Preparatory Curriculum Research Articles

Inculcating IKS cultural practices into the pre-service science and mathematics teacher education curriculum at an Institution of Higher Education in Namibia

In this paper we interrogate the teachers training programme offered at an institution of higher learning in Namibia. We used Empiricism to explore the authentic practices used in the transformational processes exposed to 3rd and 4th year mathematics and science student teachers. We emphasized three important constructs that guide the scholarship of teaching, namely standards of excellence, virtues and values to guide IK integration in the curriculum. We conclude that student teachers understood the meaning and importance of IK. However, the teacher preparation curriculum did not include aspects related to IK, it was left at their own discretion to adopt. We recommend appropriate strategies for adoption to implement and guide the required standards and values for curriculum development.

High School Curriculum and Cognitive Function in the Eighth Decade of Life.

Formal educational attainment, or years of schooling, has a well-established positive effect on cognitive health across the life course. We hypothesized that the content and difficulty of the curriculum influence this relationship, such that more challenging curricula in high school lead to higher levels of socioeconomic attainment in adulthood and, in turn, to better cognitive outcomes in older adulthood. We estimated multilevel structural equation models (MSEMs) in data from 2,405 individuals who attended one of 1,312 US high schools in 1960 and participated in the Project Talent Aging Study in 2018. A college preparatory curriculum and a greater number of semesters of math and science in high school were positively related to word recall and verbal fluency at an average age of 75. Effects were robust to controlling for adolescent cognitive ability, academic performance, socioeconomic background, and school characteristics. We discuss the implications of these findings for educational policy.

Improving education for incarcerated children and young people: policy recommendations from three transnational projects in Europe

Purpose The purpose of this policy piece is to present headline evidence from the equivalent of a decade of research across three projects focused on improving the educational experiences of incarcerated or justice-involved children and young people across 14 countries. The projects demonstrated a positive impact when using the specially designed innovative methods even with disengaged justice-involved children and young people. Each project had a different focus based on the needs of the children and young people, including (re)engaging them with education and learning opportunities re-engaging young offenders with education and learning (RENYO), developing identified social and emotional competencies through sport active games 4 change (AG4C) and developing skills for when transitioning into communities (S4L). Design/methodology/approach Each of the three projects designed bespoke interventions and materials based on the focus of the project. Combined, these were piloted across a total of 14 countries with 548 children and young people, 225 educators and 21 youth justice settings (custodial and non-custodial). Qualitative and quantitative data were gathered from educators, children and young people to better understand the effectiveness and limitations of the pedagogical approaches, the materials and experiences of the users. Findings The findings from across the three projects demonstrated that when custodial settings or youth justice settings have greater access to specifically designed tools and resources, with appropriate training to use them, it is possible to re-engage even the most disengaged children and young people with education and learning (RENYO). It was also possible to show a statistically significant increase in social and emotional competencies (social awareness, responsible decision-making, self-awareness, self-management, relationship skills) in participating country settings (AG4C) and to engage children and young people with a Skills4Life Curriculum in preparation for moving back into the community. Research limitations/implications Custodial and other youth justice settings vary widely in different jurisdictions with varying levels of resource. Whilst all programmes had success in implementation, this was to different degrees and extents in each of the country contexts. Much of this success will depend on the skills of educators and the willingness of the leadership. Practical implications The programmes and interventions in this policy piece can be used in a range of contexts and settings as shown by the wide range of sites they were piloted in. From a practical perspective, these programmes and interventions have been designed to fit into existing structures and timetables with custodial and youth justice settings, making them easily integrated into business as usual. Originality/value Planned and strategically delivered interventions by expert educators in a holistic way means there is real opportunity to better support justice involved children and young people to successful transitioning back into communities, thereby potentially reducing reoffending. This is done by (re)engaging them with education and learning on entry, using the authentic inquiry methodology, developing social and emotional competencies through the active games and sport programme, followed by a tailored Skils4Life Curriculum preparing them for transition back into communities.

