’ work and reflection

‘They couldn’t wait, every day they would say are they coming today?’ Stakeholder perceptions of School–University partnership approaches to science teacher education

AbstractInitial teacher education programs have been criticised for their failure to deliver classroom-ready graduates. Problems of concern for preservice teachers (PSTs) identified in the literature are insufficient time in the classroom, lack of confidence, inadequate pedagogical knowledge and a theory practice divide. This research examines a school–university partnership approach to science teacher education from the perspective of PSTs, school students, teachers and teacher educators where university tutorials were conducted in a school environment. This research is underpinned by practice architectures theory, it follows collaborative participatory action research methodology using mixed methods of data collection including surveys, interviews and focus groups. The research findings revealed how the program built on PSTs’ pedagogical knowledge and confidence and connected theory with practice. Teachers observed high level student engagement and students building on their prior science knowledge in innovative science lessons. The research provides rich data that illuminate aspects in this school–university partnership approach from a range of perspectives.

Teacher Educator Perspectives and Practices of Intercultural Education in a Bachelor of Education Program in a South African University

Abstract: Intercultural Education is becoming increasingly necessary in teacher training contexts throughout the world, including South Africa. This narrative study explored the perspectives of teacher educators and their understanding of intercultural education and the role it played in the Bachelor of Education program in a South African university. Two female and three male teacher educators from diverse backgrounds were invited to share their perspectives of intercultural education and the role it played in the Bachelor of Education program. The study revealed that they mainly agreed that intercultural education would be beneficial, but it was not adequately covered in the curriculum.

The contributions of teacher intercultural competence to academic satisfaction and engagement among international students in China and Thailand

Purpose: The contributions of teacher intercultural competence to educational outcomes, including student self-efficacy, engagement, and academic satisfaction, were investigated in this study.
 Design/Methodology/Approach: The study applies the quantitative method using primary data from the survey collected from 400 international undergraduate students in China and Thailand. The partial least squares structural equation modeling is used to analyze the relationships of variables between conceptual constructions.
 Findings: The results indicate that teacher intercultural competence has positive and significant effects on international student self-efficacy and engagement but has no significant effect on international student academic satisfaction.
 Conclusion: This study provides new insight into international student self-efficacy, engagement, and academic satisfaction from the perspective of teacher intercultural competence.
 Research Limitations/Implications: In this study, undergraduate international students were selected only from China and Thailand, which is considered a research limitation. Thus, increasing the generalizability of the whole population by collecting data from more universities is suggested for future research.
 Practical Implications: Educational policymakers or university administrators should improve international student educational outcomes from the perspective of teacher education and professional development. Teacher intercultural competence should be considered a significant part of teacher education and professional development. If the teachers understand the cultural or behavioral differences from the perspective of students, they can construct a more inclusive and effective academic environment. 
 Contribution to Literature: This study proposed and confirmed the mediating role of international student self-efficacy, which brings clarification to the formational mechanism of how teacher intercultural competence affects international student engagement and academic satisfaction.

Preservice teachers’ professional beliefs in relation to global social change: Findings from Finland and Germany

This article presents empirical findings on orientations that guide Finnish and German preservice teachers’ professional action in the face of global social change. Drawing on group discussions interpreted with documentary method, the findings show that education under the conditions of global social change is discussed in relation to four thematic categories: the self in the world-relation, culture, social change and teaching praxis, each of which are connected to five distinctively different types of orientations. The findings shed light on how preservice teachers see themselves as change makers, and the importance of addressing each of these four perspectives in teacher education.

Engaging with indigenous perspectives in mainstream Norwegian teacher education: Collaborative autoethnography as a path toward decolonial indigenization

ABSTRACT This article reports on a collective learning project with the aim of integrating indigenous perspectives in a teacher education program in Norway. The Norwegian educational system is legally obliged to emphasize Sámi perspectives, a strategy that has been described as indigenization. However, inclusion of Sámi perspectives is often done without challenging colonial power-relations. Our project was based on a reading circle engaging with texts by indigenous authors, performing a collaborative autoethnography. The purpose of collaborative autoethnography is not the self-narrative, but a relational process of reflexively critiquing the situatedness of the self. Our collaborative autoethnographic work aimed at disidentifying with ongoing coloniality in academia. Through the article, we share our learnings on how performing autoethnographic work can be a path toward moving ourselves to action for decolonization. We argue that if teacher education is to move toward an indigenization that is decolonial, “unlearning” of epistemological monocultures is vital.

Research on Achievement Evaluation in the Training of Bilingual Normal Students between Chinese and Chinese from the Perspective of Teacher Education Certiἀcation—A Case of Chinese Ethnic Minority Languages and Literature at Xichang University as an Example

Research on Achievement Evaluation in the Training of Bilingual Normal Students between Chinese and Chinese from the Perspective of Teacher Education Certiἀcation—A Case of Chinese Ethnic Minority Languages and Literature at Xichang University as an Example

Negotiating coherence through meeting spaces in practicum

Teacher education takes place in two distinct cultures: schools and higher education institutions. The differences between these cultures make interaction between them challenging and often described as disconnected. There is a call for coherence. This interview study explores how meeting spaces during practicum can enhance coherence between university coursework and fieldwork in teacher education seen from the perspectives of student teachers, school-based and university-based teacher educators in Norwegian secondary school teacher education. The findings suggest that creating coherence requires meeting spaces that encourage student teachers’ reflection and are characterised by mutual respect where various perspectives can complement and challenge each other.