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teacher education</title> <meta name="description" content="Search results for: pre-service teacher education"> <meta name="keywords" content="pre-service teacher education"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="pre-service teacher education"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7765</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: pre-service teacher education</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7765</span> SHIFT: Examining Preservice Teachers’ Perceptions on Digital Citizenship Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cachanda%20K.%20Orellana">Cachanda K. Orellana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined preservice teachers’ perceptions of their role in digital citizenship education. Data was gathered via surveys and coursework from the preservice teachers’ instructional technology course. Pre-service teachers were asked about their role in digital citizenship education during a unit on digital dilemmas. Findings suggest that teacher education programs should consider digital citizenship education as more than the acquisition of a set of skills and behaviors and prepare preservice teachers to support students’ ability to engage in ethical decision-making in digital spaces. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20citizenship" title="digital citizenship">digital citizenship</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20dilemmas" title=" digital dilemmas"> digital dilemmas</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/135188/shift-examining-preservice-teachers-perceptions-on-digital-citizenship-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135188.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">169</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7764</span> A False Introduction: Teaching in a Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Robert%20Michael">Robert Michael</a>, <a href="https://publications.waset.org/abstracts/search?q=Kayla%20Tobin"> Kayla Tobin</a>, <a href="https://publications.waset.org/abstracts/search?q=William%20Foster"> William Foster</a>, <a href="https://publications.waset.org/abstracts/search?q=Rachel%20Fairchild"> Rachel Fairchild</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The COVID-19 pandemic has caused significant disruptions in education, particularly in the teaching of health and physical education (HPE). This study examined a cohort of teachers that experienced being a preservice and first-year teacher during various stages of the pandemic. Qualitative data collection was conducted by interviewing six teachers from different schools in the Eastern U.S. over a series of structured interviews. Thematic analysis was employed to analyze the data. The pandemic significantly impacted the way HPE was taught as schools shifted to virtual and hybrid models. Findings revealed five major themes: (a) You want me to teach HOW?, (b) PE without equipment and six feet apart, (c) Behind the Scenes, (d) They’re back…I became a behavior management guru, and (e) The Pandemic Crater. Overall, this study highlights the significant challenges faced by preservice and first-year teachers in teaching physical education during the pandemic and underscores the need for ongoing support and resources to help them adapt and succeed in these challenging circumstances. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title="teacher education">teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20teachers" title=" preservice teachers"> preservice teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=first%20year%20teachers" title=" first year teachers"> first year teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20and%20physical%20education" title=" health and physical education"> health and physical education</a> </p> <a href="https://publications.waset.org/abstracts/171529/a-false-introduction-teaching-in-a-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171529.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">185</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7763</span> Analyzing Preservice Teachers’ Attitudes toward Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmet%20Oguz%20Akturk">Ahmet Oguz Akturk</a>, <a href="https://publications.waset.org/abstracts/search?q=Kemal%20Izci"> Kemal Izci</a>, <a href="https://publications.waset.org/abstracts/search?q=Gurbuz%20Caliskan"> Gurbuz Caliskan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Sahin"> Ismail Sahin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rapid developments in technology are to necessitate societies to closely follow technological developments and change themselves to adopt those developments. It is obvious that one of the areas that are impacted from technological developments is education. Analyzing preservice teachers’ attitudes toward technology is crucial for both educational and professional purposes since teacher candidates are essential for educating future individual living in technological age. In this study, it is aimed to analyze preservice teachers’ attitudes toward technology and some variables (e.g., gender, daily internet usage and possessed technological devices) that predicting those attitudes. In this study, relational survey model used as research method and 329 preservice teachers who are studying in a large university located at the middle part of Turkey are voluntarily participated. Results of the study showed that mostly preservice teachers displayed positive attitudes toward technology while male preservice teachers’ attitudes toward technology was more positive than female preservice teachers. In order to analyze predicting factors for preservice teachers’ attitudes toward technology, stepwise multiple regressions were utilized. The results of stepwise multiple regression showed that daily internet use was the most strong predicting factor for predicting preservice teachers’ attitudes toward technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes%20toward%20technology" title="attitudes toward technology">attitudes toward technology</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20teachers" title=" preservice teachers"> preservice teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=stepwise%20multiple%20regression%20analysis" title=" stepwise multiple regression analysis"> stepwise multiple regression analysis</a> </p> <a href="https://publications.waset.org/abstracts/38415/analyzing-preservice-teachers-attitudes-toward-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38415.