Tomorrow's Teachers Research Articles

Sustainability in education: Nurturing tomorrow's future teachers through waste separation and recycling intentions

The importance of intentions in determining human environmental behavior is widely recognized; however, their relationship with education, knowledge, and facilities regarding environmental issues is not well understood, especially among pre-service teachers. This study aimed to explore the link between the factors and pathways influencing of pre-service teachers towards separation and recycling behavior on campus in Indonesia. An online structured questionnaire survey was administered to more than 400 students at seven teacher education institutions in six islands in Indonesia. The hypothesised model's links and pathways are tested and analysed using SmartPLS in structural equation models. Environmental knowledge, perceived behavioural control, and environmental knowledge are the three factors that have the most significant relationships with intention of separation and recycling behavior, with environmental education having the most crucial direct impact. In contrast, attitudes and subjective norms fail to convert intention into behavior and do not have a significant direct influence on intention among pre-service teachers. It underscores the importance of environmental education and knowledge in promoting sustainable practices while emphasizing the role of accessible facilities and subjective norms in shaping recycling intentions. Additionally, the study emphasizes the complexity of attitudes and intentions, suggesting that interventions aimed at promoting recycling should consider a diverse range of factors that influence behaviour.

Cultivating Agents of Change in Medical Students: Addressing the Overdose Epidemic in the United States Through Enhancing Knowledge of Multimodal Pain Medicine and Increasing Accessibility via Open-Access, Web-Based Medical Education and Technology.

Medical students of today will soon be physician leaders and teachers of tomorrow about important relevant topics including the overdose epidemic and its devastating impact on our society. In the United States, the overdose crisis, including drug opioid-related overdoses, the increasing prevalence of opioid use disorder along with the increasing number of patients with chronic pain are intensifying and call attention for nationwide action. A strong medical educational foundation of the understanding of the relationship between pain and substance use disorder, their treatment including opioid analgesic therapy, multimodal and interdisciplinary care, and long-term management is needed to help cultivate comprehensive knowledge and training to prepare the next generation's frontline practitioners to meet these needs. Yet, traditional educational curricula covering these topics are not standardized in medical schools across the nation in the United States. The advent of web-based medical education and the integration of this technology may offer potential solutions to these challenges. Often found equally effective as in-person learning, web-based medical education through open-access modules and other technologies can help increase accessibility, enhance knowledge of multimodal pain management, safe and effective use of opioid analgesics, and other related topics, and provide flexible and powerful teaching initiatives. Our viewpoint is thus that open-access modules and other technology-integrated teaching initiatives can help deliver excellence in pain education, preparing and empowering medical students-our future agents of change-who will be at the forefront of the overdose epidemic.

Evolution of the Management of Al-Mahara College for Nursing in Tobruk

Recently, the health of individuals has been considered one of the most important human rights, and medical education has become an economic source and tributary that provides the country with human resources to build a healthy society free of diseases. This research presents a general idea of health medical education and highlights health education activities perspectives that can contribute to the development: the fields of nursing, pharmacy, medical technology, and midwifery. All of them fall within the curricula that respond to the increase by getting acquainted with the paths of medical education in the Al-Batman region. The role of training comes as a difficult task that must be dealt with, highlighted, and focused on the means that work to develop and develop it, and the need to dedicate it in the medical future. It is included within the scientific program of institutes and colleges that supervise medical and health education through the development of teachers and educational leaders. This research proposes to train graduates to become tomorrow's teachers are not only skilled but also able to keep pace with the ever-evolving world and thinking in deeper areas for the benefit of society, also in the hope that those who can turn to become more involved and active with medical institutions, medical research centers, and health care homes in the future and work to develop advanced medical courses.

Assessing Pre-service Teachers' Beliefs About the Role of the Library Media Specialist

The revision of Information Power (1998) focuses on building partnerships for greater student learning. While not a radical departure from the previous edition (1988), the recent document emphasizes both greater collaboration and leadership and increased involvement with the technologies of information and learning. This study set out to determine whether teacher education programs were preparing tomorrow's teachers to expect and accept the redefined role of the school library media specialist. It involved the development and the administration of a scale to assess pre-service teachers' beliefs about the role of the school library media specialist. The results of the pilot study reported here are preliminary but suggest that while pre-service teachers distinguish three distinct sets of functions they place more emphasis on those functions associated with information access and delivery than on those related to learning and teaching. Further, pre-service teachers do not appear to understand the role areas of learning/teaching and program administration.

