Secondary Teacher Education Program Research Articles

RETRACTED: A study of the attitudes of the teacher educators towards secondary school teacher education programme in Pakistan

This article has been retracted at the request of the Author. Please see Elsevier Policy on Article Withdrawal ( http://www.elsevier.com/locate/withdrawalpolicy ). Reason: This article was not presented at the 2010 World Conference on Educational Sciences and therefore should not have been included in this issue.

An analysis of the integration of instructional technology in pre-service teacher education in Zimbabwe

In the context of continuous innovations in information and communication technology (ICT) and its impact on higher education, this study explored the integration of instructional technology (IT) by university lecturers in pre-service secondary school teacher education programs in Zimbabwe. Specifically, the study examined how lecturers integrate IT into their instruction, and the constraints they face. Twenty-one lecturers in the colleges of education at three universities participated. The data collection methods used are questionnaires, interviews and analysis of documents. Analysis of data was inductive, employing Miles and Huberman’s interactive data analysis model. Findings show that lecturers’ computer proficiency and competencies were at the basic level in Internet usage, with little confidence shown in basic productivity software skills and in IT integration tasks and processes. The lecturers’ integration of IT was at the Entry and Adoption stages. Institutional support was characterized by poor availability and access to appropriate technological tools by both lecturers and students, and in the context of a hyper-inflationary operating environment, constraints ranged from lack of institutional funding, to the absence of an IT integration policy framework, and the lack of appropriate initial and continuous staff development. This study is part of the nucleus of instructional technology research in the Zimbabwean context. It is hoped that insights gleaned will influence policy, practice and future research. From a global perspective, this study will add to the limited knowledge and literature on instructional technology integration in “developing” and/or low-income countries like Zimbabwe.

The impact of pre‐service field training sessions on the probability of future teachers using ICT in school

Most industrialised countries have adopted training strategies for pre‐service teachers that place experienced teacher guidance centre stage, particularly within the context of regular pre‐service field training sessions. In this article, after analysing the data taken from a longitudinal survey on the computer skills and attitudes of students toward the integration of ICT in teaching in primary and secondary school teacher education programmes at the University of Sherbrooke, the authors underline the potential contradictory effects between the classroom teaching observed during practicum and the effort to support the use of computer technology in school during university training. They conclude by underlining the importance of supporting the professional development of practising teachers regarding the use of ICT, with the aim of changing practices observed by students in training and optimising the probability of increasing the use of these technologies in their future role as teachers.

The conceptualization of instructional technology by teacher educators in Zimbabwe

This study examined how university lecturers in pre-service secondary school teacher education programs in Zimbabwe conceptualize instructional technology (IT) integration. Twenty-one lecturers in the colleges of education at three universities participated. Interviews were used for collecting data, and analysis was done using Miles and Huberman’s (1994) interactive data analysis model. Findings show that the conceptualization of IT and its integration by the majority of the lecturers was largely hardware in nature, with focus put on viewing technological tools as audiovisual tools or aids. Lecturers with qualifications in IT viewed IT and its integration from what Schiffman (1995) calls a narrow systems view. Most of the lecturers used technological tools for illustrating key points in their lecture delivery, and lecturers who used computers used these for lecture preparation. This is a preliminary study to understand the basis on which the broader integration of technology may be explored in the Zimbabwean context.

Perceived Efficacy Beliefs of Prospective Nigerian Science Teachers

The purpose of this study was to assess differences between Nigerian junior and senior preservice teachers’ science teaching efficacy beliefs. Data in this study were collected from a total number of 221 preservice teachers enrolled in junior and senior secondary science teacher education programs in Nigeria using Science Teaching Efficacy Belief Instrument (STEB-B) (Enoch and Riggs in Sci Educ 74:625–638 1990). Results indicated that junior secondary preservice teachers were as efficacious as their senior secondary preservice teachers on the two dimensions of STEB-B. In addition, analyses did not reveal any significant gender differences on the two dimensions of STEB-B.

Why do some student teachers make very good use of ICT? An exploratory case study

This paper reports the findings from a study of student teachers at a university–school initial teacher education partnership in England. Forty student teachers, on primary and secondary teacher education programmes, were identified through tutor and mentor reports as making very good use of information and communication technologies (ICT). These student teachers were interviewed, and in many cases observed, teaching a lesson using ICT. Interviews covered their use of ICT in a particular lesson; their past experience of using ICT; factors encouraging or discouraging their use of ICT in school; and their beliefs about teaching and learning. Observations recorded their uses of hardware and software. Findings indicate that access, support for, and modelling of, ICT use in the classroom were key issues in developing this very good use of ICT. Equally important, however, seemed to be the belief that ICT could make a positive difference to teaching and learning and a willingness to ‘learn by doing’. These findings are reported in the context of the wider literature.