Learning disabilities in India: A closer look at pre-service teacher development practices

ABSTRACT This paper critically examines the centrally administered pre-service teacher preparation program for learning disabilities in India. With no equivalent Indian competency standards, this paper analyses components of the teacher preparation curriculum in the light of 22 high leverage practices (HLPs) outlined by the Council for Exceptional Children (CEC) as well as examines interview data from teacher educators to better understand challenges on the ground. Overall, the paper notes a heavy emphasis on theory over practice, with limited opportunities for practice. HLPs related to social-emotional and behavioral practices were minimally addressed in the curriculum. Finally, although the program was dedicated to serving children with learning disabilities, prospective teachers tended to get placed in inclusive settings and were required to work with students with a range of disabilities, highlighting the need for a program with a wider range of disabilities, not only learning disabilities. Implications for school and educational psychologists are discussed.

INTEGRATION OF TECHNOLOGY IN THE PRE-SERVICE TEACHERS FOR EDUCATIONAL MANAGEMENT; THROUGH CURRICULUM IN GHANA

This study aims to investigate the integration of technology in the preparation of prospective teachers for educational management through the curriculum in Ghana. Utilizing a qualitative approach, the study analyzes how technology is embedded in learning and how prospective teachers respond to it in the context of education management. The main focus of this research is on the concept and use of technology in the educational process to enhance the understanding and skills of prospective teachers. However, the study found that the curriculum policies, structure, and guidelines for pre-service teachers lack a clear vision for effectively integrating technology. Interviews with policymakers indicated their recognition of the importance of technology integration but also revealed the lack of investment hindered its progress. Drawing on the study's findings and existing research, context-specific recommendations are proposed, focusing on promoting innovative technology-based pedagogical models and developing effective leadership. The study involved participants from a teacher preparation program in Ghana, with data collection conducted through in-depth interviews, classroom observations, and curriculum document analysis. Data were analyzed using an inductive approach to identify common patterns in technology integration and prospective teachers' responses to it. The results of this study are expected to provide insights into the extent to which technology is integrated in the teacher preparation curriculum in Ghana, as well as its impact on teacher candidates' readiness to manage education. The practical implications of this study can provide recommendations for improving the teacher education curriculum, adapting teaching strategies to technological developments, and increasing the effectiveness of teacher preparation in the digital era. The findings can provide valuable guidance for policy makers, educational institutions and educators to ensure that prospective teachers have the relevant and necessary skills to face future educational demands.

An investigation of teacher candidates’ ideologies towards emergent bilingual students

ABSTRACT This study examined how teacher candidates’ beliefs about language and ideologies towards emergent bilinguals (EBs’) are influenced by the number of bilingual and English as a second language methods (BEM) courses they complete, and if their perspectives further evolve as they spend time in field placements. A total of 293 pre-service teachers completed Fitzsimmons-Doolan’s 2011 language ideology dimensions survey at the beginning of an academic semester. At the end of the term candidates responded to three open-ended questions, and responses were analysed and categorised into three themes: what candidates need to know, what EBs’ academic needs are, and what a culturally relevant teacher preparation curriculum must offer. Findings suggest participants’ visions of schooling seemed to change after completing two or more BEM courses, and after reaching a 21–30 clinical hour scaffold working in an instructional capacity with EBs in K-12 schools.

Bridge to M4 (B2M4): An innovative residency application preparation curriculum.

