Teacher Preparation Research Articles

A Proposed Model for Teacher Education: Rethinking the Future of the Next Generation.

A Proposed Model for Teacher Education: Rethinking the Future of the Next Generation.

A Proposed Model for Teacher Education: Rethinking the Future of the Next Generation.

Future generations will encounter unprecedented and complex challenges across various dimensions of life, necessitating innovative approaches to education and teacher preparation. As key agents of societal transformation, teachers must be equipped with a forward-thinking educational paradigm that enables them to navigate and respond effectively to evolving economic, social, and technological landscapes. This study proposes a comprehensive framework for a teacher education model structured around three interrelated levels: input, processes, and outputs, with an integrated feedback mechanism ensuring continuous refinement. The input level comprises eight essential components: a clearly defined vision and mission, foundational educational values, core pillars of the model, specifications for future educators, professional teaching standards, pre-service preparation requirements, practical training strategies, and in-service professional development institutions. The second level, "processes," delineates the collaborative mechanisms among these institutions and provides an executive guide for the model's implementation. The third level, "outputs," focuses on the expected outcomes, emphasizing the development of highly competent teachers capable of fostering the next generation of learners. These educators will be equipped with advanced personal, professional, and specialized competencies, ensuring their effectiveness in diverse educational settings. Designed for adaptability, this model offers a flexible framework that can be contextualized and applied across various educational systems and environments. By integrating key components of teacher education with a dynamic and responsive structure, this study contributes to the ongoing discourse on enhancing teacher preparation for the challenges of the future.

A Proposed Model for Teacher Education: Rethinking the Future of the Next Generation.

Future generations will encounter unprecedented and complex challenges across various dimensions of life, necessitating innovative approaches to education and teacher preparation. As key agents of societal transformation, teachers must be equipped with a forward-thinking educational paradigm that enables them to navigate and respond effectively to evolving economic, social, and technological landscapes. This study proposes a comprehensive framework for a teacher education model structured around three interrelated levels: input, processes, and outputs, with an integrated feedback mechanism ensuring continuous refinement. The input level comprises eight essential components: a clearly defined vision and mission, foundational educational values, core pillars of the model, specifications for future educators, professional teaching standards, pre-service preparation requirements, practical training strategies, and in-service professional development institutions. The second level, "processes," delines the collaborative mechanisms among these institutions and provides an executive guide for the model's implementation. The third level, "outputs," focuses on the expected outcomes, emphasizing the development of highly competent teachers capable of fostering the next generation of learners. These educators will be equipped with advanced personal, professional, and specialized competencies, ensuring their effectiveness in diverse educational settings. Designed for adaptability, this model offers a flexible framework that can be contextualized and applied across various educational systems and environments. By integrating key components of teacher education with a dynamic and responsive structure, this study contributes to the ongoing discourse on enhancing teacher preparation for the challenges of the future.

A Proposed Model for Teacher Education: Rethinking the Future of the Next Generation.

Future generations will encounter unprecedented and complex challenges across various dimensions of life, necessitating innovative approaches to education and teacher preparation. As key agents of societal transformation, teachers must be equipped with a forward-thinking educational paradigm that enables them to navigate and respond effectively to evolving economic, social, and technological landscapes. This study proposes a comprehensive framework for a teacher education model structured around three interrelated levels: input, processes, and outputs, with an integrated feedback mechanism ensuring continuous refinement. The input level comprises eight essential components: a clearly defined vision and mission, foundational educational values, core pillars of the model, specifications for future educators, professional teaching standards, pre-service preparation requirements, practical training strategies, and in-service professional development institutions. The second level, "processes," delines the collaborative mechanisms among these institutions and provides an executive guide for the model's implementation. The third level, "outputs," focuses on the expected outcomes, emphasizing the development of highly competent teachers capable of fostering the next generation of learners. These educators will be equipped with advanced personal, professional, and specialized competencies, ensuring their effectiveness in diverse educational settings. Designed for adaptability, this model offers a flexible framework that can be contextualized and applied across various educational systems and environments. By integrating key components of teacher education with a dynamic and responsive structure, this study contributes to the ongoing discourse on enhancing teacher preparation for the challenges of the future.

