Primary Teacher Education Program Research Articles

High Performance Education Fails in Sustainability? —A Reflection on Finnish Primary Teacher Education

Sustainability is internationally often emphasized as an essential aim of higher education, but more as a principle than on the practical level. This is also obvious in the academic education of primary teachers in Finland. Therefore, it is a great challenge for Finnish teachers to include sustainability in their teaching and everyday life in schools. The aim of this article is to critically analyze why the implementation of sustainability in teacher education is so intricate and to discuss possible solutions with Finland—a country highly valued for its education—as an example. The article reports outcomes from educational policy documents and research on educational, philosophical, scientific and social aspects of sustainability, including evaluation of how sustainability has been implemented in schools and at universities, especially among teacher educators. In addition, the article builds on analyses of comprehensive university strategies and primary school teacher education programs. We found these reasons for the ignoring of sustainability in the Finnish teacher education: sustainability is in conflict with overall trends in society and politics, teacher education takes place at universities and is based on separate academic disciplines. Sustainability is also intricate because it is strongly connected to ecological literacy and it is value dependent. Universities need to overcome these obstacles and become forerunners in the sustainability process.

An evaluation of primary school teacher education program according to the views of teacher educators and prospective teachers

An evaluation of primary school teacher education program according to the views of teacher educators and prospective teachers

Developing a Proof-of-Concept Selection Test for Entry into Primary Teacher Education Programs

The purpose of this article is to report on the development of a proof-of-concept situational judgment test (SJT) to assist in the selection of candidates for primary teacher education (ITE) programs. Nine development steps involving practising teachers, teacher educators, and applicants to ITE programs were carried out to establish target attributes and to develop content for the test. The results from administering the test to 124 primary ITE candidates showed a near-normal distribution, high levels of reliability, and significant positive correlations with a range of concurrently administered interview scores. We conclude with a description of the necessary next steps needed to implement evidence-supported teacher education selection processes in a range of international settings.

What is history? Views from a primary school teacher education programme

This article focuses on how history as a concept is understood by first-year BA Education students. Students were asked to respond to the following questions: ‘what is history?’, ‘what is history to you?’ and ‘who writes history?’ Verbal and written consent was obtained from the students to participate in the study. Their answers demonstrated a concept of history that is imbued with a spatial and temporal as well as ideological and moral position. This article argues that, through the data, it seems that for these students the concept of history emerges as an object that is given a moral value, rather than history being seen as having value as a knowledge or skill set. I draw parallels between my findings and Donovan and Bransford’s work on how history is learnt by primary school students in the United States. There are clear similarities between the primary school understandings recorded in Donovan and Bransford, and first-year university understandings that emerged in the data of this study. This article argues that if history is understood as moral, as ‘good’ or ‘bad’, critical thinking and analytic skills which learning history can imbue are vastly diminished. Furthermore, this article uses Lauren Berlant’s concept of ‘cruel optimism’ to consider the implications of how the participating students understand what history is.

How musical are primary generalist student teachers?

ABSTRACTCurrent inclusive pedagogical thinking advocates that learning should begin with what the learner can already do. As children bring rich musical experiences with them into school, primary generalist student teachers also bring rich experiences of music and music-making into their initial teacher education programmes. Yet debate still continues as to whether primary generalists can teach music. The research reported in this paper originated from the reflective practice of a primary generalist teacher educator. Through anecdotal evidence in her teaching, she found that the musical profiles of students undertaking a one-year postgraduate primary teacher education programme were changing. Younger students were beginning to discuss experiences of widening participation opportunities when reflecting on their own musical learning journeys. Moreover, the richness of musical experiences reported by the primary generalist student teachers each year was consistent. The current research resulted from a desire to document these experiences, and also to find a way to gather this information prior to the students starting their course in order to improve teaching; by finding out what the students could already do, teaching could be planned so as to practise and model effective inclusive pedagogy and use the allocated time for music in the best possible way. The paper opens with a review of recent research, raising new research questions as a result of a potentially changing student musical profile. The integration of reflective practice and research to form a research methodology is discussed, and a theoretical framework of what is meant by musical is given. The initial findings of the research are presented and discussed; the paper closes with an overview of the next stages of the research project and the implications for initial teacher education are identified.