The medical residency application process is daunting, time-consuming, and variable, making mentorship in preparation for this process important. In light of changes to the residency application process due to the COVID-19 pandemic, medical students identified a need to create a formal residency application preparation curriculum. The curriculum focused on reflection, while also furthering professional development and preparing for the nuances of the residency application cycle through structured advising. Bridge to M4 (B2M4) included reflective activities to help guide curriculum vitae (CV) refinement, personal and professional values clarification, residency program exploration, elevator pitch formation, personal statement development, mentor identification, guidance on requesting letters of recommendation, and virtual residency interview preparation. The B2M4 elective first took place in June 2020 with 36 rising fourth year students enrolled. Perceived effectiveness of the curriculum was assessed by having student cohorts evaluate the importance of the CV, personal statement, general preparation, and residency program selection before and after the course. Student feedback was reviewed with content analysis, which highlighted the usefulness of a structured residency preparation course that was rooted in reflection and incorporated faculty mentorship and feedback. This student-driven, innovative curricular design provided students the opportunity to prepare for the residency application process through reflective activities including values clarification, strengths identification, and goal setting. B2M4 demonstrates a process that can be used not only during the Residency Match process, but also throughout graduate medical education and future career decisions.

Yüksek Öğretimde Bir İngilizce Hazırlık Okulu Programının Bağlam Analizi: Bir Durum Çalışması

English education and the environment in which this education is given have a dynamic structure by nature. Therefore, an English teaching program must be able to adapt to this dynamism. This reveals the need to regularly analyze the environment in which an English program operates. Therefore, this research aimed to conduct a contextual analysis of the curriculum of a higher education English preparatory school that represents such a context. For this purpose, a program evaluation approach based on Stufflebeam's (1971) CIPP (context, input, process and product) model was applied. The population of this research, which was conducted using the appropriate sampling method, consisted of 672 students enrolled in the English preparatory program at the time the research was conducted. The views of students learning English as a foreign language regarding the higher education English preparatory school context were examined using a survey and semi-structured interviews developed by the researcher based on relevant literature. The findings of the research showed that although the students were generally satisfied with the context of the English preparatory school program, there were some issues they would like to see improved. Therefore, the results of the study identified some implications for improving the English preparatory curriculum in higher education.

Music major students' perception toward Chinese higher education curriculum in employability preparation

PurposeWith a focus on undergraduate music major students in China, the study sought to examine how higher music education institutions prepare professional knowledge, professional skills and soft skills in relevance to music students' employability.Design/methodology/approachThe quantitative survey engaged 359 music students from five music institutions in Western China to report their perceptions toward music curriculum related to employability. The current study examined whether their perception varied based on their gender, location, school, educational background and professional option purpose.FindingsPerception differences in the music curriculum were observed across gender, schools, educational background and professional option purpose. School differences were the most significant among all five factors, followed by professional option purpose, educational background and gender. The location difference was insignificant among the five factors. There were insufficient opportunities for community and industrial engagement in higher music education.Originality/valueThe current study provides an insight into the higher music education curriculum for employability preparation in current China. This is one of the limited empirical studies in Western China to investigate music students' perceptions of professional knowledge and skills and the soft skill line with employability. The findings can serve as a reference for prospective employees in the music industry, policymaking and curriculum design and future research.

Using Mind Maps to Identify Meaning-Making about ELs in Pre-Service Teachers

The purpose of this research was to examine the use of mind-mapping as a classroom strategy for identifying and assessing the knowledge base of pre-service teachers as they prepare to work with English Learners (ELs) in mainstream classrooms. Using mind maps, the study identified the pre-service teachers’ knowledge base on ELs at the beginning of a 3-week service-learning course and in what areas they were able to grow. Using an action research framework and thematic analysis of the phrases written on mind maps, researchers were able to identify eleven themes prioritized by the pre-service teachers. Analysis of the mind maps revealed that pre-service teachers grew in ways that developed their knowledge of 1) supporting ELs through specific classroom strategies, 2) building awareness of and appreciating cultural diversity, 3) approaching language learning with an asset-oriented mindset, and 4) gaining a basic understanding of second language acquisition. The study found that mind maps are a helpful tool for identifying what pre-service teachers find meaningful about working with ELs as well as a source for data to inform teacher educators as they design and implement curriculum and experiences in teacher preparation that focus on ELs.
 Key Words: Mind Maps, Teacher Preparation, English Learners

An internal medicine residency preparatory curriculum for fourth-year medical students.

