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Search Results for 'Initial teacher education' (Keyword)
25 items found 1 / 3
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1   |   From section Multiculturalism & Diversity
Losing the Whole Child? A National Survey of Primary Education Training Provision for Spiritual, Moral, Social and Cultural Development
This study explores trainers’ approaches to organisation and delivery; levels of confidence in delivery; and wider views on the place of spiritual, moral, social and cultural (SMSC) in primary schools and in initial teacher training (ITT). The authors conclude that this survey has provided new evidence about the practices and challenges facing those who are training primary teachers in universities and in School-Centred Initial Teacher Training (SCITT). The authors argue that the promotion of strands relating to children’s personal, social and emotional well-being is essential if children are to fully flourish as human beings.
Publication Year: 2015    |    Updated in ITEC: January 11, 2018
2   |   From section Teacher Education Programs
Making the Grade: Describing Inherent Requirements for the Initial Teacher Education Practicum*
This study examines the development, description, and illustration of inherent requirement (IR) statements in relation to the professional practice component of an initial teacher education (ITE) course. The authors used consultative group processes with stakeholders involved in ITE to identify seven IR domains. Furthermore, they used interviews with academics to develop first-person narratives and to illustrate pre-service teachers’ performance in complex professional practice scenarios. Then, university staff and pre-service teachers rated the narratives in relation to three of the IR domains. In conclusion, the authors believe that these narratives have potential to exemplify the IR, to develop understanding of professional practice performance requirements for pre-service teachers and to assist the decision-making of teacher educators.
Publication Year: 2016    |    Updated in ITEC: January 14, 2018
3   |   From section Multiculturalism & Diversity
Sexualities of Initial Teacher Education Applicants in the Republic of Ireland: Addressing the Hidden Dimension of Diversity in Teaching
The present paper examines initial teacher education (ITE) students’ sexual orientations and the intersections of students’ sexualities, socio-demographic backgrounds and career motivations. The findings reveal that although LGBT people experience considerable covert and overt social, institutional and religious barriers when applying for and entering ITE programmes in Ireland, they are highly motivated and committed to a teaching career. Their strong desire to change the of young people, together with their personal experiences of schooling uniquely position them to challenge and disrupt heteronormativity and sexual discrimination in schools and in ITE.
Publication Year: 2017    |    Updated in ITEC: October 19, 2017
4   |   From section Teacher Education Programs
Examining Professional Learning and the Preparation of Professionally Competent Teachers in Initial Teacher Education
The current paper reports a mixed-methods study showing the relationship between student teachers’ engagement with the practical and conceptual aspects of a Postgraduate Diploma in Education (PGDE) Programme in Hong Kong and different facets of their perceived professional competence. The results show that experiences associated with learning the pragmatic facets of professional practice were more valued by student teachers compared to learning the conceptual aspects of ITE.
Publication Year: 2016    |    Updated in ITEC: September 12, 2017
5   |   From section ICT & Teaching
#FramingFragmentsofThought - Exploring the Role of Social Media, in Developing Emergent Reflective Practitioners in Initial Teacher Training
This article explores Initial Teacher Training (ITT) undergraduates’ propensity to reflect upon professional practice through utilising social media networks [specifically Twitter] as a professional learning and/or teaching tool. It explores whether collaboration in the social network [acting as a community of practice] enables reflective discourse and analysis of professional practice with emergent practitioners in ITT and whether this instigates pedagogical change.
Publication Year: 2017    |    Updated in ITEC: October 1, 2017
6   |   From section ICT & Teaching
The Development of an Implementation Model for ICT in Education: An Example of the Interaction of Affordances and Multimodality
This article explores issues staff and students in initial teacher education (ITE) organisations faced in implementing a series of information and communication technology (ICT) projects.To help those implementing ICT projects in education to unravel the nature of these interactions, the authors used their cross-case analysis to develop an implementation model. The model is based on data from a national evaluation of ICT-based projects in initial teacher education, which included a large-scale questionnaire survey and six in-depth case studies.
Publication Year: 2014    |    Updated in ITEC: December 6, 2016
7   |   From section Theories & Approaches
Teaching Assistants and Teacher Education in England: Meeting their Continuing Professional Development Needs
This article explores the role of teaching assistants in the training and assessment of primary initial teacher education students and considers their continuing professional development )CPD) needs in relation to this role. Most of the teaching assistants who participated in the research project worked in schools where initial teacher education (ITE) took place. However, teaching assistants were generally not given guidance on the needs of individual ITE trainees or information on Standards for QTS by their schools or by university-based tutors when visiting the school. Conclusions from the findings were that the majority of teaching assistants would welcome specific CPD in the area of ITE trainee support in schools and the potential role for teaching assistants within this.
Publication Year: 2012    |    Updated in ITEC: July 26, 2016
8   |   From section Theories & Approaches
The Preparation of Highly Motivated and Professionally Competent Teachers in Initial Teacher Education
This study examines the relationship between different types of teaching motivation and (1) various facets of professional competence and (2) planned engagement in future teaching. The findings show the positive association between ‘intrinsic–altruistic motivation constellation’ and selected facets of professional competence. Two major professional orientations of the ‘intrinsic–altruistic motivation constellation’ were identified: (1) student-centred orientation and (2) subject-centred orientation.
Publication Year: 2015    |    Updated in ITEC: July 22, 2016
9   |   From section Mentoring & Supervision
Extending the Mentor Role in Initial Teacher Education: Embracing Social Justice
The purpose of this article is to explore how mentors can act as change agents for social justice. It examines mentors’ roles in initial teacher education in the lifelong learning sector (LLS) and how critical spaces can be opened up to promote a flow of mentor, trainee teacher, learner and community empowerment. The findings reveal that LLS mentors and trainee teachers are uncertain about their roles. In the UK and several countries, mentoring is dominated by an instrumental assessment-focused approach, whereby social justice is marginalised. In contrast, what the authors call social justice mentors establish collaborative democratic mentoring relationships, create spaces for critical reflection, support trainees to experience different cultures, develop inclusive critical pedagogies, and generally act as advocates and foster passion for social justice.
Publication Year: 2015    |    Updated in ITEC: November 15, 2015
10   |   From section Theories & Approaches
Bridging the Teacher/Researcher Divide: Master’s-Level Work in Initial Teacher Education
Author Carol Gray
This article argues that induction into research techniques as a means of exploring practical challenges can lead to knowledge production and ownership. Its explicit aim is to introduce student teachers to a range of information sources, including a variety of research tools, with which they engage critically to gain confidence in making well-informed though flexible and cautious professional decisions. It offers examples of the use of small-scale research projects as a valid means of ‘discovery learning’ in pre-service teacher education. The authors recognise that engagement in research remains a minority activity for practising teachers. However, participants' writings show that it is possible as a novice researcher to understand the potential and pitfalls of research, to generate new knowledge and to undergo deep personal learning through designing and implementing a small-scale project.
Publication Year: 2013    |    Updated in ITEC: September 2, 2015
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