Assuring the Quality of Mentoring in Malawi’s 1+1 Model of Initial Primary Teacher Education Programme:

Assuring the Quality of Mentoring in Malawi’s 1+1 Model of Initial Primary Teacher Education Programme:

Measuring PCK – Discussing the Assessment of PCK-related Achievement in Science Teacher Training

Primary school teachers often lack content (CK) and pedagogical content knowledge (PCK) in the domain of natural sciences. Therefore effective teacher training is needed and the outcomes have to be assessed. In this paper the validation of an assessment methodology is described as part of an interdisciplinary primary science teacher education program at the university level. A multi-perspective questionnaire using different formats was constructed. The internal consistency of the scales measuring general and topic-specific facets of PCK is adequate and the subcategories are stable. The domain-specific and interdisciplinary CK assessment tools are less consistent but include a wide content spectrum (bandwidth fidelity dilemma). The instruments could be used for science teacher education as well as for professional development.

Evidence-Based Classroom and Behaviour Management Content in Australian Pre-service Primary Teachers' Coursework: Wherefore Art Thou?

Abstract: Beginning teachers often report feeling less than adequately prepared by their teacher education programs in the area of classroom and behaviour management (CBM). This article reports the prevalence of evidence-based practices in the coursework content on offer in Australian undergraduate primary teacher education programs. First a set of CBM practices supported by empirical research was established. Models of CBM in CBM courses and prescribed texts were then examined for the inclusion of these practices. We found that evidence-based practices in CBM were not commonly included in either models of CBM covered in courses, or in the prescribed texts used to support courses. The implications of this phenomenon on beginning teachers’ knowledge and confidence in CBM are discussed. Beginning teachers, locally and elsewhere, have long complained about the inadequacy of their pre-service preparation in the area of classroom and behaviour management (CBM) (Atici, 2007; Department of Education, Science & Training, 2006; Veenman, 1984), and it is one of the top two concerns of beginning teachers in Australia (Australian Education Union, 2009). A recent survey of Australian first-year -out primary teachers found that they felt only somewhat prepared to manage a range of problematic student behaviours based on their pre-service teacher coursework preparation (O’Neill & Stephenson, 2013). This dissatisfaction is supported by findings from the

A CROSS-AGE STUDY OF ELEMENTARY STUDENT TEACHERS’ SCIENTIFIC HABITS OF MIND CONCERNING SOCIOSCIENTIFIC ISSUES

In this study, we investigated elementary student teachers’ scientific habits of mind for a series of socioscientific issues, and compared their views with respect to academic performance and type of programme. The sample consisted of 1,600 student teachers from science education, mathematics education, primary teacher education and social science education programmes (100 student teachers from each grade) at a Turkish University in the fall semester of the 2010–2011 school year. The data were obtained from the Scientific Habits of Mind Survey consisting of 32 items which had been previously validated, in this setting. The findings suggested that the teacher education programmes need to help student teachers grasp better scientific thinking as measured via scientific habits of mind if they are to engage more effectively in decision-making and discussion of socioscientific issues in their classrooms.

The socio-emotional dilemmas of primary school teaching in Anglophone post-colonial Africa: Policy implications for developing countries

This study investigated the underlying reasons for pre-service university student teachers’ negative responses toward an innovative faculty-based primary teacher education programme. The purpose of the study was to understand and explain post-Sixth form trainee teachers’ resistance to teach in primary schools. The data to address the problem was collected by means of the descriptive survey comprised of a questionnaire and structured interview. The participants in the study consisted of 54 post-sixth form student teachers intake class 2004 who were the first group to pioneer a university based pre-service primary teacher training programme, 8 teacher educators and 12 school based mentors participating in the implementation of the programme. The results of the study indicate that post-Sixth form student teachers undertaking primary pre-service teacher education programme are at a socio- moral and emotional crossroads. Socially and morally, primary school teaching is perceived by trainees as being inferior and less rewarding than secondary school teaching. Economically, university based primary teacher education programs are felt to be financially stressful to the prospective student. Emotionally, students feel isolated and unsupported by their tutors. In light of the above, this study proposes a major overhaul in the conceptualisation, design and delivery of university based pre-service primary teacher education programmes for post sixth form student teachers. First, at policy level, funding policies for primary teaching should be coherent across colleges and universities. Second, at implementation level, university lecturers should regard primary school teaching as problematic emotionally, morally and financially. In view of this the concerns of university students should be incorporated in both the design and delivery of primary teacher education programmes. Key words: Primary school teaching; emotional dilemmas; resistance, post-Sixth form student teachers, Zimbabwe.