Challenges, opportunities and strategies of distributed leadership in managing environmental education curriculum in South African secondary schools

The study explores the application of distributed leadership in managing environmental education curricula in South African secondary schools. Adopting a qualitative case study design, data was collected through semi-structured interview and observations involving principals, heads of departments, teachers and subject advisors who were purposively sampled. The findings reveal key challenges in implementing distributed leadership, such as hierarchical tensions, teacher preparedness and administrative burdens, that hinder the effective implementation of distributed leadership. These factors hinder the full realization of distributed leadership, which is important for interdisciplinary environmental education. However, the study also points up opportunities for enhancing teacher empowerment, encouraging collaboration and promoting curriculum innovation. Practical strategies for overcoming these challenges include professional development, role clarity and a culturally relevant approach grounded in the African philosophy of Ubuntu. The research contributes to educational leadership discourse and provides practical recommendations for integrating environmental education into curricula through distributed leadership.

Early childhood education and care settings and teacher preparation programs: symbiotic partners in recruiting and retaining a qualified workforce

ABSTRACT Field experiences are important to early childhood (EC) teachers’ preparation; however, early childhood education and care (ECEC) settings for children born through age five and postsecondary EC teacher preparation programs are experiencing challenges that may affect their capacity to provide such experiences. Through focus group interviews, our qualitative study gathered the perspectives of 20 EC teacher preparation students, including preservice teachers and those working full-time in ECEC settings. Findings describe the positive and negative ways students believe their experiences in ECEC settings influenced their learning and preparation. Participants’ ECEC settings and EC teacher preparation programs were not able to provide the high-quality ECEC field placements and mentorship considered integral to EC teachers’ preparation. We discuss and identify implications for future research regarding participants’ access to educational supports and their field experiences and describe strategies for strengthening both ECEC and EC preparation systems. Findings demonstrate the interconnected nature of ECEC and EC teacher preparation quality, suggesting a need to consider the strength and sustainability of both systems if the field hopes to recruit, develop, and retain a qualified EC workforce.

Training teachers across cultures: a comparative study of graduate-level initial teacher licensure programs in Romania and the United States of America

PurposeThe purpose of this study was to conduct a cross-national comparative examination of two graduate-level initial licensure teacher preparation programs at Universitatea Babeș-Bolyai in Romania and North Dakota State University in the United States of America, both considered research-intensive institutions in their respective countries. Furthermore, the study sought to examine how lessons drawn from this unique comparison of highly specific graduate teacher education programs may inform future revisions of both programs.Design/methodology/approachThe study relied on a mixed-methods approach, collecting quantitative data via a survey instrument and qualitative data via follow-up individual email interviews. A content analysis of curriculum documents from both institutions was also conducted.FindingsFindings indicate that the two programs reflect the institutional and contextual traditions of their respective national education systems. Notably, one program places greater emphasis on theoretical preparation than the other. The results also offer insight into graduate-level teacher preparation for initial licensure and provide guidance on areas within these programs that could be strengthened or improved.Research limitations/implicationsGiven this study’s limited sample size, further comparative longitudinal studies with an expanded sample of programs from multiple national settings and a larger sample population are needed.Practical implicationsThis comparative analysis revealed convergences and divergences that could be instrumental in further reforming the two programs.Originality/valueThis research provides novel, in-depth insight into the multifaceted aspects of graduate teacher education in Romania, which, along with its undergraduate counterpart, has been subjected to frequent reform initiatives by successive Romanian governments. It also provides a unique look into NDSU’s graduate-level initial teacher licensure program, which has been in existence longer than its Romanian counterpart but has not yet been examined either on its own or in a comparative perspective as part of an empirical research project.

Penyuluhan Dan Simulasi Tanggap Gempa Untuk Peningkatan Kesiapsiagaan Guru Dan Siswa SDN 1 Jembatan Kembar Timur

SDN 1 Jembatan Kembar Timur is located in West Lombok Regency, which is in a zone with a medium-high risk of earthquakes and tsunamis, so its residents must be prepared to face it, including schools that are gathering places for many young students who are at risk of panic during an earthquake. This community service activity aims to transfer information through counseling and earthquake simulations to train the preparedness of teachers and students. This activity was carried out using the counseling and simulation method, which was attended by teachers and grade 6 students. The results obtained from this activity were that teachers and students experienced increased knowledge and preparedness for earthquakes. The evaluation tool that measures the success of this activity shows an increase in knowledge of 30% at the end of the activity. A significant increase was especially shown in understanding what should be done during an earthquake when someone is in a class and a high building. This significant increase in knowledge of teachers and students is essential in advancing preparedness for earthquake disasters

‘A Mulligan’s stew’: educational preparation for today’s academic library liaisons in the humanities and social sciences