Teachers of tomorrow: How gender framings of the teaching profession affect students' intention to teach

Abstract. The teaching profession faces a general shortage of teachers in most countries, but a lack of male teachers is particularly prevalent. Past research has demonstrated that students' career choices depend in part on a job's assumed gender fit, i.e. whether a profession is perceived as appropriate for one's own gender. This process may be particularly relevant for adolescent boys and clashes with the perception of the teaching profession as a predominantly feminine profession. Therefore, perceived gender fit of the teaching profession was expected to affect high school students' intention to teach, especially for male students. In the present experimental research, we investigated whether a variation of the (perceived) gender fit of the teaching profession has an impact on students' immediate intention to become a teacher. In two experiments ( N = 126 and N = 342), we expected and found that a gender fit framing, which involved either simple reflection on male or female teachers, or on manipulated information about the gender ratio within the teaching profession, increased the intention of male students' to become teachers compared to non-gender fit or neutral framing. In contrast, female students were not affected by the gender fit manipulations. The implications for gender-bias free recruitment of future teachers are discussed.

Growing Tomorrow's Teachers Together: The CaBan Initial Teacher Education Partnership

In this paper we outline the philosophy and research foundations underpinning the development of CaBan – an Initial Teacher Education (ITE) Partnership developed for the purpose of educating the teachers of tomorrow for North Wales. CaBan represents an ambitious 'learning partnership' of five partners consisting of regional schools, Bangor University, University of Chester, the regional school improvement service (GwE), and the Collaborative Institute for Education Research, Evidence and Impact (CIEREI). Each partner plays a key role in fulfilling our ambitions to contribute to Our National Mission and achieve our vision of 'Growing Tomorrow's Teachers Together.' At its core, the goal of CaBan is to support our new Associate Teachers (ATs) to become creative, inspiring and highly skilled teachers who will contribute to the delivery of A curriculum for Wales – a curriculum for life (Welsh Government, 2015). In this paper we outline: (i) our basic vision and mission as a learning partnership; (ii) the evidence to support our strategic pedagogical position with respect to growing tomorrow's teachers; (iii) the crucial role of mentoring in the development of our ATs as critically reflective practitioners; (iv) how we integrate research as a fundamental element of all we do; (v) how our programme design is underpinned by the notion of professional enquiry and career long professional learning (vi) the specific modes of learning that help nurture ATs' sense of their 'teaching self '; and crucially (vii) the importance of Welsh culture and the Welsh language in education and the role the CaBan partnership has in building capacity to help realise Welsh Government's vision for a million Welsh speakers by 2050.

Ensenyant sobre art i educació a la Generació Z de futurs i futures mestres.

Future kindergarten and primary school teachers mostly belong to Generation Z, a particularly complex group living in a complex era. Their training in art and education creates a wide variety of theoretical and practical lessons, and equally diverse experiences, that can correspond either to their own generational features as students or to their training as the teachers of tomorrow. This article presents a series of issues that bring together the results of marketing and advertising studies featuring Generation Z and the author's own university teaching practice, and contributions from different perspectives and educational trends established in the last century such as the student-centred learning approach. The article concludes by providing indications of what are known as good practices, and also ways of meeting present and future challenges.

Artificial intelligence in education: The urgent need to prepare teachers for tomorrow’s schools

Two decades ago, no one had heard about Google, Facebook, YouTube, or Wikipedia. Today they are the most used digital tools on the planet. In this swiftly mutating world, digital technology exerts a tremendous influence on the economic, social, and cultural evolution of all societies. As new forms of technology continue to pervade our lives and captivate our youth, schools have no choice but to make room for them. At the same time, and in line with 21st century visions, countries expect their teachers and students to behave as informed and responsible digital citizens.

How well prepared are the teachers of tomorrow? An examination of prospective mathematics teachers' pedagogical content knowledge

ABSTRACTThere is a growing emphasis in the teaching profession on pedagogical content knowledge (PCK) as an important knowledge component. The study reported in this article investigates Turkish prospective mathematics teachers’ mathematics teaching knowledge in the numbers content domain. A series of 10 open-ended scenario-type questions were adopted to challenge 83 prospective mathematics teachers’ knowledge of the learner and presentation of content in the context of PCK. The participants’ responses were analysed by means of rubrics and scoring guides developed by the researchers. The results showed that many of the future teachers performed well in determining what misconceptions students might express in the given scenarios. However, a majority of the participants performed poorly on presentation of content in terms of instructional strategies. In line with these results, the authors offer some suggestions for teacher training programmes.