Exploring the Effects of Classroom Culture on Primary Pre-Service Teachers’ Professional Development

This study aims to examine primary student teachers’ (PSTs) perceptions about the effects of pre-formed classroom culture on their professional development. In the study, a mixed method approach was used. The study group consisted of 4 year student teachers who attend a primary teacher education program leading to a B.Ed. degree at the Fatih Faculty of Education at Karadeniz Technical University. The data was collected during the spring semester of the 2011-2012 academic year, in which student teachers carried out their teaching practices in primary schools. The main data collection instruments included a preliminary questionnaire which was distributed to 178 student teachers, and a semi-structured interview. Fifteen randomly selected students were interviewed. Results indicate that pre-established classroom culture have various effects on student teachers’ professional development. Despite the presence of good teaching practices, within the pre-created climate of classrooms, limited integration with all aspects of classroom management such as communication with pupils, creating and maintaining routines, and establishing authority was reported. It is suggested that student teachers should be given more flexibility, time, or some degree of freedom in classrooms in order to convey their teaching skills and abilities to pupils for the betterment of their professional development.

Using Constructivist and Collaborative Approach to Enhance Pre-service Teachers’ Attitude Toward Computer in Computer Course: Learning and using MS Excel Functions in Problem-based Scenarios

The purpose of present research is to determine the difference between teacher centered training & individual application process (TCT&Iapp) group and problem-based scenarios & collaborative application process (PBS&Capp) group according to their attitudes toward computer (AtC) by an experimental design process. The study group of the research includes 125 pre-service teachers attending to department of primary school teacher education program. TCT&Iapp group (n=65) was assigned as control group and the PBS&Capp group (n=60) was assigned as experimental group. The application continued six weeks period during four course hours in a week. The results of the study reveal that the AtC scores of the students in PBS&Capp group are significantly higher than scores of TCT&Iapp group.

Sustainability Education and Teacher Education: Finding a Natural Habitat?

AbstractSustainability education competes for curricular space, both in schools and in teacher education. Opportunities and barriers for the inclusion of sustainability education in an Australian university primary teacher education program are examined in this article. The study focused on the roles, practices and perceptions of teacher educators in promoting sustainability education. Three focus groups were conducted with members of faculty staff from each of the K–6 Key Learning Areas to gather data, which were analysed according to three frameworks: espoused/aspirational and actual practices of staff members; barriers to and affordances for teaching sustainability education; and the nature of initiatives, in terms of teaching/learning activities, assessment tasks, and resources. Beyond the Social Sciences, and Science and Technology, we found that inclusion of sustainability education is somewhat sporadic. The article proposes some ways forward to promote and abet sustainability education in a tertiary context.

Primary Teacher Education In Malaysia

In Malaysia the training of primary school teachers is solely carried out by teacher training institutes which offer the Bachelor of Teaching with Honors (Primary education) program and was first launched in 2007. This program prepares primary school teachers specializing in various subjects or major and is carried out in 27 teacher training institutes. The main aim of this program is to produce quality primary school teachers in terms of knowledge, skills and professional competencies in their respective subjects and in line with the National Philosophy of Education. After a span of five years, has this Bachelor of Teaching program achieve its learning outcomes outlined? Thus this study intends to evaluate this primary teacher education program by focusing on the achievement of learning outcomes (LO) of this four years program. The sample involved in this study is a group of 106 final year student teachers who have completed their 8th semester of study. A questionnaire was administered to check the extent of the learning outcomes being achieved. This questionnaire was developed based on the eight main learning outcomes of this Bachelor of Teaching program. The question items were written individually by referring to the sub outcomes of each main LO. Thus this studys main objectives are to find out to what extent the overall LO was achieved and also to determine the importance of each LO. The results would serve as guidelines for the teaching staff to further improve their teaching practices and guidance given to students in the future.

Drivers and Blockers: Embedding Education for Sustainability (EfS) in Primary Teacher Education

AbstractThe growing emphasis on sustainability in school curricula in Australia reflects international trends in education. Teacher education is a vital strategy for the incorporation of Education for Sustainability (EfS) in school curricula. Research to identify drivers and barriers to embedding EfS across a primary teacher education program in an Australian university is the focus of this article. Using a mixed methods approach, data were gathered through document and unit outline audits, a self-efficacy pre-service teacher (PST) survey, and staff and PST focus group interviews. The audits identified a foundation of EfS principles and content across units. Lecturers identified societal and personal drivers and blockers to embedding EfS across the course, with lack of time considered the biggest blocker, which is also consistent with existing school-based research on the nature of teachers' work. PST responses described successful learning outcomes; however, confidence towards teaching sustainability varied. PST reported that the incorporation of community networks in their course provided enriching experiences. Embedding EfS involves values, sustainability concerns and appropriate knowledge and skills. Successful implementation will depend on the development of appropriate understandings of teacher educators.

