Teacher Education Sector Research Articles

Was 2021–2022 an Annus Horribilis for teacher educators? Reflections on a survey of teacher educators

AbstractThe COVID pandemic temporarily altered the functioning of all sections of society. In England, it led to major disruption in the teacher education sector leading to curtailed training in schools and a rapid shift to alternative approaches to teaching and learning. By the 2021–2022 academic year, it was hoped that activity would return to a level of normalcy. However, the continued hangover of the pandemic together with the return of high‐stakes inspections by Ofsted, and a decision by the UK Government to instigate an accreditation process for all English initial teacher education (pre‐service teacher education) programmes, required to allow institutions to continue offering initial teacher education beyond 2024, all combined to create the potential for a very difficult year. We surveyed 159 teacher educators to capture reflections of their experiences form the 2021–2022 academic year, understanding their perceptions through the lens of the Job Demands‐Resources Model (Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). Journal of Applied Psychology, 86(3), 499–512, 10.1037//0021‐9010.86.3.499) which identifies those factors which may lead to stress and burnout in the work environment (demands) and those which balance against this and offer emotional well‐being (resources). The results show a number of high demands over the course of the year, especially related to accreditation and Ofsted pressures, and the extra demands made by the overhang of the pandemic, all factors leading to increased workload. Counteracting these demands are the resources present, particularly the support between colleagues and a strong commitment and enjoyment gained form working with student teachers. However, the long‐term sustainability of the role of teacher educator is in question.

Ph.D. Graduates are in Schools as K-12 Teachers: A Phenomenological Study

This study explored the experience of Ph.D. graduates as K-12 school teachers in Pakistan. Pakistan is confronting significant challenges in the early and late stages of K-12 education. Therefore, the presence of Ph.D.s in schools can be appreciative regarding quality assurance matters and employment opportunities but create a question mark regarding their future progress and adjustment in the school system. In this current research, the researchers addressed the main themes: How is it possible for a Ph.D. graduate to become a K-12 teacher in a school? How do Ph.D.s think and reflect themselves while teaching as K-12 teachers? The researchers collected the experiences of Ph.D. graduate teachers by interviewing them under the umbrella of phenomenological studies of qualitative research design. Eleven Ph.D. graduate teachers from different schools in Punjab province, Pakistan, were selected as research participants through a snowball sampling technique The researchers analysed data using phenomenological studies and developed different themes to address Ph.D. graduate teachers’ feelings, thinking, and reflections within the school environment. After drawing results and creating conclusions, this study suggested various recommendations for the school education department and stakeholders to improve their policies and working environment to cope with the Ph.D. graduate teachers. The study's implications revealed that the governance system must implement the various provisions concerned with Ph.D. graduate teachers present in schools. These provisions include recognizing their work, financial satisfaction, teacher education sector reforms, and proper utilization in the education system.

Blended Teaching and Learning in Teacher Education Sector in India: Present and Future Prospects

Blended Teaching and Learning in Teacher Education Sector in India: Present and Future Prospects

Promoting and Enhancing Effective Teacher Professional Development in Tanzania: Lessons from Chinese Teacher Professional Development

This paper reports on promoting and enhancing effective teacher professional development in Tanzania: Lessons from Chinese teacher professional development. Teacher professional development is an important aspect in any country for educational achievement. In several years Tanzania has been facing ineffective teacher training and professional development. As a result, most of the teachers fail to plan their professional development as it expected to be. The analysis of findings indicated that Chinese teacher professional development has obtained significant achievement due to the presence of a strong policy, heavy investment in the teacher education sector, and other related factors. In this regard, these lessons are worth to Tanzania which still struggling to have effective teacher professional development through teacher practice. Therefore this study recommended that the Tanzanian government should encourage professional training programs for teachers through financial and material support.

Te Rangatiratanga o te Reo: sovereignty in Indigenous languages in early childhood education in Aotearoa

ABSTRACT Te reo Māori, the Māori language is a taonga (something highly valued by Māori) that should have been protected under Article Two of the 1840 Te Tiriti o Waitangi, the treaty that gave Britain the right to settlement of Aotearoa (New Zealand). Article Two guaranteed Māori absolute chieftainship over their lands, homes, resources, and everything of value. Thirty-five years ago the Waitangi Tribunal found te reo Māori is indeed a ‘taonga’ which the Crown is obliged to protect. In this paper we consider how the dominance of English language practices in education in Aotearoa and unequal access to Māori of power and resources has caused te reo to decline. We outline how the Waitangi Tribunal has identified treaty breaches, before considering recent education policy with a specific focus on the early childhood sector. We conclude by identifying the teacher education sector as a prime site for reinvigorating te reo Māori as both the repository of Māori knowledge and a national taonga. We highlight that whilst recent policy changes signal a governmental commitment to transforming the racist and linguicist legacy of educational policies, ongoing resourcing of support to the teaching profession will be required to ensure the success of these aspirations.

