Mabejane, ‘M. R. & Ravanis, K. (2018). Linking teacher coursework training, pedagogies, methodologies and practice in schools for the undergraduate science education student teachers at the National University of Lesotho. European Journal of Alternative Education Studies, 3(2), 67-87. (original) (raw)
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Tijdschrift Voor Gerontologie En Geriatrie, 1997
This paper describes a school-oriented teacher education program at the Institute of Education, University of Utrecht (Netherlands). The program prepares teachers for the upper level of secondary education in a one-year postgraduate course that follows a four-year subject matter masters program. Because half of the one-year course is school-based, an intensive partnership is required between the university and the school. There is also need for careful consideration of the relationship between theory and practice and close collaboration between teacher-educators and cooperating teachers. This collaboration is based on research into the gap between theory and practice, resulting in a structured approach to the student teachers learning processes that encourages reflection on practice. The preservice year is designed to integrate these experiences. The preservice teacher spends 250 hours in the classroom, including a minimum of 120 hours of instruction by the preservice teacher. The year is divided into the following periods: introduction (2 weeks), triad teaching practice (14 weeks), reorientation (10 weeks), individual and independent final teaching (14 weeks), and concluding phase (3 weeks). (Contains 42 references.) (JLS)
2017
The observed and reported pervasive inadequacy with both pre-service and in-service teachers in classroom teaching still abounds despite the various efforts made in many countries to improve teacher education and teacher preparation programs. This study has been conducted in Lesotho, a small mountainous landlocked country in the Republic of South Africa with a population of about 2 million. In Lesotho there are currently only two teacher training institutions, the National University of Lesotho and the Lesotho College of Education. The purpose of this study was to explore where the shortfall might lie in the pre-service teacher training that led to science student teachers' reported inadequacies in classroom teaching. The data were collected through the semi-structured interviews of the directly involved people comprising 20 student teachers 20 teaching practice tutors, 2 teacher educators and 2 regular practicing teachers. The Data from the interviews were complemented with the analysis of the documents using template analysis strategy and constant comparison method. The main findings of the study revealed that the courses and the procedures for teacher preparation embraced the development of the pre-service teachers' professional knowledge and qualities. However, the major constraints for attainment of the aspired teacher product were time and procedures. It was hoped that the context in which it was conducted would inform and influence policy and practice in education at various levels, extending into the general field of research.
Vol 29:345-358 Teaching practice: a make or break phase for student teachers
2016
Teaching practice is an integral component of teacher training. It grants student teachers experience in the actual teaching and learning environment. We explore the experiences of student teachers in the Vaal University of Technology Post-graduate Certif icate in Education (PGCE) during their 10 weeks ’ teaching practice in the Vaal area. In this article we aim to establish the ways in which these experiences influence the student teachers ’ perception of the teaching profession. Semi-structured interviews with all student teachers were used to collect the data while content analysis was used to identify themes and analyse the data. We established that, despite the positive experiences during teaching practice, student teachers experienced challenges which affected their percep-tion of the teaching profession. Based on the findings of this study, measures are suggested on how to improve teaching practice in order to have a positive influence on the student teachers ’ perception of,...
Improving quality teaching in teacher education programs
Beder Scientific Journal of Education Sciences ( BJES). , 2017
Quality teaching in teacher education programs is crucial to improve student’s achievements in all levels. In this basic paper there have been presented the main issues on teacher education programs around the Europe but not only, including Albania. Results and conclusions of the paper showed evidence that teachers need to help students acquire not only the skills that are easiest to teach and easiest to test but more importantly, ways of thinking: (1) ways of working, (2) tools for working and (3) life skills. In Albania there is a new law for teaching professionalism in pre-university education system, as well as a Code of Conduct, and a license system for teachers’ certification after their studies at universities. Some core competences that all teachers need include: (1) sound knowledge frameworks; (2) a deep knowledge of how to teach specific subjects; (3) classroom teaching/management skills and strategies; (4) interpersonal, reflective and research skill; (5) critical attitudes towards their own professional actions; (6) positive attitudes to continuous professional development, collaboration, diversity and inclusion; (7) the capability of adapting plans and practices to students’ needs. Research suggests a number of factors for effective initial teacher education: (a) an extensive, structured teaching practice; (b) sustained, structured mentoring; (c) an individualized focus on student teachers as reflective learners; (d) opportunities for student teachers’ reflective practice; (e) an integrated initial teacher education curriculum; (f) effective partnerships between initial teacher education providers/universities and schools. A good balance between theory and practice of teacher education curricula enables teaching to be viewed as a problem-solving or research-in-action activity, closely linked to students’ learning and progress. The amount and sequence of teaching practice are key, to help develop teachers’ practical wisdom as related to professional values. Since 2011 graduated teachers from universities in Albania do a year professional practice, where a mentor has a significant role during professional practice. The benefits of a continuum approach that aligns initial teacher education with induction and continuing professional development are confirmed by evidence, which recommends: (1) mentoring of student teachers; (2) dialogue and collaboration of school and university communities; (3) innovation and creativity in teaching and learning. Keywords: Teaching, quality of teaching, teaching curricula, teacher programs
The Pedagogical Practice – Dimension of the Training of Future Teachers
Pro Edu. International Journal of Educational Sciences
The Romanian education system needs today, more than ever, good teachers, dedicated, devoted to their mission and aware of the major responsibility they must take on-accompanying the child on the path of his / her development, as a harmonious personality, and, thus, implicitly, to contribute to the "healing" of the society, which is marked by the dissolution of real values. In this context, the universities-especially through the teacher training departments-, have to be engaged in an efficient approach, oriented towards the formation of the professional competences related to the teaching career. The realization of such approach implies the prioritization of the pedagogical practical activities, in which the collaboration between all the factors involved in this process is important: students, mentors, coordinators of practical activities and, last but not least, teachers of pedagogy, psychology and didacticians. The present study is focused on the analysis of the opinions of the practitioner-students and teacher-mentors regarding the organization and leading of pedagogical practical activities. The investigative approach was made through a questionnaire-based investigation. Its items are focused, in particular, on the collaboration between two main actors of the pedagogical practical activities: the student-practitioner and the teacher-mentor. The purpose of this investigation was to obtain relevant feedback and to identify concrete measures or ways for improving the pedagogical practical activities.
Teacher education: from education to teacher substance and practice
This article aims to reflect the trajectory of the teacher from the perspective of building and rebuilding the knowledge of the professional in education; it shows the teacher constituting the development of his knowledge-substance and knowledge-practice over the course of teacher performance, which makes each professional unique, though they consist of the same feelings and the same needs. These perspectives are made salient in the view of authors such as Tardif, Maués, and others. The methodological proposal used is naturalisticconstructive. This article deals with the difference between a mathematician and a Mathematics teacher, and highlights the aspects relevant to classroom practices in this discipline. The importance of practices that are reflective, critical and allied to theory is also highlighted. The characteristics pointed out in the text with respect to teacher education evidence the need for general cultural education, that is, the education of a "civilized man". This characteristic, when constructed, enables the Mathematics teacher to relate the content of this discipline to the daily situations of the student's life, thereby establishing the meaning of the discipline for the student.