Effects of the Methods Course of Curriculum Materials Analysis and Instruction on Pre-Service Teachers’ Teaching Efficacy and Pedagogical Content Knowledge in a Secondary Teacher Education Program

Effects of the Methods Course of Curriculum Materials Analysis and Instruction on Pre-Service Teachers’ Teaching Efficacy and Pedagogical Content Knowledge in a Secondary Teacher Education Program

CHAPTER 8: Star Tech: The Net Generation!

ABSTRACT Today's students are super-savvy with technology, experiential, participatory, visual, kinesthetic learners who crave interaction with other students. Their world revolves around music, movies, music videos, PC and video games, and TV programs. It is a remixed, digital, mobile, always-on media environment. This chapter examines the characteristics of these Net Geners and how elementary and secondary teacher education programs need to respond to adapt to their needs. How can teachers compete with their level of overstimulation? They can't, but they can tap into it. Teachers can activate the students' prior knowledge of the cultural elements in their world to generate motivation, interest, and attention to learn new material from our world. Teachers need to leverage the music to which the Net Geners are listening, the videos and TV programs they're watching, and the games they're playing as teaching tools. These tools can be executed in a cooperative, social, learner-centered environment in which every student can succeed.

A wind shift: Integrating curriculum for education for sustainable development

Abstract: For seven years, trainee teachers in the Pre‐Service Secondary Teacher Education Programme at Massey University College of Education, Albany campus, have integrated their curriculum areas to model the processes school students could follow in environmental education and education for sustainable development using Motutapu, an island adjoining Rangitoto in the Hauraki Gulf Marine Park, as the context for their actions. Evaluation of the programme indicates that it is empowering to learn about connections between subject areas and the potential for school students to have a hand in creating a sustainable future and to participate in real world concerns.

In pursuit of teacher quality in diversity: A study of the selection mechanisms of new secondary teacher education programmes in Taiwan

Abstract As the definition of teacher quality changes with time, the selection mechanism of students into teacher education programmes may also change accordingly. In Taiwan, before the 1994 teacher education reform, selection of pre-service students was based solely on academic achievement. Afterwards, the selection was delegated to individual teacher education programmes with varied missions for teacher education. This study examines the degree of diversity and selectivity of the selection mechanisms of these programmes. Data from 48 programmes, including institutional documents, telephone inquiries and governmental reports, were collected and analysed. The results show that the selection mechanisms of these programmes are diverse enough to reflect a variety of characteristics of teacher quality, and rigorous enough to ensure a certain level of quality. Related issues on teacher selection are further discussed.

Flexibility in initial teacher education: implications for pedagogy and practice

This paper focuses on recent and innovative moves towards flexible learning in initial teacher education programmes in England and Wales, as part of the ‘widening participation’ agenda in higher education and in response to changes in teacher recruitment patterns. We take as our perspective our own experience as two course tutors in a higher education institution that introduced flexible routes into its secondary teacher education programme at the beginning of the academic year 2002/2003. Using the university's model for our case study, we have undertaken a small‐scale research project and reviewed the literature describing flexible learning discourses in higher education, to consider the extent to which concepts of flexibility are being translated into practice. In particular we highlight some implications for pedagogy and practice that have become apparent at this early stage in the development of flexible courses and which will have an impact upon their progress in the future.

The “constant changing of myself”: Revising roles in undergraduate teacher preparation

In this article the author describes the revision of the traditional roles of teacher educator, experienced mentor teacher, high school student, and preservice teacher required by a project based in the undergraduate secondary teacher education program she directs. Although role revisions can pose profound challenges to peoples identities and relationships, participants in the project find the “constant changing of myself.” That the role revisions require to be liberating, empowering, and educative. The role revisions foster the development of more dynamic and productive relationships than exist among individuals in traditional roles in teacher preparation and inspire participants to develop a more flexible sense of identity. These outcomes enhance the educational experiences of all the stakeholders.

Are Middle Years Teacher Education Courses Justifiable?

The recent growth of separate middle schools for young adolescents raises the question – do we now need separate teacher education programs in middle schooling? Or, can the staffing requirements of middle schools be met adequately by existing primary and secondary teacher education programs? This paper provides a contribution to answering these questions by discussing the rationale underlying a new graduate diploma in the middle years of schooling offered at Edith Cowan University. In doing so, the paper draws attention to the contested nature of innovations in teacher education and some uncertainty about what the future holds for them.

Preservice teachers’ notions of families and schooling

Although there is widespread support given to the idea of strong home–school relations, little attention is paid to the issue in teacher education programs. To understand the perspectives prospective teachers bring to their professional program about working with families, we surveyed students just beginning elementary and secondary teacher education programs. Results of the survey indicate that teacher education students enter their professional preparation with constructions of family and education that reflect their own experience and that assume that families support teacher work in the classroom. Out of these assumptions, prospective teachers develop strategies for interaction with families in the future. These limited constructions and expectations of families constrain opportunities for support, knowledge, and collaboration by holding parents at a distance. Thus, teacher education programs must provide opportunities for students to expand their theoretical background while gaining experience working with families in a variety of settings.