Educating Learners for Their Future, Not Our Past

Purpose —This paper aims to examine the educational demands in the digital age from tomorrow's teachers and policy-makers, and to encourage and incentivize all actors to develop the innovative learning environments that we need for tomorrow's schools. Design/Approach/Methods —As a conceptual paper, this article has consulted and analyzed a wide range of updated data and literature to consolidate the argumentation on tomorrow's educational demands. Findings —The paper mainly provides possible answers on how to educate students for their future, rather than our past. The heart of future education is to help students develop a reliable compass and tools, transformative competency, and to navigate through an increasingly complex, volatile, and uncertain world. To fulfill this core mission, a new set of curriculum design principles, changing school system, renewed teacher culture, and an alternative assessment program are highly advocated. Originality/Value —Based on the latest observations and reflections, the paper broadens our visions on tomorrow's education and future schools.

The beliefs of ‘Tomorrow's Teachers’ about mathematics: precipitating change in beliefs as a result of participation in an Initial Teacher Education programme

ABSTRACTMathematics education research has given increasing attention to the role of affective factors in the learning process. While 'affect' is used to refer to a variety of aspects including feelings, emotions, beliefs, attitudes and conceptions, this paper focuses on 'beliefs' of elementary pre-service teachers. In particular, the study evaluates the effect of participation in a reform-based elementary pre-service teacher education (referred to as Initial Teacher Education (ITE)) programme on participants' 'beliefs about the nature of mathematics'. This was completed using two (sub)scales of the Aiken's Revised Mathematics Scale measuring Enjoyment of Mathematics (E) and belief in the Value of Mathematics (V). Both scales were administered before and after participants completed the mathematics education programme, which consisted of 5 compulsory and consecutive modules. This study reveals that entry-level pre-service teachers report generally positive beliefs about the value of and enjoyment in doing mathematics. The findings challenge previous research, which report the tendency of teachers' beliefs to be resistant to change while in teacher education and suggest that it is possible for ITE mathematics education programmes to stimulate improvement in beliefs and attitudes among participants. Particular programme features are identified as instrumental in this positive change in beliefs about mathematics.

A DIFFERENT APPROACH TO THE SCIENTIFIC RESEARCH METHODS COURSE: EFFECTS OF A SMALL-SCALE RESEARCH PROJECT ON PRE-SERVICE TEACHERS

Selecting and applying appropriate research techniques, analysing data using information and communication technologies, transferring the obtained results of the analysis into tables and interpreting them are the performance indicators evaluated by the Ministry of National Education under teacher competencies. At the beginning of the courses that can meet pre-service teachers’ needs of these knowledge and skills, there is undoubtedly the course of scientific research methods. The scientific research methods course (SRMC) has an important mission in the upbringing of tomorrow's researcher pre-service teachers. However, this mission is not possible by considering only theoretical knowledge. At this point, practical-based the research project gains importance. The purpose of this study was to reveal the thoughts of pre-service teachers about a small-scale research project (SSRP) in the scope of a SRMC. The study was carried out with 61 pre-service teachers from the faculty of education of a state university in the north of Turkey. 32 of them were from the department of primary mathematics education and 29 studied in the department of Turkish language education. A five-point Likert-type questionnaire was administered and the participants’ responses were evaluated by means of a software for quantitative analysis. The results of the study revealed that doing a SSRP had many positive effects on the pre-service teachers. Indeed, the SSRP provided them the opportunity to transform the theoretical content of course into practice, to understand the nature of scientific research and respect for them, and to gain the courage to do scientific research and to pursue graduate education. Article visualizations:

The practicum: A learning journey?

This paper reports a four year study which investigated the final year practicum for a group of third year student teachers enrolled in a Bachelor of Teaching programme. The aim was to find out more about what happens during 'prac. teaching' or 'practicum' experiences, from the perspectives of the student teachers and their co­operating teachers and to see how learning opportunities could be maximised. The paper emphasises the notion of the practicum as a learning journey and raises questions about whose journey it is. It is argued that in order for the practicum to realise its potential as a significant learning experience for tomorrow's teachers, changes need to be made to the practicum, based on the notions of empowerment, collaboration and reflection. These changes are discussed in the paper.

Generation I(mmersion) – How to Meet Learner Expectations of Tomorrow

Today’s teachers mainly belong to the so-called “Generation X” while learners are most often described as “Generation Y” or “Millennials”. Most current discussions of learning methods are being held in view of the status quo. But what about the learners of tomorrow? What expectations do the learners of tomorrow have? Which methods and tools will the teachers of tomorrow have in stock to meet these expectations? “The old learning spaces, dominated by the immensely successful organizations of the industrial era like schools and universities, are struggling to maintain authority and control over the definition and certification of knowledge while at the same time remaining true to the stated mandate of helping to equip people and society for a life where learning is much more heterogeneous and heterarchical”[11]. Therefore, wouldn´t it be good to have a toolset ready and be able to choose the appropriate tools and techniques right on time? Reflecting on publications, expert interviews and state-of-the-art best practices, this paper attempts to draw a picture of the future (e-)learning scenario. To give the next generation a name, “Generation I(mmersion)” has been chosen. Despite breaking the X, Y, Z sequence, this name highlights the state of “Immersion”, which educators and learners of tomorrow will/might find themselves in.