From science as ‘content’ to science as ‘interpretive key’: experiences and reflections from a science course in teacher education

Despite science's central role in European culture, public perception of, and participation with, science is characterised by contradictions and conflicting agenda. School curriculum reform, for example by Scottish Government, promotes ‘science for citizenship’, yet teachers' understandings of the nature of science and its relationship with society are often underdeveloped. This article reports on the experiences of a group of first-year students enrolled in the course ‘socio-cultural perspectives in science learning’ within a primary teacher education programme. Drawing on sociocultural theory, attention was given to language as a system for constructing symbolic realities. Through participation in activities, which explored science knowledge production and communication, students were encouraged to reflect on the nature of science and the dynamic relationship between content, methods and value-frameworks. Findings cluster around interconnected themes: students' views of knowledge, language genres across communities and knowledge–power negotiations. The course attempted to move from a space for knowledge consumption to an intermediary space between science and society for students to inhabit in the dual roles of citizens and co-constructors of knowledge. In this transition, linguistic genres pointed to the complexity of interactions between curricular materials offered by the course and newly established social networks. The article argues for further consideration of linguistic practices in science education as a means for disclosing interpretations and cultural framings and a necessary step in equipping teachers to understand ‘science for citizenship’ issues.

Mind the gap. Combining theory and practice in a field experience

In this article, we describe a collegial case study conducted in one Finnish university during the last field experience in a primary school teacher education program and discuss pedagogy of supervision from university supervisors’ perspectives. The aim of the study was to clarify the role of university supervisors and try out a collegial supervision approach to combine theory and practice in a field experience. We aimed to develop student teachers’ understanding of curriculum as an enacted phenomenon in which they have agency, and enhance their understanding of the development of language skills when working with young children. Our supervision was based on the importance of situated learning and Kolb’s experiential learning model. The results showed that a theory-based approach is possible and collegial supervision can add extra value to supervision. The student teachers became more aware of the different levels of curriculum and their meaning in teachers’ planning processes. They also gained more comprehensive understanding of primary school teachers’ possibilities to develop children’s language skills every day and in all subjects.

Embarking on the Teaching Journey:Pre-service Teachers Reflecting upon Themselves as Future Teachers

This article reports on a research study that examined 25 reflective papers written by pre-service teachers a few weeks into attending primary teacher education. The overall aim of the study was to gain insight into the students’ thoughts and ways of reflecting as a basis for taking action to improve lecturing, tasks and exercises which promote reflection in the primary teacher education program. The students were asked to write a paper reflecting upon “The teacher I want to become”. Two research questions were posed upon the material: What images of teachers emerge in the texts? How is reflection carried out in constructing these images? The analysis of the reflective papers revealed that the students’ images of themselves might be placed in the main category; “caring teacher”. Furthermore their ways and levels of reflection varied considerably from descriptions and fragmented thoughts to accounts with elements of dialogic reflection.

Information Literacy for Future Teachers

The main goal of this study is to evaluate primary teacher education programs in Croatia. Prior to evaluation of the primary teacher education programs, expected primary teacher education competencies were defined. The expected teacher competencies were determined according to the goals stated in the Croatian national curriculum. In addition, international guidelines for information literacy development among primary education teachers were used. An extensive literature review on information literacy curriculum in teacher education higher education was conducted as a part of this study. The evaluation of primary teacher education programs is conducted according to the content analysis methodology. Since current primary teacher education programs do not state learning outcomes, future teacher competences are evaluated according to the state course goals. The content analysis indicates that the majority of the current primary teacher education programs include goals that could be linked to information literacy standards. Future teachers are most frequently taught how to evaluate information, but lack instruction on fair use of information. The discussion includes recommendations to raise information literacy among teacher educators and to align course syllabi with the common theoretical frameworks.

Finding myself as a teacher: exploring the shaping of teacher identities through student teachers’ narratives

The aim of the study was to explore the professional identity development among student teachers in a five-year integrated teacher education programme in Estonia. Thirty-eight students in the first through fifth year of the primary school teacher education programme provided written stories about themselves as teachers today. The narratives were analysed both across different study years in the teacher education programme using inductive content analysis, and through in-depth thematic analysis of one case exemplifying the emergence of teacher identity. In the latter, Kelchtermans’ professional identity model was applied. Findings indicate that the practice periods appear to be highly influential for identity development. In the students’ development, phases similar to those identified in prior research emerged, with focus shifting from oneself towards teaching methods and skills and pupils’ learning. Teacher educators can help students recognise these patterns and support the students in reflecting on the strategies they have applied in their learning and development and their ways of coping with challenges, and help them to identify personal working theories developed during the education process. This way the newly qualified teachers entering schools can be supported to become teachers with solid professional identities well-equipped to begin their careers in primary schools.