Newly Qualified Teachers’ Reflections on the Quality of Initial Teacher Education in the Republic of Ireland

Kozina, Ekaterina

doi:10.1080/01626620.2013.846182

Cited by 6 publications

(3 citation statements)

References 41 publications

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“…However, they sometimes find it difficult to relate to the profession, and they perceive that the approach does not provide them with enough practical tools prior to entering the reality of a teacher's work (cf. Kozina, 2013;Sjølie, 2014). The aim of research-based teacher education is to qualify autonomous, responsible, and reflective professional teachers and support their professional development throughout their careers.…”

Section: Discussionmentioning

confidence: 99%

“…Aspfors, 2012;Heikkinen, Jokinen & Tynjälä, 2012;Sjølie 2014), which have shown that students realize that research is an important tool for professional teachers, although they sometimes feel that research does not provide them with enough practical tools before entering the reality of a teacher's work (cf. Kozina, 2013).…”

Section: Student Teachers' Views Of Research-based Teacher Education ...mentioning

confidence: 99%

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Student teachers’ experiences of research-based teacher education and its relationship to their future profession – A Finnish case

Eklund¹

2018

NOAD

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As a result of well-known international evaluations, an intense debate regarding teacher education has emerged focusing on its development in order to improve the national economy. Teacher education in Finland has been university-based for decades and has received a great deal of publicity because of its research-based approach. However, there is a lack of empirical research on the consequences of such an approach to teacher education. This study focuses on investigating (1) student teachers’ experiences of research-based teacher education and (2) how they experience research-based education in relation to the teaching profession? One hundred and eleven student teachers wrote essays on these two research questions, and qualitative content analysis was used as the data analysis method. The results revealed that most student teachers principally understand the concept of research-based teacher education and appreciate this form of education because it provides them with high-level competence, status, and good job opportunities. However, they sometimes find it difficult to relate this type of education to the teaching profession and perceive that this approach does not provide them with enough practical tools before entering the reality of a teacher’s work.

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Section: Discussionmentioning

confidence: 99%

Section: Student Teachers' Views Of Research-based Teacher Education ...mentioning

confidence: 99%

Student teachers’ experiences of research-based teacher education and its relationship to their future profession – A Finnish case

Eklund¹

2018

NOAD

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“…La preparación a nivel doctoral es fundamental para lograr las capacidades de investigación que son necesarias, pero este dominio también influye en los procesos de enseñanza, debido a que existe una relación entre la creación y difusión de conocimiento avanzado (Huenneke, et al, 2017). En consecuencia, la preparación de quienes forman a los futuros educadores debe asegurar el desarrollo de conocimientos actualizados y con la profundidad requerida para formar a los futuros profesores, quienes impactarán en todo el sistema educativo (Kozina, 2013).…”

Section: Fundamentación Teóricaunclassified

Relevancia del profesorado universitario en la formación pedagógica/ Relevance of university teaching staff in pedagogical training

Rodríguez-Ponce

Oyarce

2020

RCS

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Resumen La formación de profesores constituye un determinante estructural del progreso de los países y de las oportunidades de las personas. A su vez, la calidad del cuerpo académico universitario es un elemento fundamental que explica los procesos formativos. En este contexto, el objetivo de la investigación consiste en analizar la relevancia del profesorado universitario, específicamente, en los procesos de formación inicial docente. La investigación es de naturaleza cualitativa descriptiva que a través de una entrevista a 20 actores clave, emplea la teoría fundamentada y el análisis axial para un estudio en profundidad de las relaciones subyacentes entre las dimensiones en evaluación. Los resultados muestran que la calidad de los profesores universitarios es de la mayor importancia, en tanto los estudiantes tienen desventajas en su preparación de origen y, más aún, cuando los educadores tienen la responsabilidad de la preparación integral de sus alumnos y son el modelo sobre el que se proyecta el desempeño de los futuros docentes. Se concluye, que la calidad del cuerpo académico constituye un elemento esencial en la preparación intelectual, profesional y valórica de quienes ejercerán como futuros profesores, por cuanto los primeros son la principal referencia que los estudiantes tienen en su proceso formativo. Abstract Teacher training constitutes a structural determinant of the progress of countries and of people's opportunities. In turn, the quality of the university academic body is a fundamental element that explains the training processes. In this context, the objective of the research is to analyze the relevance of university teaching staff, specifically, in the processes of initial teacher training. The research is qualitative and descriptive in nature that, through an interview with 20 key actors, uses grounded theory and axial analysis for an in-depth study of the underlying relationships between the dimensions under evaluation. The results show that the quality of university professors is of the utmost importance, as students have disadvantages in their preparation of origin and, even more so, when educators have the responsibility of the integral preparation of their students and are the model on which is projected the performance of future teachers. It is concluded that the quality of the academic body constitutes an essential element in the intellectual, professional and value preparation of those who will act as future teachers, since the former are the main reference that students have in their training process.

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The multilayered effects of initial teacher education programs on the beginning teacher workforce and workplace: Perceptions of beginning teachers and their school leaders

Plessis

Cullinan²,

Gramotnev³

et al. 2020

International Journal of Educational Research

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Newly Qualified Teachers’ Reflections on the Quality of Initial Teacher Education in the Republic of Ireland

Cited by 6 publications

References 41 publications

Student teachers’ experiences of research-based teacher education and its relationship to their future profession – A Finnish case

Student teachers’ experiences of research-based teacher education and its relationship to their future profession – A Finnish case

Relevancia del profesorado universitario en la formación pedagógica/ Relevance of university teaching staff in pedagogical training

The multilayered effects of initial teacher education programs on the beginning teacher workforce and workplace: Perceptions of beginning teachers and their school leaders

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