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Book part
Publication date: 21 November 2015

Chiara Gemma and Laura Sara Agrati

This chapter presents the multimodal-pedagogical model and initial teacher training organization aimed at preparing primary school teachers at the University of Bari “Aldo Moro.”…

Abstract

This chapter presents the multimodal-pedagogical model and initial teacher training organization aimed at preparing primary school teachers at the University of Bari “Aldo Moro.” The work centers on how the components of curriculum are balanced and how theory meets practice in school and university classrooms. We specifically focus on the epistemic function of didactic-disciplinary laboratories as experiences promoting and advancing multimodal learning essential to teacher preparation.

Details

International Teacher Education: Promising Pedagogies (Part C)
Type: Book
ISBN: 978-1-78441-674-4

Keywords

Article
Publication date: 1 June 2000

David Blake and Jenny Lansdell

Presents a critique of the assumptions underlying the Teacher Training Agency (TTA) strategy of defining quality centrally and imposing its view through a power‐coercive change…

2669

Abstract

Presents a critique of the assumptions underlying the Teacher Training Agency (TTA) strategy of defining quality centrally and imposing its view through a power‐coercive change process. An alternative view of effective teacher education is developed, based on the contention that high quality courses result from the thinking and commitment of teacher education professionals, working with their colleagues in schools, in local settings. It is argued that the development of high quality initial teacher training (ITE) results essentially from the engagement of teacher educators with ideas drawn from teacher education practice and research. Centrally‐driven curriculum blue‐prints are unlikely to lead to the same high quality results, rather they will tend to result in mere compliance. The argument is illustrated by an example of teacher education development in one institution leading to a set of propositions about the elements which characterise high quality teacher education more generally.

Details

Quality Assurance in Education, vol. 8 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

Open Access
Article
Publication date: 21 August 2021

Giuseppe Tacconi, Vidmantas Tūtlys, Marco Perini and Genute Gedvilienė

The present study aims to reveal common and diverging trends in the development of pedagogical competences of vocational education and training (VET) teachers and trainers in…

1757

Abstract

Purpose

The present study aims to reveal common and diverging trends in the development of pedagogical competences of vocational education and training (VET) teachers and trainers in Italy and Lithuania.

Design/methodology/approach

A structured survey was administered to Italian and Lithuanian teachers. The collected data were analysed and compared.

Findings

Results show that there are many common challenges and problems in the development of pedagogical competencies of the VET teachers in both countries; e.g.: the marginalisation of the VET teacher's work and working conditions, especially the dissatisfying wages and poor career opportunities, and the absent or weak institutionalisation of the VET teacher's qualifications and training.

Originality/value

The emerged results can be useful for directors of VET-centres and VET-schools to manage training and pedagogical growth of teachers both in Italy and in Lithuania. Moreover, the outputs can be considered as a set of suggestions also by the policymakers both at national and European level.

Details

European Journal of Training and Development, vol. 45 no. 6/7
Type: Research Article
ISSN: 2046-9012

Keywords

Book part
Publication date: 27 May 2017

Ana Lúcia Manrique and Douglas da Silva Tinti

Regarding the implementation of public policies focused on teacher education, it can be noted that in recent years the Brazilian Federal Government has intensified its proposal…

Abstract

Regarding the implementation of public policies focused on teacher education, it can be noted that in recent years the Brazilian Federal Government has intensified its proposal for programs focused on initial teacher training. Since 2007 in Brazil, the Institutional Scholarship for Teaching Initiation Program (PIBID) has become a public policy organization focused on teacher education. Through analyzing the implementation of these projects approved in the PIBID environment, it is possible to note that different activities have been developed in the university-school partnerships and that these joint actions supply a multiplicity of collaborative experiences. The main contribution that the PIBID performs for future teachers is that of conceiving a different educational space, which considers the school as a locus of teacher learning. Through this partnership, future teachers can experience a period understood as “pre-teaching,” during which it is possible to project themselves into their future teaching profession, experiencing their dilemmas, challenges, and successes. We can also single out the involvement of the teachers in the partner schools in the development of research into their own practices and the movement of universities in (re)thinking their teacher training courses.

Details

University Partnerships for Pre-Service and Teacher Development
Type: Book
ISBN: 978-1-78714-265-7

Keywords

Book part
Publication date: 27 May 2017

d’Reen Struthers

The impact of political change in England between 2010 and 2016, has been particularly evident in the way the neoliberal agenda has shaped legislation for Initial Teacher

Abstract

The impact of political change in England between 2010 and 2016, has been particularly evident in the way the neoliberal agenda has shaped legislation for Initial Teacher Education (ITE). This chapter will explore the way in which the teaching profession in England has seen tensions mounting between those who see teaching as merely a technical “craft,” something that requires a scant “training” program, and those who frame the education of teachers as a more holistic activity; one that should take account of the pedagogies of adult learning, being a journey of critical reflection and lifelong learning. Drawing on evidence from recently published research studies and a small scale research project with members of Association for Partnership in Teacher Education in England, six dimensions of the current school–university partnership culture are identified. How those involved in ITE are affected by these elements is then critiqued. The findings show how ITE providers now find themselves juggling involvement in a variety of routes into teaching – like the roman rider straddling various horses. Their ability to balance the “disturbances” that arise from the rapidly changing central government policies in England, potentially challenges the integrity of the teaching profession.

