Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

Smith-Sherwood, Heather

doi:10.5539/jel.v7n2p139

Cited by 4 publications

(3 citation statements)

References 38 publications

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“…According to the participants of this study, internship application should also be used in the process of teacher s election and approval of tenure. Sherwood (2018) asserts that teachers' educators should include eight dimensions: "Coherent program vision, cultural competence, collaborative partners hip, contextualization, quality standards, well -experienced committed faculty and harmonious blend of theory and practice " in terms of effective teachers' education in his study evaluating effective teachers' trai ning programs and teacher educators. Participants of this study think that in addition to all dimensions, arts and values education should be included in teachers' education.…”

Section: Discussionmentioning

confidence: 99%

The Quest for Quality in Teacher Education in Turkey: The Abrogation of Teacher Programs from Secondary Education

Şanal¹,

Özen²

2018

EUROPEAN J ED RES

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Within the scope of restructuring the secondary education efforts of the Ministry of National Education, it has been decided to abrogate the secondary school level teachers' schools. The purpose of this study is to evaluate Turkey's teacher e ducation practices and the quest for qualified teacher education through the perceptions of the graduates of these high schools. The study is a phenomenological research based on interpretation. Data were obtained through interviews. The data obtained were analyzed in the vetting of candidate teachers, the curriculum to be used in the education process and its accreditation, and whom to be certified as teachers. The main results of this study, conducted with participants from the secondary school level teachers schools' gradu ates, show that, in terms of teacher education, teachers' high schools present various opportunities by enrolling successful candidates, educating them as leaders, preparing them for multi-cultural environments. In order to educate qualified teachers, the participants suggest teacher education programs should include individual and group activities, invo lve training, arts, basic science, and values education courses. In the selection and approval of tenure teacher, besides academic achievement and diploma, advanced communication skills, patience, confidence, and patriotism should be sought in the candidates.

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Section: Discussionmentioning

confidence: 99%

The Quest for Quality in Teacher Education in Turkey: The Abrogation of Teacher Programs from Secondary Education

Şanal¹,

Özen²

2018

EUROPEAN J ED RES

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“…Thus, the exemplary example given by the teacher can foster moral standards possessed by students in carrying out disciplinary behavior (Dreeben & Barr, 1988). The availability of the teacher becomes one of the determining factors for instilling the value of discipline in students (Smith-sherwood, 2018).…”

Section: Effect Of Exemplary Teacher On Student Discipline Behaviormentioning

confidence: 99%

Disciplinary Behavior and Exemplary Teacher as Influencing Factors

2020

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This research is based on the phenomenon that is happening related to the relationship between teacher role models with disciplinary behavior and the influence of role models on student disciplinary behavior. This research is quantitative with descriptive correlational research. The sample in this study replaced 272 students who were determined through a proportional stratified random sampling technique. The instruments used were the teacher’s exemplary questionnaire and student disciplinary behavior questionnaire. Besides that, the researcher also used a Likert scale model instrument with five alternative answers. Data analysis techniques using simple regression analysis. And the results of the study show the influence of teacher exemplary behavior on student disciplinary behavior at school.

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“…Successful initial teacher education programs should prepare their students to meet today's classroom challenges (Smith-Sherwood, 2018). Field experiences are the primary elements in equipping aspiring teachers to learn to integrate theory and practice, collaborate with peers and families (Hollins & Guzman, 2005) and develop teaching strategies and curricular approaches to meet the requirements of the students.…”

Section: The Importance Of Theory and Practice In Teacher Educationmentioning

confidence: 99%

Practicum in Preservice Teacher Education in Myanmar

Chaw

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The study aims to explore how the practicum is implemented in pre-service teacher education in Myanmar, with the goal of improving the quality of the practicum and the university program. Exploratory sequential mixed method design is used to answer the main research questions of (1) What are the main characteristics of practicum in initial teacher education in Myanmar? (2) How do the different actors perceive the practicum in teacher education in Myanmar? The study employs snowball sampling, cluster sampling, and purposive random sampling methods to select participants, and data is collected through documents, focus group interviews, photo-elicitation interviews, participatory interviews, and questionnaires. The study gathered data from various sources, including practicum-related documents (n=19), student teachers (n=340), novice teachers (n=54), and teacher educators (n=4). The findings reveal that practicum within initial teacher education aims to equip student teachers with pedagogical skills in a real environment. The practicum structure is administered by the host university/college. However, the practicum period is shorter than international standards. Despite this, student teachers, novice teachers, and teacher educators have positive perceptions of the practicum period. Student teachers and novice teachers encountered challenges in their early teaching period such as insufficient teaching aids, using student-centered approaches, large class size and student misbehavior problems. Student teachers used six common coping strategies: problem-solving by self, avoidance, giving punishment, adaptation to the situation, seeking professional support, and getting emotional support to solve teaching-learning related problems during the practicum period. They perceive the curriculum content of the university/college as being more theoretical and ineffective in actual classroom situations, highlighting the disparity between theory and practice.Novice teachers also express a need for support or mentoring during their early teaching period. Teacher educators acknowledge the problems of student teachers in practicum but have limited time to support or evaluate their live performance. They also mention the need for more infrastructure and better-defined roles for cooperating teachers and principals to effectively support and evaluate student teachers. Despite the implementation of practicum being well-established in the Myanmar context, challenges arise in areas such as the support system, evaluation, and inadequate practical application of curriculum contents of teacher education programs. The findings of this study contribute to the understanding of the challenges in practicum implementation in iii Myanmar and provide insights for policymakers, teacher education institutions, and practitioners to improve the quality of teacher education programs in the country.

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Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

Cited by 4 publications

References 38 publications

The Quest for Quality in Teacher Education in Turkey: The Abrogation of Teacher Programs from Secondary Education

The Quest for Quality in Teacher Education in Turkey: The Abrogation of Teacher Programs from Secondary Education

Disciplinary Behavior and Exemplary Teacher as Influencing Factors

Practicum in Preservice Teacher Education in Myanmar

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