Indicators for the Measurement of Teachers’ Professional Identity across Asia and Africa: A Delphi Study

The comprehensiveness of teacher professional identity (TPI) studies conducted by African and Asian researchers highlights the importance of valid TPI indicators across Africa and Asia. Questionnaire TPI indicators are important to obtain valid direct comparisons between teachers in Africa and Asia. The process of developing a questionnaire served as an avenue for researchers from Asian and African regions to learn about TPI pointers from each other. This study used the Delphi technique to achieve consensus on valid TPI indicators across African and Asian regions. Fourteen researchers from the Asia-Africa University Dialogue Network for Educational Development (AAD) were selected using purposive sampling. TPI in this study is defined as a multifaceted concept comprising contextual and personal factors that differ across national borders. The indicators in the questionnaire represented personal, social and institutional factors perceived by teachers and outlined in the literature. In the Delphi study process, the researchers used three rounds to validate the initial 40-item TPI questionnaire. Subsequent analysis of the results indicated high importance and consensus among experts. Owing to its standardized procedure, the TPI questionnaire makes it possible to collect and compare the TPI dimensions from the different socio-economic contexts in which teachers work in Africa and Asia. The findings of this study guide African and Asian researchers on the common understanding of TPI characteristics prevalent across African and Asian regions. Research protocols for fostering quality research toward addressing challenges faced by the teacher education sector in African and Asian countries is also implied.

New Potential Solutions for Mentors in the Development of Physical Education Teachers


 The Hungarian Educational System, the Higher Education also Teacher Education have been constantly changing over the past decades. According to the results of international and domestic examinations, there is an increasing need for new standards and approaches, in the entire Public Education, especially Teacher Education sector.
 The purpose of our study was to examine the key aspects of the mentoring process in physical education. We were trying to identify those special factors and identify new trends in the area of physical education. What is the role of these factors in the process of professional development of a teacher.

Innovations in teacher education at the time of COVID19: an Australian perspective

ABSTRACT The university sector was hit hard by COVID-19 in early 2020 with global calls for universities to lockdown. The teacher education sector in most countries, including Australia, had not anticipated the shift to off-campus teaching of such a massive scale and the sector was not well prepared for the challenge. This paper reports how the Australian education sector responded to the COVID-19 pandemic and details how one Australian university implemented a number of innovations changing the mode of teaching and move to a fully online environment for all initial teacher education programmes. The innovations included the conversion of all face to face course work units into online units, including synchronous and asynchronous learning opportunities. The initial impact of the innovations on pre-service teachers was captured through systematic measures of engagement with the online content. Using these measures, we interviewed four academics who were identified as supporting high levels of interaction. We were keen to understand what contributed to fostering high levels of interaction of pre-service teachers. Key lessons learnt from the analysis are discussed with a hope that these practices might benefit others looking for ways to provide high-quality teacher education programmes during and after the COVID-19 pandemic.

New Potential Solutions for Mentors in the Development of Physical Education Teachers


 The Hungarian Educational System, the Higher Education also Teacher Education have been constantly changing over the past decades. According to the results of international and domestic examinations, there is an increasing need for new standards and approaches, in the entire Public Education, especially Teacher Education sector.
 The purpose of our study was to examine the key aspects of the mentoring process in physical education. We were trying to identify those special factors and identify new trends in the area of physical education. What is the role of these factors in the process of professional development of a teacher.

New Potential Solutions for Mentors in the Development of Physical Education Teachers


 The Hungarian Educational System, the Higher Education also Teacher Education have been constantly changing over the past decades. According to the results of international and domestic examinations, there is an increasing need for new standards and approaches, in the entire Public Education, especially Teacher Education sector.
 The purpose of our study was to examine the key aspects of the mentoring process in physical education. We were trying to identify those special factors and identify new trends in the area of physical education. What is the role of these factors in the process of professional development of a teacher.

New Potential Solutions for Mentors in the Development of Physical Education Teachers


 The Hungarian Educational System, the Higher Education also Teacher Education have been constantly changing over the past decades. According to the results of international and domestic examinations, there is an increasing need for new standards and approaches, in the entire Public Education, especially Teacher Education sector.
 The purpose of our study was to examine the key aspects of the mentoring process in physical education. We were trying to identify those special factors and identify new trends in the area of physical education. What is the role of these factors in the process of professional development of a teacher.