Initial Teacher Education in Wales – a Rationale for Reform

In March 2015, I published a report, Teaching Tomorrow's Teachers (Furlong, 2015), outlining proposals for the reform of initial teacher education in Wales. The first part of the report examined evidence of the quality of current provision as well as the challenges for the future raised by the recent Donaldson Review of curriculum and assessment (Donaldson, 2015). The second part of the report then outlined a series of 'options for change' concluding with a set of nine specific recommendations. These recommendations included proposals for the revision of the legal 'Standards' that underpin initial teacher education, new procedures for accrediting teacher education courses, changes to the undergraduate primary route into teaching and strategies for development of pedagogical research capacity. This article revisits the key arguments of the report and examines both the rationale and the evidence underlying its key arguments and recommendations.

An Open Letter to Tomorrow's Secondary Teachers

The article takes the form of a letter written to pre-service or beginning teachers at the secondary level in the public school system. The letter acknowledges the attributes they bring to the profession (enthusiasm, optimism, creativity, and open-mindedness) and calls on them to make the most of and work to sustain these traits as they begin their careers. They are then advised in the importance of setting clear expectations for their students, maintaining high standards, and always demonstrating professionalism.

Reading Interventions: Yesterday's Theories, Today's Pedagogy, and Tomorrow's Teachers

Reading Interventions: Yesterday's Theories, Today's Pedagogy, and Tomorrow's Teachers

Special Editorial: Technology Leadership for Preparing Tomorrow's Teachers to Use Technology

Teacher education leaders must attend to leadership practices that set direction, develop people, and redesign their programs of teacher education to develop technology, pedagogy, and content knowledge (TPACK) and skills in preservice teachers. This special editorial shares the results of a leadership‐strand discussion at the past two National Technology Leadership Summits (NTLS) focused on good teaching and organizational change that incorporates TPACK‐based practices. It highlights focus‐group results from College of Education deans, the American Association of Colleges for Teacher Education (AACTE) Innovation & Technology Committee, and other leaders attending NTLS regarding context‐specific products and processes needed to create change in teacher education at the local level.

Are trainee teachers being adequately prepared to promote the health and well-being of school children? A survey of current practice

Teachers are a key part of the wider public health workforce in England. We conducted a survey to find out how they are trained for this role during their initial teacher education (ITE). Between 2011 and 2012, we sent an online questionnaire to 220 ITE course managers and conducted semi-structured interviews with a purposive sample of 19 course managers to explore issues in more depth. The response rate to the questionnaire was 34% (n = 74). Although most of the course managers felt inclusion of health and well-being training in ITE was important, provision across courses was variable. Topics which are public health priorities [e.g. sex and relationships education (SRE) and drugs, alcohol and tobacco] were covered by fewer courses than other topics (e.g. child protection, emotional health and anti-bullying). Perceived barriers to training included lack of time and a belief that health and well-being were low priorities in educational policy. Not all of tomorrow's teachers are being adequately prepared for their role in helping to address public health priorities. Educational policy does not appear to be supporting the priorities of public health policy, and this is a key barrier to health promotion training in ITE. Keywords children, educational settings, health promotion.

Target language use by teachers co-teaching tomorrow's teachers of Chinese

AbstractThis paper reports an exploratory study of a Native Speaker Teacher (NST) of Mandarin Chinese and a Primary Languages Teacher (PLT) teaching Chinese to English pre-service primary school teachers, and is particularly focused on the use of target language (TL) by these two co-teachers.Although some studies of TL use have compared the use of target language by native and non-native speakers teaching individually, there are no studies which examine target language use in a native and non-native co-teaching situation, or relate this to the background experience of the teachers. The data collected in this study included observations of planning meetings between both teachers, observations of the teaching of the program, and interviews with both teachers.This paper focuses upon the use of target language by the Chinese Native speaker teacher (NST) and the English Primary Languages Teacher (PLT) and the ways in which this changed and developed across the teaching sessions, as well as the relationship between their TL use, background and beliefs about language teaching in the program. Findings of this study show that, even in a co-teaching situation, target language use by the native speaker teacher and the primary languages teacher differed substantially in terms of their practices of and their beliefs about use of target language, and both were influenced by their own cultures of learning. The results also suggest that working together changed the teaching behavior of both teachers and enabled them to reflect critically on their prior assumptions.