Introduction. This short paper reports on findings from a survey of academic librarians with liaison responsibilities to college and university social sciences and humanities departments, with particular attention to newer responsibilities related to research data management and scholarly communications, areas less commonly associated with humanities and humanistic social sciences liaison work. Method. The survey was distributed to 1085 individuals, 330 of whom responded (rate: 30.4%). Analysis. This paper reports on one segment of the survey’s findings: the extent to which respondents believe their American Library Association (ALA)-accredited master’s degree and, where applicable, additional graduate coursework, prepared them for specific duties associated with liaison work. Results. Three findings are discussed: 1) impressions about the ALA-accredited master’s from respondents who have not participated in other graduate education 2) as compared to respondents who have completed additional graduate education, and 3) respondents’ impressions of the extent to which additional graduate study prepared them for liaison work as compared to the preparation afforded by the ALA-accredited master’s. Conclusions. Respondents do not believe the ALA-accredited master’s to have provided strong preparation for the ‘Mulligan’s Stew’ of tasks, skills, and responsibilities associated with liaison work. The Discussion and Conclusion sections share suggestions for strengthening liaison preparation.

Building the Foundations: Effective Approaches in Mathematics Teacher Preparation

The field of mathematics teacher preparation is at a pivotal moment in its evolution. As educational landscapes continue to shift, there is an urgent need for research and pedagogical strategies that embrace inclusivity, social justice, and innovation in teacher training. This edited volume presents a comprehensive exploration of contemporary challenges and solutions in preparing mathematics educators for diverse and dynamic classrooms. Incorporating perspectives from scholars across various contexts, this book provides invaluable resources for educators, policymakers, and researchers committed to improving mathematics instruction at all levels. This book comprises ten chapters, each addressing a critical aspect of mathematics teacher education, including equity and social justice, self-efficacy, culturally relevant pedagogy, technological integration, and sustainable educational practices. Through a blend of empirical research and theoretical discourse, the contributors highlight the evolving nature of teacher preparation and the necessity of equipping future educators with the skills and mindsets required to navigate complex learning environments. Therefore, foregrounding issues of diversity and inclusion, this book underscores the transformative potential of effective teacher preparation in fostering equitable educational outcomes. Hence, the book serves as both a catalyst for meaningful change and a reference point for future research in mathematics teacher education. As readers engage with the insights presented in these chapters, they are invited to reflect on how these perspectives can inform their own practices and policies. The collective responsibility is to ensure that mathematics education remains a space where every learner can thrive, and it is inspired that this book contributes meaningfully to that mission.

Conceptual foundation for ethnomathematics instructional design in mathematics teacher preparation

Preparing mathematics teachers who can deliver the change we are witnessing and meet the needs of the future requires a concerted effort from all stakeholders in the mathematics education ecosystem. Such efforts must take into account the mediating role of culture-based instructional design in addressing the varying needs of indigenous communities, digital technology users, proposals from early adopters, and the expanding range of opportunities provided by new and future digital technologies. Culture-based educational enhancements depend on how well researchers’ and designers’ interventions satisfy end-users and the educational and interactional effects the designed tools necessitate. On this basis, this chapter presents a conceptual foundation for ethnomathematics instructional design in mathematics education by first elaborating on the concept of ethnomathematics and the framework for realistic mathematics education. This is followed by a focus on the role of ethnomathematics in mathematics teacher preparation, alongside research-based contextual deployments of culture-based mathematics instructional design. The details of digital content management in instructional environments are then considered, followed by a presentation of empirical case studies of instructional design in teacher preparation. The conceptual presentation in this chapter aims to encourage researchers and practitioners in the field of Mathematics Education to explore the full opportunities and benefits of ethnomathematics instructional design.

Equipping pre-service mathematics teachers for diverse classrooms: Best practices and innovations

This chapter explores innovative approaches and best practices in preparing mathematics teachers for diverse classrooms by employing four key theoretical frameworks: Culturally Relevant Pedagogy, Culturally Responsive Teaching, Differentiated Instruction, and Universal Design for Learning. These frameworks serve as guiding principles for equipping pre-service educators to effectively address the diverse cultural, academic, and learning needs in today’s classrooms. The study employed a comprehensive review of literature, focusing on empirical studies and practical implementations of these inclusive pedagogies in mathematics education. The analysis examined how teacher preparation programmes integrate these frameworks into their curricula to foster equity, inclusivity, and academic excellence. The chapter also discusses challenges encountered in the implementation of inclusive pedagogies, such as resistance to pedagogical shifts and limitations in teacher training programmes. To address these challenges, recommendations are provided for enhancing teacher preparation, including the incorporation of cultural competence training, differentiated instructional strategies, and universally designed learning environments. The findings suggest that these pedagogical frameworks, when implemented effectively, lead to improved student engagement, achievement, and a greater sense of belonging among learners from diverse backgrounds. By aligning teacher preparation programmes with CRP, CRT, DI, and UDL, this chapter emphasises the need for mathematics educators to adopt flexible, responsive teaching practices that cater to the needs of all students, ultimately fostering a more equitable learning environment in diverse classrooms.