Development and Implementation of RPL Policies and Principles in Selected Countries: Implications and Lessons for Bangladesh

Recognition of Prior Learning (RPL) is a process commonly used to determine what credits may be granted to individuals to recognize their previous learning, experiences and/or skills acquired through various training and study programs. The RPL system allows teachers to get credits for the skills and knowledge they have developed as a result of formal and informal learning and/or training. It is a process of identifying, assessing and recognizing what a person knows and can do. It assesses the skills and knowledge that a person has developed as a result of formal and informal learning.This study is an exploratory review of RPL literature aimed to gain a deeper understanding of the nature of RPL provisioning in some selected countries. The study intended to inform recommend policies, processes and a plan for RPL development and implementation in Bangladesh. The countries selected for the study included the U.S.A., the United Kingdom, Canada, Australia, France and South Africa. The review and comparison mainly focused on RPL aspects e.g. definition, policy context, legislative or regulatory context, delivery mechanisms, funding process, issues and outcomes.A careful selection of published research works and articles related to the RPL observed and adhered in the selected countries was carried out and the salient features of development and implementation of RPL for each of the countries were examined, analyzed and summarized for gaining an insight into the process.The study proposes policy guidelines for RPL development and implementation in Bangladesh teacher education sector and states a set of criteria against which a more detailed strategy may be formulated. The strategy will be required to be elaborated and implemented by all key stakeholders in the system, i.e. NTEC, DSHE, NTRCA, accredited providers (such as TTCs), education and training practitioners, assessors, moderators, administrators and managers.The study ends stressing on some related aspects assumed to be in place and specific questions/issues to be settled during implementation of RPL.

Developing the Concept of Digital Literacy in the Context of Schools and Teacher Education

AbstractThis paper draws on initial findings of a project ‘Digital Futures in Teacher Education’ (DeFT) undertaken in 2011–12 as part of the third phase of the JISC (Joint Information Systems Committee) UK Open Educational Resources (OER) programme. It discusses issues emerging from the claim that the open source movement is a form of collaboration and considers this in the context of attempts to embed OER practice in the UK within the teacher education sector and to develop guidance on practice in teaching and learning in the school sector involving digital literacy. Accordingly, the project team, based at Sheffield Hallam University (SHU) and The University of Sheffield (TUOS), worked towards release of OERs, in the form of an Open Textbook (Connexions 2009: What are open textbooks? Available from: http://cnx.org/content/m15226/latest/), which address the opportunities and challenges of creative and innovative uses of digital literacy in the context of the school and teacher education sectors. Working w...

Teacher Educators' Readiness, Preparation, and Perceptions of Preparing Preservice Teachers in a Fully Online Environment: An Exploratory Study

With a view to attracting more students and offering flexible learning opportunities, online teaching and learning is becoming increasingly widespread across the higher education sector. It is now found across a wide range of disciplines (e.g., business, health, psychology, accounting, information technology) and program levels (e.g., from associate degrees to doctorate degrees). Online delivery is also strongly represented in the teacher education sector at many universities. Research of online delivery in higher education generally and teacher education specifically has pointed to a range of benefits and challenges associated with this mode of learning. Within the teacher education literature, many aspects of the online preparation of teachers remain poorly understood. More specifically, there is scant literature on the experiences and beliefs of teacher educators in relation to their readiness and preparation for online teaching as well as their beliefs in relation to the appropriateness of online education for preservice teachers. This article responds to this gap in the literature and reports on an exploratory study that worked with academic staff, teaching in a fully online teacher education course, at a mid-size Australian university. Twenty-seven teacher educators completed a 34-item questionnaire that consisted of closed and open-ended questions. With regards to readiness and preparation for teaching online, the majority of teacher educators reported lacking confidence and competence in the technological and pedagogical skills required to teach online. By and large, the study participants were welcoming of individualized “at-elbow” support that seemed to abate some of their fears of online teaching. The teacher educators were generally divided on whether the online classroom was an appropriate method for preparing preservice teachers. This article concludes with several recommendations for consideration by teacher educators who work in an online environment and sets the stage for a more ambitious study.

Turbulence in Bolivia’s normales: Teacher education as a socio-political battlefield

In line with broader politics of change at the national level, the Morales government aims at a radical restructuring of the governance mechanisms for the teacher education sector and a socio-political redirection of its curriculum, as teachers are perceived to be potential agents for decolonization and for developing social justice—or vivir bien (to live well). Morales’ policies are not uncontested, and the tense socio-political state of affairs and political power plays are reflected in Bolivia’s normales, teacher education colleges. They have become a socio-political battlefield where political affiliations, union strategies, and historically embedded institutional cultures all influence the way new generations of teachers are trained, and the way former and current policy initiatives are mediated and adopted. Given the complex and historically embedded socio-political context of struggles and tensions at and around the institutional level, the government still has a long way to go to change the continuing habits of the normales and to put its government’s new ideals of transformation and decolonization into practice.

Transforming pre-service teacher education in Bolivia: from indigenous denial to decolonisation?

