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Teacher Preparation in Ireland
Type: Book
ISBN: 978-1-78714-512-2

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Article
Publication date: 1 August 1995

Angela Scriven

Assesses the influence of the recent Government reforms in initialteacher education on the health education training of new recruits intothe profession. Describes findings…

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1618

Abstract

Assesses the influence of the recent Government reforms in initial teacher education on the health education training of new recruits into the profession. Describes findings from the last major research study into health education in initial teacher training and appraises the new criteria for teacher education courses. Concludes that health education in teacher training is likely to become increasingly marginalized. Highlights contradictions in Government policy and urges professionals to attempt to influence the ways in which higher education institutions interpret the criteria on which courses will be developed and judged.

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Health Education, vol. 95 no. 4
Type: Research Article
ISSN: 0965-4283

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Article
Publication date: 13 May 2019

Ana Pedro, João Piedade, João Filipe Matos and Neuza Pedro

The construction of learning scenarios is a way to plan for teaching activities, promoting the development of skills related to problem solving, collaboration, critical…

Abstract

Purpose

The construction of learning scenarios is a way to plan for teaching activities, promoting the development of skills related to problem solving, collaboration, critical thinking and creativity. Using learning scenarios as a lesson planning strategy becomes a powerful tool in initial teacher education. On the one hand, it mobilizes teaching-related scientific concepts, and on the other hand, it offers opportunities to think on innovative pedagogic approaches involving strategies and capacities essential for the future teacher. Research shows that teacher education programs within real school contexts enriched with digital technologies represent an important factor in increasing the quality of teachers’ preparation and their future professional practice. The paper aims to discuss these issues.

Design/methodology/approach

The authors present the analysis of practice of design and implementation of learning scenarios in teachersinitial education courses developed with students of teaching master degrees. Activity theory is used in the analysis of a case study of a student-teacher in Computer Science.

Findings

The results have been analyzed, contributing to the specification of the principles underlying the learning scenarios in initial teacher education.

Research limitations/implications

Results show the affordances and possibilities of using learning scenarios as structuring resources for the initial teacher education practice.

Originality/value

Therefore, the use of learning scenarios brings a set of potentialities to teacher training given its prospective nature.

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The International Journal of Information and Learning Technology, vol. 36 no. 3
Type: Research Article
ISSN: 2056-4880

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Book part
Publication date: 25 September 2020

Anna Beck and Paul Adams

At the centre of recent reforms relating to Scottish teacher education is the report of a large-scale review, ‘Teaching Scotland's Future’ (Donaldson, 2011). This chapter…

Abstract

At the centre of recent reforms relating to Scottish teacher education is the report of a large-scale review, ‘Teaching Scotland's Future’ (Donaldson, 2011). This chapter provides a critical overview of one aspect of the review, namely partnership. Two key agendas underpinned the 50 recommendations contained in the Donaldson Report: the development and strengthening of partnership between universities, local authorities and schools; and, the modernisation and ‘re-invigoration’ of teacher professionalism. In ‘Teaching Scotland's Future’ it was argued that both of these are required for the development of ‘high quality’ teachers through initial teacher education. The report positioned teaching as an intellectual occupation, highlighting the complexity involved, making clear that teacher preparation should remain within the context of higher education.

Although the key messages from ‘Teaching Scotland's Future’ received support from across the education sector, the extent to which they have been achieved in practice remains unclear. We will explore the extent to which this key text has been translated into current initial teacher education provision through results from the Measuring Quality in Initial Teacher Education (MQuITE) Project and the ways in which partnership was experienced in post-Donaldson working. Through this partnership working will be examined in Scotland. The chapter will conclude by considering where we are now, and some final thoughts will be presented about the role that ‘Teaching Scotland's Future’ can play in a changing partnership policy landscape.

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Teacher Preparation in Scotland
Type: Book
ISBN: 978-1-83909-480-4

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Book part
Publication date: 22 August 2015

Trond Eiliv Hauge

In this chapter, two reforms in initial teacher education at the University of Oslo are contrasted and compared with regard to the use of digital technology and the…

Abstract

In this chapter, two reforms in initial teacher education at the University of Oslo are contrasted and compared with regard to the use of digital technology and the underlying ideas of teaching and learning. Reflecting different time periods of technology development, these reforms initiated in 2000 and 2012, respectively, offer valuable insights into how initial teacher education is influenced by technologies in the society and how conceptions of teacher professional learning are changing over time. This study highlights the constraints and affordances of the technologies for changing and bridging practices in teacher education. For the uptake and use of digital technology, the findings point to the necessity of critically examining the way in which the approaches to teaching and learning in initial teacher education and the constraints of how the technology designs are influencing student teachers’ learning.