Intern preparation courses are often broad in scope; there are few published specialty-specific programs outside of General Surgery and Obstetrics. We designed an internal medicine (IM) residency preparatory course at the University of Maryland School of Medicine, which aimed to prepare graduating medical students for the rigours of IM residency training, mapped to Entrustable Professional Activities (EPAs). Fourteen fourth-year medical students who were matriculating into IM residency programs enrolled in a 4-week long residency preparation course. The course was designed to teach skills using case-based learning modules, specialty topic seminars, simulation laboratories, procedure laboratories and clinical practice. Participants were surveyed before and after the course on their perceived knowledge and ability with the skills tested. With the exception of 'giving signout to a colleague', there was a significant difference in the participant's perceived ability for each skill taught within the course (P< 0.03 for each), with mean pre-course scores of 1.4-3.7 (SD=0.5-1.2) and mean post-course scores of 3.2-4.2 (SD=0.5-1.3). A second survey on course evaluation and perceived impact, completed 3months after starting intern year, resulted in all respondents reporting that the information learned during the course had directly affected their care of patients on a daily or weekly basis. The modified Ottawa scale was the primary assessment means for the EPAs, with participants approaching entrustment at the conclusion of the course. Implementation of an IM-specific residency preparation course is a useful adjunct in the fourth year of medical school.

Race, gender, and cohort differences in the educational experiences of Black and White Americans.

Federal legislation and judicial intervention led to significant transformation in the U.S. education system during the early to mid-20th century. These changes may differentiate older adults in their experiences of aging, particularly at the intersection of race, gender, and cohort, but are not well documented among current cohorts of older adults. Our study addresses this gap by providing rich, descriptive information on the educational experiences of U.S. adults who attended primary or secondary school between 1915 and 1977. We used data from the Health and Retirement Study (HRS), a nationally representative, prospective study of U.S. adults over age 50 years. The HRS collected information on respondents' schooling history and experiences through a Life History Mail Survey (LHMS). We restricted our sample to age-eligible HRS-LHMS respondents who self-identified as non-Hispanic White or non-Hispanic Black and completed at least 75% of their primary or secondary schooling in the U.S. (n=10,632). Educational experiences, defined as pre-k to post-secondary education, varied across cohort, regardless of race or gender. Greater course offerings, improvements in learning support, and increasing exposure to integrated schools occurred across successive cohorts. We found the highest rates of enrollment in college preparatory curriculum and foreign-language courses as well as diagnosed learning differences in cohorts born after 1948. Among White adults, many of the gender differences in educational experiences documented in the oldest cohort were still found among the most recent cohort. Few gender differences, however, were found for Black adults regardless of cohort. Conversely, most race inequities in educational experiences persisted. Such inequities may be an important source of continued differences in experiences of aging observed across demographic groups.

Quantifying first-year student musicians’ ‘calling’: Initial implications for professional preparation curriculum design

Over the last decade, vocation preparation formal and informal education has been included in higher music education programs with the purpose to responsibly supplement students’ technical performance skills and graduate sustainable musicians. Such curriculum reform is continually met with mixed responses by students and faculty despite the increased precarity of the music profession within the current global context. This study evolved from one music vocational preparation educator’s observation that student resistance is potentially based in one’s passion for music, capacity for resilience and self-discipline, and perceived calling to pursue a music profession. From 2018 to 2022, first-year music students of an Australian metropolitan conservatoire enrolled in a vocation preparation unit were invited to participate in an online survey answering open and closed questions related to their professional activity and outlook, and personal perceptions of calling, passion, resilience, and discipline. Statistical and thematic analysis of the results were compared with a similarly designed prior study of professional Australian musicians and found that more than two-thirds of first-year student musicians were professionally active. All yearly cohorts consistently strongly agreed they were passionate about music, and agreed they possessed high and calling resilience. The year 2020 demonstrated insight to pandemic impact with more students viewing their professional future with trepidation, yet demonstrated the highest results for passion and resilience. Calling, passion, and resilience literature further served to interpret the data and subsequently suggested higher music education reform their curriculum and pedagogies by adopting a whole-of-program approach enabled by the contagion effect of calling, and alignment with students’ passion, values, and music identities.