Equity and social justice in mathematics teacher preparation: Diving into the nitty-gritty

In contemporary education, the principles of equity and social justice have emerged as critical components that shape the pedagogical landscape, particularly in mathematics teacher preparation programmes. This chapter examines how mathematics teacher education programmes prepare pre-service mathematics teachers for equitable and socially just classrooms. It seeks to understand how these principles are integrated into teacher education programmes and their impact on the development of future educators to address diverse student needs in mathematics classrooms. This study employs a qualitative research design, utilising semi-structured interviews with mathematics teacher educators, pre-service mathematics teachers, and heads of departments. Data were collected from two traditional institutions to capture varied perspectives on the incorporation of equity and social justice within mathematics teacher preparation. Thematic analysis was employed to identify recurring themes and patterns in the data, enabling a comprehensive understanding of the participants' experiences and insights regarding the integration of these critical principles in their training. The findings indicate that integrating culturally relevant teaching, enhancing various field experiences, and developing community engagement can enable teacher preparation programmes to produce a new cohort of educators dedicated to social justice and equity in their classrooms. This comprehensive approach is essential for reforming educational processes and ensuring that all students have access to equitable learning opportunities.

Education for sustainable development and its implication for the preparation of pre-service mathematics teachers

This chapter explores the integration of Education for Sustainable Development (ESD) into mathematics teacher education programmes. It highlights the fundamental principles of ESD and examines the potential benefits and challenges of incorporating these principles into mathematics education. The chapter methodically synthesises key themes related to ESD principles, such as an interdisciplinary approach, critical thinking and problem-solving, active participation, values and ethics, sustainable consumption, and holistic understanding. Furthermore, it identifies various pedagogical strategies that can facilitate the integration of ESD into mathematics teacher education programmes and discusses their significance. The chapter argues that integrating ESD into mathematics teacher education can enhance mathematics teacher educators' ability to foster critical thinking and problem-solving skills among pre-service mathematics teachers. It also reveals that while there are significant opportunities for enriching the mathematics curriculum through ESD, challenges such as limited resources, lack of training, and resistance to change within educational institutions persist. The chapter emphasises the need for collaborative efforts among educators, policymakers, and institutions to overcome these obstacles. Additionally, it contributes to the existing body of knowledge by providing valuable insights for mathematics teacher educators and stakeholders interested in promoting sustainable practices within mathematics curricula. Thus, by addressing both the challenges and opportunities associated with ESD integration, this chapter serves as a foundational resource for future research and practice in the field.

Pre-service teachers’ self-efficacy in teaching mathematics at senior primary phase

This chapter investigates the self-efficacy levels of pre-service mathematics teachers at the senior primary phase within a Namibian teacher education context. Employing a quantitative research approach with a descriptive design, the study examined the confidence levels of 27 randomly selected third- and fourth-year pre-service teachers from one campus of the University of Namibia. Data were collected using a closed-ended questionnaire with Likert scale items adapted from the Fennema-Sherman scales, focusing on self-efficacy attributes. The findings revealed that while most pre-service teachers expressed confidence in designing effective lesson plans, using technology, and managing classrooms, notable challenges persisted. These included limited access to teaching aids, learner misconceptions, and difficulties in time management. Self-efficacy was found to be significantly influenced by content knowledge, pedagogical strategies, classroom management skills, mentorship, and observational learning. The study highlights the importance of robust teacher training programmes that integrate technology, mentorship, and practical teaching experiences. Recommendations include expanding micro-teaching opportunities, providing access to teaching resources, and exploring the role of demographic factors in shaping teacher self-efficacy. The findings aim to inform teacher education programmes and contribute to the preparation of confident and competent mathematics educators.