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International Teacher Education: Promising Pedagogies (Part B)
Type: Book
ISBN: 978-1-78441-669-0

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Teacher Preparation in Ireland
Type: Book
ISBN: 978-1-78714-512-2

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Article
Publication date: 11 April 2016

Penny Lamb and Po Yuk Ko

The integration of Lesson and Learning Study within initial teacher education programmes is still evolving and subject to many constraints (Parks, 2008). The purpose of…

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601

Abstract

Purpose

The integration of Lesson and Learning Study within initial teacher education programmes is still evolving and subject to many constraints (Parks, 2008). The purpose of this paper is to introduce the special issue which intends to stimulate and facilitate continued growth and interest in fostering models of Lesson and Learning Study within initial teacher education programmes.

Design/methodology/approach

The guest editors present each of the papers and introduce key themes and concepts.

Findings

The collection of papers shows the richness and value of embracing Lesson and Learning Study within initial teacher education programmes; whilst being mindful of the challenges and constraints inherent in the nature of national policy towards the training of teachers.

Originality/value

The collection of papers contribute to existing literature exploring the effectiveness and impact of Lesson and Learning Study within initial teacher education.

Details

International Journal for Lesson and Learning Studies, vol. 5 no. 2
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 3 March 2016

Kenneth Zeichner and Jesslyn Hollar

The purpose of this paper is to contrast the approaches to improving teacher quality through initial teacher education (ITE) in the Canadian province of Alberta, a…

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173405

Abstract

Purpose

The purpose of this paper is to contrast the approaches to improving teacher quality through initial teacher education (ITE) in the Canadian province of Alberta, a consistently high performing system on international comparisons, to the approach taken in the United States, which has consistently fared less well than the average country in these comparisons.

Design/methodology/approach

We draw on a case study of policies and practices related to teaching and teacher education in Alberta and on analyses of U.S. teaching and teacher education policy to compare a business capital approach with a professional capital approach to initial teacher education.

Findings

The decision by philanthropists, business and corporate interests, and the federal government in the United States to invest in the business capital approach has led to the growing privatization of public education. The U.S. would do well to learn from Alberta’s investment in the professional capital of teachers. Alberta’s system truly is a system that has decided to invest in building “the whole teacher”. The province supports education, including initial teacher education, pays its teachers competitive salaries, and provides access to high quality and teacher driven professional development.

Originality/value

While comparative analyses of education systems are not new, this comparative analysis of initial teacher education in Alberta and the U.S. using a theoretical framework based on Hargreaves and Fullan’s (2012, 2013) discussion of business and professional capital should give pause to the current U.S. trajectory of disinvesting from university and college based initial teacher preparation in favor of early-entry programs.

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Journal of Professional Capital and Community, vol. 1 no. 2
Type: Research Article
ISSN: 2056-9548

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Article
Publication date: 1 December 1994

Mary Hamblett

Summarizes the aims of school health education, emphasizing theimportant role which teachers have in relaying health educationmessages. Reviews studies which have examined…

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977

Abstract

Summarizes the aims of school health education, emphasizing the important role which teachers have in relaying health education messages. Reviews studies which have examined the provision and extent of initial and in‐service training on health education for teachers. Observes that professionals from external agencies are often better equipped to provide health education lessons than teachers, but that the way in which schools use this external expertise, with external contributors delivering talks on discrete topics to groups of up to 200 pupils, is not ideal. Concludes that initial and in‐service training on health education for teachers is inadequate and sometimes non‐existent, but that health education should form a part of all initial teacher training courses.

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Health Education, vol. 94 no. 5
Type: Research Article
ISSN: 0965-4283

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Article
Publication date: 30 July 2020

Steve Connolly, Gareth Bates and James Shea

The purpose of this paper is to report the findings from an action research project in which the researchers sought to develop a set of questions for use by mentors…

Abstract

Purpose

The purpose of this paper is to report the findings from an action research project in which the researchers sought to develop a set of questions for use by mentors (experienced teachers) and mentees (pre-service teachers) on a course of initial teacher education (ITE) when they first met – the “initial encounter”.

Design/methodology/approach

The researchers used an action research approach in order to address the lower retention rate of pre-service teachers from different backgrounds, such as Black and Minority ethnic (BAME) and the issues around mentoring which may exacerbate this problem. Discussions between the course team and participating mentors and mentees suggested that the initial encounter between mentor and mentee was significant, and an action research methodology would allow for developing questions that might structure such encounters.

Findings

The researchers found that a useful and effective set of questions could be developed and used by mentors and mentees. Additionally, this process gave researchers insights into the nature of the first encounters between mentors and mentees on an ITE course and how both groups see their roles. In several cycles of action research, the participants produced a number of iterations of such questions, which were refined across a two-year period.

Research limitations/implications

While it is too early to tell if the issues leading to the lower retention rate of pre-service teachers that prompted the project have been reduced in any significant way, the researchers suggest that thinking about these initial encounters can have an impact on the way mentors and mentees go on to build a relationship.

Originality/value

The authors found that there is very little research in the field of teacher education which looks at initial encounters between mentors and mentees, and thus make an original contribution to the mentoring literature.

Details

International Journal of Mentoring and Coaching in Education, vol. 9 no. 4
Type: Research Article
ISSN: 2046-6854

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