Problematising interculturality in international internships: A Taiwanese perspective

Research has promoted the value of international internships for university students as an alternative to study abroad programs. Yet, little was known about how individual identities shaped student interns’ interactions with people from other cultures. The study examines how five college students from Taiwan, who worked as interns in Singapore and Thailand prior to the COVID-19 pandemic, navigated cultural similarities and differences while personally and socially constructing their identities in relation to others. This study explored the way in which interculturality is constructed in international internships and how that can be problematic because of interns’ limited awareness of hierarchical power dynamics, cultural gender role differences, and their roles as foreigners, and interns. Additionally, findings suggest that universities that engage their students in international internships must offer a preparatory curriculum for students to explore and prepare for the cross-cultural issues that may occur in an international internship programs.

Culturally Responsive Pedagogy Amid the Internationalization of Teacher Education: Self-Study of Teaching International Teacher Candidates in U.S. Teacher Education Program

ABSTRACT The internationalization of teacher education has impacted the curriculum and contexts of teacher preparation in the United States (U.S.). While an increasing number of studies explore the effectiveness of international practicums where teacher candidates from U.S.-based teacher education programs immerse into different cultural and linguistic experiences, studies investigating teacher educators’ perspectives in the context of preparing international teacher candidates (ITCs) in U.S.-based teacher education programs are scarce. This self-study research explores how a teacher educator negotiates and responds to the internationalization of teacher education, particularly to the learning-to-teach process of ITCs. This qualitative research uses a self-study methodology to explore challenges and culturally responsive practices while working with ITCs’ diverse backgrounds, knowledge, and motivation. Data were collected over three academic semesters, including memos and notes, teaching journals, and lesson plans. Findings emphasize the importance of shifting perspectives and practices to meet ITCs’ academic, cultural, and linguistic needs. Implications for self-study research and teacher education programs promoting the internationalization of teacher education are discussed.

ОРГАНИЗАЦИЯ УЧЕБНЫХ ПРАКТИК ПО НАУЧНО-ИССЛЕДОВАТЕЛЬСКОЙ РАБОТЕ В ХУДОЖЕСТВЕННОМ ОБРАЗОВАНИИ В РАМКАХ ФГОС ВО С УЧЁТОМ ПРОФЕССИОНАЛЬНЫХ СТАНДАРТОВ

Modern Federal State educational standards of the third generation provide for mandatory compliance with Professional standards in the preparation of curricula, both in bachelor’s and master’s degrees, in the Field of professional activity and the sphere ofprofessional activity. The achievability of the tasks set is possible with the competent building of a system of practices. A special role among which is “Research work”. The article presents the experience of organizing educational practices for research work in art education, taking into account the federal state standards of the new generation.

A Systematic Scoping Review of Motivations and Barriers in COVID-19 Volunteering Among Health Students: The Potential for Future Pandemic Volunteers.

The high number of cases of COVID-19 has caused an increase in workload and a shortage of medical personnel in various countries, so volunteers are needed, such as health students. However, becoming a volunteer during a pandemic is influenced by motivational factors and barriers. This study aims to identify the motivations and barriers of health students as COVID-19 volunteers. This study uses a systematic scoping review. A literature review was conducted using CINAHL, PubMed, and ScienceDirect databases. The study was eligible for inclusion if it included articles published from 2020 to 2022, full-text, and primary studies. Studies were excluded if they were not in English. The keywords used in English were "health students OR nursing students OR medical students" AND "motivation OR willingness" AND "Barriers" AND "volunteer OR volunteering OR volunteerism OR voluntary" AND "COVID-19 OR covid-19 OR SARS-CoV-2 OR COVID-19 pandemic". Study quality was assessed using the Joanna Briggs Institute (JBI) appraisal tool. We found 12 articles showing motivational factors and barriers among health students volunteering to control COVID-19. Motivational factors include domain values, understanding, enhancement, career, incentive, government, social, and demographics. In contrast, barriers include fear, lack of training and knowledge, PPE shortage, unpreparedness and role uncertainty, and lack of interest, support, and protection. Our findings highlight that eight motivational factors and seven barriers influence health students' involvement in COVID-19 volunteering. However, to optimize the potential of health students, further preparation is essential to ensure that students can volunteer effectively, such as integrating volunteer training programs into the curriculum in preparation for future pandemic mitigation.