Pedagogical Competence: A Study of Educators in Affiliated Programs at CapSU Pilar

This investigation was conducted to assess the level of pedagogical competencies of teachers in affiliated courses of CapSU, Pilar, measured in terms of the teachers’ purpose, professional development, content knowledge, and communication skills and determined the significant predictors to the pedagogical competencies. Descriptive statistical tools such as mean and standard deviation were employed to test the descriptive data, while the pedagogical competencies of teaching multiple linear regression using the stepwise method were used to find out the significant predictors of the pedagogical competencies of teachers. Findings on the investigations are as follows: 1. The respondents rated themselves competent in the pedagogical area of Professional Development. 2. The respondents claimed to be highly competent in the pedagogical area of communication skills. 3. In the area of the teacher’s purpose, the respondents claimed to be highly competent with a 4. In the area of content knowledge, the respondents rated themselves as highly competent. Significant Predictors of the Pedagogical competencies of the respondents were having doctoral units and being single, which significantly predict Professional Development. There is a linear association between the highest educational attainment with doctoral units and the marital status, which is married. Several working hours per week and the number of preparation of teachers significantly predict a teacher’s purpose. In terms of communication skills, no significant predictors were found among variables considered.

Fear of Making Mistakes and its Effect on Pre-Service English Teachers' Oral Communication Skills

This study investigates how pre-service English teachers' oral communication abilities are affected by their anxiety about making mistakes. Data were gathered via surveys, interviews, classroom observations, and visual narratives using an explanatory sequential mixed techniques methodology. The results show that students' confidence and willingness to participate in oral activities are greatly impacted by their fear of making mistakes, which can result in anxiety, mental blocks, and avoidance strategies. Peer and instructor presence was found to be a significant contributing element to this fear, as students feared being mocked or criticized. As a result, they had fewer possibilities for practice and development because their speaking abilities were hindered. The study emphasizes the necessity of a supportive classroom setting where errors are accepted as a necessary learning component. Promoting group projects and scaffolding methods. Promoting teamwork and using scaffolding strategies would help pre-service teachers become more confident and improve their oral communication abilities. The results highlight the significance of addressing anxiety in teacher preparation programs and advance our understanding of emotional barriers in language acquisition.

Collaborative Inclusion: IEP Team Perspectives on Supporting Students with Extensive Needs and the Implications for Teacher Preparation Programs

Collaborative Inclusion: IEP Team Perspectives on Supporting Students with Extensive Needs and the Implications for Teacher Preparation Programs

Developing a Theory of Change: How Are Teacher Educators Preparing Pre‐ and In‐Service Teachers of Multilingual Learners?

ABSTRACTThis research brief describes a collaborative and culturally responsive evaluation process employed in developing an evolving Theory of Change (ToC) for the Department of Education NPD grant, the English Learners' Educational Excellence Capitol Teacher Training Project (Project ELEECT). The brief outlines the framework for understanding how change is anticipated among pre‐ and in‐service English Second Language (ESL) teachers of multilingual learners (MLs) engaged with culturally sustaining ESL pedagogies. We document the various phases involved in developing data collection instruments over the first 3 years of the grant, including the use of mixed method approaches such as pre‐ and post‐surveys and participant interviews. These instruments were carefully aligned with the ToC to provide a basis for evaluating the implementation and impact of the program. The data collection and analysis processes described in this brief were integral to refining the ToC framework, which in turn guided the development of the evaluation instruments. The evolving ToC served as a foundational tool to connect program activities and outputs with intended outcomes, thereby supporting a structured evaluation of the program's implementation and its expected impact on teacher preparation practices.

Bridging Theory and Practice: Insights into the Experiences and Support Needs of Student Teachers During Field Practice

The transition from student to teacher is a key phase in the development of professional teachers, yet it is often accompanied by challenges. This study examined the emotional, psychological, cultural, economic, and institutional barriers faced by student teachers during their teaching practice in the Niger Delta region of Nigeria with a population of 1,450. The study utilized a structured questionnaire which was administered to 522 student teachers which served as the sample for the study, whose reliability was r =0.87. The instrument assessed the experiences of student teachers in specific areas such as the preparation of lesson notes, anxiety towards grooming standards, financial constraints and institutional support given. Findings revealed that 53.3% of student teachers experienced anxiety in preparing lesson notes, while 55.4% felt pressured to meet teaching expectations. Also, 53.6% felt ostracized due to institutional grooming policies, while 85.4% reported financial strain in maintaining recommended professional attire. The study highlighted that there was limited integration of modern teaching technologies, with 63.2% suggesting that they lacked virtual supervision. 66.1% reported that no access to automated feedback tools. These challenges emphasised the need for targeted interventions, such as inclusive institutional policies, enhanced psychological support and financial aid programs among others. These interventions are critical for addressing the Sustainable Development Goals of Quality Education, Reduced Inequalities, and Good Health and Well-being Addressing these barriers will not only improve student teachers' experience but will also contribute to strengthening teacher education in Nigeria. The study advocated for a collaborative approach among educational institutions, policymakers, and stakeholders to enhance teacher preparation and equip future educators for the demands of the 21st century.