Details

University Partnerships for Pre-Service and Teacher Development
Type: Book
ISBN: 978-1-78714-265-7

Keywords

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 this paper…

673

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

Keywords

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 thinking…

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.

Details

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

Keywords

Article
Publication date: 1 June 2005

Malcolm Thomas and Sian Jones

The paper seeks to report the impact of a partnership training intervention on trainee teachers' confidence to teach Personal, Social and Health Education.

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Abstract

Purpose

The paper seeks to report the impact of a partnership training intervention on trainee teachers' confidence to teach Personal, Social and Health Education.

Design/methodology/approach

This intervention required trainee teachers to work in 15 groups of four across subject disciplines. Each group was required to negotiate, plan and deliver their intended lesson on PSHE in a partnership school. The initiative was evaluated on a pre‐ and post‐test basis by getting each trainee to complete a PSHE Key Skills Confidence Scale that consisted of 45 items, 25 pertaining to working together and 20 to communication.

Findings

Results revealed a significant change in trainees' confidence in all of the key PSHE‐related skills. Trainee teachers reported increased confidence in “agreeing what else could have been done to improve working relationships and methods”, “using role play strategies”, “reaching agreement on whether or not the activity fulfilled its objectives”, “considering strategies that will empower pupils to make informed choices about their health”, “determining pupils' attitudes and views of health and healthy living”; “ensuring that pupils received information about the factors which affect health”, “identifying factors that influenced the learning outcome”, and “encouraging pupils to be assertive and resist unwanted peer pressure and other influences”.

Originality/value

It is recommended that all trainee teachers are assessed on their ability to deliver and evaluate PSHE lessons as part of the award of Qualified Teacher Status. Furthermore, it is essential that trainee teachers receive specific resistance/life skills training as part of their initial and continuing professional development.

Details

Health Education, vol. 105 no. 3
Type: Research Article
ISSN: 0965-4283

Keywords

Article
Publication date: 22 June 2021

María José Mayorga Fernández, Noemí Peña Trapero and Lourdes De La Rosa Moreno

This paper focuses on analysis of the incorporation of a Lesson Study cycle within the university training proposal, as a teaching strategy in initial training in the Infant…

Abstract

Purpose

This paper focuses on analysis of the incorporation of a Lesson Study cycle within the university training proposal, as a teaching strategy in initial training in the Infant Education Degree.

Design/methodology/approach

Qualitative research was conducted through a case study methodology.

Findings

Proposing training strategies based on this methodology encourages both the reconstruction of future teachers' practical knowledge and also adequate professional development from initial training.

Research limitations/implications

The main constraint in the study was the cost-benefit ratio, since this experience has required significant practical and emotional dedication by the people involved, while the expected results have only been partially evident in the students. This would seem to imply that the strategy requires continuity over time in order for future education professionals to take it fully on board.

Practical implications

More continuity in such experiences would be required in order to fully analyse their actual value. To this end, the experiences need to be more closely related to the university curriculum, and there must be greater coordination between the subjects in order to ensure a holistic approach to LS.

Originality/value

This article sets out an LS experience as a collaborative action-research strategy that promotes the reconstruction of students' practical knowledge and their professional development in initial training.

Details

International Journal for Lesson & Learning Studies, vol. 10 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 4 February 2014

Adeline Yuen Sze Goh

This paper aims to extend the workplace learning literature by conceptualising the relationship between college-based and workplace learning, through critically examining how…

Abstract

Purpose

This paper aims to extend the workplace learning literature by conceptualising the relationship between college-based and workplace learning, through critically examining how trainee teachers learn when they enter an initial teacher training programme.

Design/methodology/approach

This paper draws on the findings of a completed research study which explores how individuals learn to become a vocational and technical teacher (VTE) in Brunei. The research comprises a qualitative study of a group of student teachers enrolled on a one-year teacher training programme that consists of a combination of college-based and workplace learning. This approach argues that it is necessary to look beyond demarcating what is formal and informal learning.

Findings

From a theoretical point-of-view, Bourdieu's theoretical tools can be used to extend Lave and Wenger's notion of legitimate peripheral participation in understanding how individuals learn in a learning context. This approach provides us with a way to think of learning as relational to the individuals. That is, learning is influenced by the roles and practices of each individual, even within the same learning context. Thus, to label the college-based learning as formal and workplace learning as informal is unhelpful in understanding this relationship.

Practical implications

Understanding that roles and practices in different learning sites such as college and workplace influence learning has practical significance for teacher training organisations wanting to focus on learning issues and opportunities for the development of trainee teachers. More specifically, such an understanding also acts as a reminder to teacher training organisations of the importance of considering learning within a teacher training programme as a whole, rather than focusing only on the practices within each of the learning sites.

Originality/value

This paper highlights the importance of roles and practices in relation to particular situations which are often overlooked in the learning literature. In addition, the paper focuses on both college-based and workplace learning in order to understand learning within a vocational and technical teacher training programme.

Details

Journal of Workplace Learning, vol. 26 no. 1
Type: Research Article
ISSN: 1366-5626

Keywords

11 – 20 of over 18000