Challenging changes in a secondary teacher education programme

Teacher education has become the subject of increasing scrutiny and general reviews often recommend change. This article reports the author's perceptions of and reflection on an evolving secondary teacher education programme. It outlines the reasons for change, some difficulties encountered and some steps taken to address these. The case to change the secondary teacher education programme considers how general criticisms of teacher education are influencing an ostensibly successful programme. Despite its success and attractiveness, the programme appeared to have a key problem: a perceived lack of relevance according to beginning teachers, though not to current teacher education students. Specific modifications to the programme are presented which set out, primarily, to increase the relevance of the teacher education experience. The reflection on the programme change, as it occurred, reports how university culture and development of partnership between school and university present a challenge to the proposed development of the teacher education course.

Challenging changes in a secondary teacher education programme

Challenging changes in a secondary teacher education programme

Demystifying Reflection: A Study of Pedagogical Strategies that Encourage Reflective Journal Writing

Reflection is a mysterious concept to many of the students who enter our graduate-level, secondary teacher education program at a large, Southeastern university. Although all already hold degrees in their subject areas and many have extensive life and work experience, few have written—or perhaps even thought—reflectively during their academic careers (King & Kitchener, 1994). The purpose of this study was to identify pedagogical strategies that helped preservice secondary teachers improve their reflective thinking via journal writing during the 1st semester of a yearlong professional program. A secondary purpose was to study the effectiveness of our own practices as teacher educators. We present brief case studies of four preservice teachers who met our criteria for growth in reflection and report their views of how and why they became more reflective over the course of the semester. We found that no single pedagogical strategy was best and that students responded differently to different strategies. These preservice teachers benefited from spending class time on defining, discussing, and viewing models of reflection. Overall, personalized feedback on their journals and their relationships with their instructors were most important in helping them grow. We must actively teach and model reflective skills in a variety of ways if we are to demystify reflection.

Demystifying Reflection: A Study of Pedagogical Strategies that Encourage Reflective Journal Writing

Reflection is a mysterious concept to many of the students who enter our graduate-level, secondary teacher education program at a large, Southeastern university. Although all already hold degrees in their subject areas and many have extensive life and work experience, few have written—or perhaps even thought—reflectively during their academic careers (King & Kitchener, 1994). The purpose of this study was to identify pedagogical strategies that helped preservice secondary teachers improve their reflective thinking via journal writing during the 1st semester of a yearlong professional program. A secondary purpose was to study the effectiveness of our own practices as teacher educators. We present brief case studies of four preservice teachers who met our criteria for growth in reflection and report their views of how and why they became more reflective over the course of the semester. We found that no single pedagogical strategy was best and that students responded differently to different strategies. These preservice teachers benefited from spending class time on defining, discussing, and viewing models of reflection. Overall, personalized feedback on their journals and their relationships with their instructors were most important in helping them grow. We must actively teach and model reflective skills in a variety of ways if we are to demystify reflection.

Some Design Considerations for Masters Degree Curricula in Elementary and Secondary Education

Masters degree curricula for elementary and secondary teacher education programs have been infrequent topics of educational researchers and writers. In this article the adoption of a definition of education is suggested that might be useful in guiding future M.A. curriculum research and development. Several broad areas of teacher education study are proposed from which components of degree curricula might be drawn. The teaching experience of potential M.A. program students is suggested as a degree admissions factor that might be used to differentiate M.A. curricula for different categories of students. A number of proposals are outlined that could guide the organization and sequencing of curricular events for a two year, cohort-based, experiential oriented M.A. curriculum. The focus of the proposed curriculum is on improving the ability of the degree candidate to function as a teacher within the classroom and as an empowered leader within the school.

Secondary School Mathematics Teacher's Professional Knowledge: A case from the teaching of the concept of function

This study examines the relationships between a secondary Mathematics teacher's pedagogical content knowledge and the dilemmas posed when teaching the concept of function. Alternative tools and procedures for analysing these relationships are used. The results illustrate the flexibility of her knowledge use in Mathematics teaching and how it is related to her knowledge of the pupils as Mathematics learners. In addition, it highlights the central role played by the teacher's knowledge about pupil comprehension in the content and organisation of her teaching agenda. The difference that the teacher establishes between exercise and problem shows her struggle with the two-fold understanding-memorisation of procedures as the content of a teaching dilemma. The results obtained suggest the need for secondary Mathematics teacher education programmes to adopt approaches that take into account the central role played by teacher knowledge about Mathematics learning, and the dilemmas generated when teachers have to reconcile objectives that are apparently contradictory during their teaching practice.