In line with a broader Latin American turn to the left, since 2006 Bolivia’s ‘politics of change’ of president Evo Morales includes a new ‘decolonising’ education reform called Avelino Sinani Elizardo Perez (ASEP). With the aim to break down deep historical processes of indigenous denial and exclusion in education, this ‘revolutionary reform’ envisions a radical restructuring of Bolivian society and a revaluation of indigenous epistemological, cultural and linguistic heritage through education. Inspired by Latin America debates on coloniality theory and theories of alternative knowledges, and geared towards broader socio-political processes of social justice, Bolivia’s envisaged education transformation is built around four pillars, being: (1) decolonization, (2) intra- and inter-culturalism together with plurilingualism, (3) productive education and (4) communitarian education. The transformation of pre-service teacher education in Bolivia’s Normales is seen as a crucial step in these processes of socio-educational change. This paper particularly focuses on the ways in which the new ASEP Reforms’ first two pillars of decolonisation and inter-/intracultural education apply to pre-service teacher education and how these discourses for change stand in contrast to various implementation challenges in the teacher education sector, including: a lack of conceptual clarity and information sharing with educators, long and complex processes of a negotiated teacher education curriculum and a general shortage of both teacher trainers’ and future teachers’ indigenous language skills. While Bolivia’s new decolonising education reform is contested by various educational actors, the paper also highlights how the changed socio-political make-up helps to fuel future teachers’ indigenous self-identification, cultural recognition and pluri-linguistic potentials.

Servizi di formazione per docenti basati su Web Semantico: l'esperienza del progetto Share.tec

This work describes some of the web services that have been developed within the Share.TEC project to foster access, sharing and reuse of Teacher Education digital resources at European level. The Share.TEC platform features personalized functions to help users search for and select educational material via a broad repository of metadata records. These describe educational resources from various European countries and draw on an ontology that captures concepts pertaining to teacher education and maps them across a variety of cultural and linguistic contexts. The article also presents Share.TEC’s adaptivity mechanisms, in particular the recommending functionality. This provides extra search support that reduces the need to explicitly specify all the query parameters. Finally, the article reports on the project’s impact on the European Teacher Education sector, and on future development directions.

Computer Supported Collaborative Learning and Critical Reflection: A Case Study of Fashion Consumerism

Computer-supported collaborative learning (CSCL) is believed to be a powerful pedagogical process to equip students with critical reflection to be more sensitive to cultural diversity, stereotypes, and multiple perspectives. The elements of collaborative learning are drawn from research findings and result in a new model to be implemented for learners using Blackboard as avenue for on-line self-reflection and on-going peer critical debate. Participants are students enrolled in a Bachelor of Education program in the field of Home Economics and assigned to group projects. Students are required to undertake a critical analysis of fashion advertisements with reflective ejournals and a reflective paper to question taken-for-granted assumptions. This paper begins with a literature review on critical reflection which demonstrates the problematic nature of defining and researching reflective concepts and techniques, as well as the very wide range of meanings assigned to terms associated with reflection. Next is an outline of the pedagogical design that creates CSCL opportunities and experiences to promote critical reflection in learners. It then highlights students’ reflections on how the created peer support system promotes their critical reflective capabilities. Finally, good practices of fostering collaborative reflection are shared that may be adapted in different contexts apart from the teacher education sector.

Revisiting the Challenge of Staff Recruitment and Retention in Children's Services

This article revisits the challenge of addressing the staffing crisis in children's services. It argues for the need to respond proactively to the implications of women's expanding life and career expectations and options, and to the consequently diminishing ‘pool’ of prospective candidates from which early childhood education has recruited traditionally. More specifically, the article advocates repositioning the profession by constructing alternatives to the dominant images of gendered and apolitical caring it so frequently projects a thus broadening its appeal to a greater diversity of prospective candidates, including those with a strong interest in social activism. Ways in which the early childhood teacher education sector might contribute to this proposed repositioning are outlined.‘I get frustrated because so many people have such interesting lives and do such interesting things. I don't want to be stuck looking after somebody else's children all day long’. Final year early childhood teacher education student.

CONTRACTION AND MERGERS OF UNITED KINGDOM COLLEGES OF EDUCATION: SOME LOGISTIC COMMENTS

Contraction in Colleges of Education in Britain has been complicated by their role in catering for university overflow candidates. Evolution in the structures of higher education affected the chances of survival of non‐university institutions differentially. The Department of Education and Science exercised both direct and indirect powers to manage the situation in the teacher education sector; the colleges were put in the position of having to make changes in their internal structures and course patterns in a situation of considerable uncertainty, sharpened competition and reduced resources. Unit‐structured diversified courses, often certificated by non‐university bodies do not easily square with the traditional pattern of concurrent training.