Perspectives Of Teacher Educators Research Articles

Exploring the concept of a responsive curriculum in teacher education from the perspective of students and teacher educators

Exploring the concept of a responsive curriculum in teacher education from the perspective of students and teacher educators

UNDERSTANDING IDENTITY CONSTRUCTION OF INDONESIAN EFL TEACHER EDUCATORS FROM A THREE-DIMENSIONAL NARRATIVE

Research into language teacher identity construction has proliferated in recent years. However, studies examining identity construction from an integral perspective of EFL teacher educators’ past, present, and future narratives seem sparse. To fill this lacuna, the present study was designed to explore five Indonesian EFL teacher educators’ identity construction from their past, present, and future narratives. This study’s data were generated through multiple life-historical interviews with the five participants. The thematic analysis showcased that language teacher identity is constructed as a continuum from the teachers’ past experiences as EFL learners, present experiences as lecturers and doctoral students, and future narratives as imagined teacher educators. The findings also revealed that the participating teachers constructed their language teacher identity through complex and context-dependent experiences in their past, present, and future narratives. Based on the study’s findings, we offer a novel approach to studying language teacher identity construction employing teachers’ three-dimensional narratives. This approach enables teachers to understand themselves and their relationships with social environments through the interconnectivity of their past, present, and future narratives.

The Prioritized Components of Research Skills and Competencies from the Perspective of Teacher Educators

The Prioritized Components of Research Skills and Competencies from the Perspective of Teacher Educators

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

Reflection on the Individual Capabilities of Teacher Educators based on the Perspectives of Teacher Educators in Iran and Canada

Reflection on the Individual Capabilities of Teacher Educators based on the Perspectives of Teacher Educators in Iran and Canada

Plurilingual Perspectives in Basic Level Teacher Education in Nepal: Educators’ Memos from the Past

Plurilingual Perspectives in Basic Level Teacher Education in Nepal: Educators’ Memos from the Past

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

Initial 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.