Integration of respiratory physiology and clinical reasoning in the early years of a medical curriculum: engaging with students in a large classroom setting.

Medical graduates are expected to apply scientific principles and explain the processes underlying common and important diseases. Evidence shows that integrated medical curricula, which deliver biomedical science within the context of clinical cases, facilitate student learning in preparation for practice. However, research has also shown that the student's perception of their knowledge can be lower in integrated compared to traditional courses. Thus the development of teaching methods to support both integrated learning and build student confidence in clinical reasoning is a priority. In this study, we describe the use of an audience response system to support active learning in large classes. Sessions, delivered by medical faculty from both academic and clinical backgrounds, were designed to build on the knowledge of the respiratory system in both health and disease through the interpretation of clinical cases. Results showed that student engagement was high throughout the session and students strongly agreed that the application of knowledge to real-life cases was a better way to understand clinical reasoning. Qualitative free text comments revealed that students liked the link between theory and practice and the active, integrated method of learning. In summary, this study describes a relatively simple but highly effective way of delivering integrated medical science teaching, in this case respiratory medicine, to improve student confidence in clinical reasoning. This educational approach was applied within the early years of the curriculum in preparation for teaching within a hospital setting, but the format could be applied across many different settings.NEW & NOTEWORTHY The development of teaching methods that support integrated learning and build student confidence is a priority. An audience response system was used to engage early year medical students in large classes in preparation for teaching within a hospital setting. Results showed high levels of student engagement and a greater appreciation for the link between theory and practice. This study describes a simple, active, and integrated method of learning that improves student confidence in clinical reasoning.

Pedagogical conditions for the formation of creative independence of art and pedagogical university students in China and Russia: comparative analysis

Creative independence of art students is one of the most important conditions for successful study and further employment in modern art education in the Russian Federation and the People's Republic of China. The purpose of this publication is to identify those organizational-pedagogical, psychological-pedagogical and didactic conditions in modern Russian and Chinese art universities that activate the creative independence of students. In Russia, they are more focused on stimulating the ability of students to perform educational activities independently of teachers. In China, the main focus is on independence in the creative search of students. The analysis shows that the formation of creative independence in the educational process in pedagogical universities of Russia and China in the conditions of personality-oriented learning allows students to improve both visual abilities and skills of a future teacher-artist through complexes of creative tasks or projects and participation in exhibition projects. The preparation of curricula with an emphasis on the independent work of students is a priority direction of development in such educational institutions, which is focused on the creative and research activities of students, but within the framework of certain educational tasks. The latter do not restrict the freedom of students, but, on the contrary, are those "difficulties" that provoke independence in plastic and meaningful solutions in creative works.

Designing a Virtual Practicum to Prepare Teachers for Online Instruction

Online courses are growing rapidly in K-12, but teachers often receive no preparation for teaching in these environments. While field experiences in virtual schools may be useful, very few teacher education programs offer such an opportunity and there is very little research on the design and effectiveness of such an approach. In this design case we describe the design of a virtual practicum for in-service and pre-service teachers and its impact on their self-efficacy as indicated by confidence and competence in designing and delivering online instruction. Data indicates that this approach can be effective in increasing teacher self-efficacy and performance in online teaching. However, several design considerations are unique to establishing virtual practica. In this case, we summarize several lessons learned on structure, sequencing, and partnerships for others considering the addition of a course or practicum on online teaching to their teacher preparation curriculum.