Learning to become a teacher: student teachers’ experiences and perceptions of a one-year initial teacher education programme

Gravett, Sarah; Odendaal-Kroon, Rika

doi:10.1080/03055698.2021.1935216

Cited by 6 publications

(3 citation statements)

References 21 publications

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“…It can be seen that senior teachers may be better able to master and stimulate students to learn, because of the accumulation of their teaching experience. Teachers with many years of AI teaching experience are good at using Internet technology, at adopting innovative learning methods that are completely close to life, at inspiring students' hidden learning ability, and at making full use of their AI knowledge learning ability (Gravett & Kroon, 2021;Nielsen et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

The level of perceived efficacy from teachers to access AI-based teaching applications

Chou¹,

Shen²,

Shen³

et al. 2022

RPTEL

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The purpose of this study is to develop the ‘Teachers’ Efficacy Perceptions of the AI-based Teaching Applications (TEP-AITA) scale’ and to describe the analysis of the background variables and the differences between six factors in the application of an Artificial Intelligence (AI) teaching efficacy perceptions questionnaire. In total, 714 vocational senior high school teachers participated in random and cluster sampling in Taiwan. The results showed that the internal consistency reliability of the measure was .988 and that the reliability of the six subscales was .975, .971, .981, .976, .972, and .967. The results found that TEP-AITA scale included ‘Resource support’, ‘Innovative teaching’, ‘Cross-disciplinary’, ‘Professional learning’, ‘Learner demand’, and ‘Self-reflection’. ‘Cross-disciplinary’ and ‘Learner demand’ were highly rated, while ’Resource support’ was low. This study analyzed the differences in the perceived efficacy for AI-based teaching applications among teachers according to their background variables, such as their gender, current position, school attributes, teachers’ seniority, and application AI teaching experience. The research results on teacher background factors and the six factors of the TEP-AITA scale could be provided to education units for the active promotion of AI information technology teaching and training.

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Section: Discussionmentioning

confidence: 99%

The level of perceived efficacy from teachers to access AI-based teaching applications

Chou¹,

Shen²,

Shen³

et al. 2022

RPTEL

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“…As such, there is a gap between the simulated classroom and the real classroom, which alone does not allow student teachers to experience the complexity of teaching the classroom and thus meet the teaching needs of the exemplification in Philpott's triangular model. Although they can move beyond a naive understanding of the complexity of teaching through these teaching practices at university, they do not understand the full complexity of it [27].…”

Section: Teacher Education At Universitymentioning

confidence: 99%

Teacher Education for Chinese High School Teachers: Should We Rely on University Training or On-the-job Education?

2022

JERP

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As society demands more professionalism from teachers, the approaches to teacher training are becoming more comprehensive. This article critically reviews the two types of teacher education that take place in universities and in-service. Starting from CK, PK and PCK as proposed by Shulman and incorporating Philpott's triangular model of teacher education, the article considers the strengths and weaknesses of the two approaches and makes suggestions on how to balance them by analysing whether they can meet the basic needs of teacher education. The analysis shows that a single approach to training does not ensure that teachers acquire the knowledge they need. Teacher education should combine academic and practical knowledge, with teachers learning systematic theoretical knowledge at university and then bringing it to practice and reflection in complex school settings. This article provides insightful suggestions on how governments and higher education institutions can improve teacher education.

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“…Public policy can help to create, monitor, and sustain favorable organizational structures, conditions, and opportunities for teachers by setting the correct policy objectives, putting them into practice, and evaluating the results [18]. If initial teacher education is supposed to train qualified teachers who can impact significantly students' learning, it is important to find out, in the case of teacher education in colleges of education in Ghana, as far as art is concerned, whether the initial teacher education curriculum matches or covers the content of the basic school creative arts and design curriculum [19]. These further buttresses the purpose of the current study.…”

Section: Introductionmentioning

confidence: 99%

Comparative Study of UCC and UEW B.Ed JHS Visual Art Options as Initial Teacher Preparation for the New Creative Arts and Design Curriculum for JHS

Alhassan,

Al-Hassan,

Osei

2023

Jor. Eva. Edu

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Purpose of the study: The purpose of this study, therefore, is to compare the developed JHS visual art curricula of the two universities (UCC and UEW) as being implemented in the colleges of education, vis-a-vis the new JHS Creative Arts and Design curriculum to find out which of the curricula covers all aspects of Creative Arts and Design in JHS. Methodology: The study adopted a qualitative research approach using document analysis and autoethnography as data collection instruments. Main Findings: The study found that whereas UCC offers a combined major of visual art, UEW offers visual art as a standalone programme but both models of visual art education do not meet the full complement of the Creative Arts and Design subject in the JHS because the performing art aspect is not catered for in both models. Novelty/Originality of this study: The study recommends that both curricula should be reviewed to factor in the performing art aspect of the JHS Creative Arts and Design subject to enable them to train teachers who are fit for purpose.

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Learning to become a teacher: student teachers’ experiences and perceptions of a one-year initial teacher education programme

Cited by 6 publications

References 21 publications

The level of perceived efficacy from teachers to access AI-based teaching applications

The level of perceived efficacy from teachers to access AI-based teaching applications

Teacher Education for Chinese High School Teachers: Should We Rely on University Training or On-the-job Education?

Comparative Study of UCC and UEW B.Ed JHS Visual Art Options as Initial Teacher Preparation for the New Creative Arts and Design Curriculum for JHS

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