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">291</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7762</span> Unpacking Chilean Preservice Teachers’ Beliefs on Practicum Experiences through Digital Stories</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Claudio%20D%C3%ADaz">Claudio Díaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Mabel%20Ortiz"> Mabel Ortiz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An EFL teacher education programme in Chile takes five years to train a future teacher of English. Preservice teachers are prepared to learn an advanced level of English and teach the language from 5th to 12th grade in the Chilean educational system. In the context of their first EFL Methodology course in year four, preservice teachers have to create a five-minute digital story that starts from a critical incident they have experienced as teachers-to-be during their observations or interventions in the schools. A critical incident can be defined as a happening, a specific incident or event either observed by them or involving them. The happening sparks their thinking and may make them subsequently think differently about the particular event. When they create their digital stories, preservice teachers put technology, teaching practice and theory together to narrate a story that is complemented by still images, moving images, text, sound effects and music. The story should be told as a personal narrative, which explains the critical incident. This presentation will focus on the creation process of 50 Chilean preservice teachers’ digital stories highlighting the critical incidents they started their stories. It will also unpack preservice teachers’ beliefs and reflections when approaching their teaching practices in schools. These beliefs will be coded and categorized through content analysis to evidence preservice teachers’ most rooted conceptions about English teaching and learning in Chilean schools. The findings seem to indicate that preservice teachers’ beliefs are strongly mediated by contextual and affective factors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=beliefs" title="beliefs">beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20stories" title=" digital stories"> digital stories</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20teachers" title=" preservice teachers"> preservice teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=practicum" title=" practicum"> practicum</a> </p> <a href="https://publications.waset.org/abstracts/60066/unpacking-chilean-preservice-teachers-beliefs-on-practicum-experiences-through-digital-stories" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60066.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">441</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7761</span> Learning to Teach on the Cloud: Preservice EFL Teachers’ Online Project-Based Practicum Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei-Hui%20Liu">Mei-Hui Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports 20 preservice EFL teachers’ learning-to-teach experience when they were engaged in an online project-based practicum implemented on a Cloud Platform. This 10-month study filled in the literature gap by documenting the impact of online project-based instruction on preservice EFL teachers’ professional development. Data analysis showed that the online practicum was regarded as a flexible mechanism offering chances of teaching practices without geographical barriers. Additionally, this project-based practice helped the participants integrate the theories they had learned and further foster them how to create a self-directed online learning environment. Furthermore, these preservice teachers with experiences of technology-enabled practicum showed their motivation to apply technology and online platforms into future instructional practices. Yet, this study uncovered several concerns encountered by these participants during this online field experience. The findings of this study rendered meaning and lessons for teacher educators intending to integrate online practicum into preservice training courses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20teaching%20practicum" title="online teaching practicum">online teaching practicum</a>, <a href="https://publications.waset.org/abstracts/search?q=project-based%20learning" title=" project-based learning"> project-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20preparation" title=" teacher preparation"> teacher preparation</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20education" title=" English language education"> English language education</a> </p> <a href="https://publications.waset.org/abstracts/6299/learning-to-teach-on-the-cloud-preservice-efl-teachers-online-project-based-practicum-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6299.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">371</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7760</span> Combating Contraflow to Creativity Amongst Preservice Teachers in Teacher Arts Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Flannery">Michael Flannery</a>, <a href="https://publications.waset.org/abstracts/search?q=Annie%20%C3%B3%20Breach%C3%A1in"> Annie ó Breacháin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching the creative arts in preservice teacher education can be challenging. Some students find artistic self-expression and its related creative processes overwhelming. Low creative self-efficacy levels and creative habits of mind can impede their levels of motivation, engagement and persistence. For some, creative arts engagement can induce a state of anxiety and distress as opposed to flow. Flow theory posits that learners are happiest when they are learning in a state of flow. During the flow state, students feel, think and perform their best. They become so involved in the learning experience that nothing else seems to matter. The creative flow state is a crucial conduit of artistic processes to enable learners to explore and produce their best work. Despite the research conducted on flow state across several contexts, the phenomenon of personal flow state remains quite elusive. While some research has examined flow in relation to characteristics, conditions and personality traits, no research has investigated individuals' personal experiences of flow in a visual and tangible manner nor explored a relationship between flow state and teachers’ artistic development. This explorative case study explores preservice teachers’ impressions of flow using an arts-based approach. It identifies, categorizes and discusses patterns of commonality and difference. Grounded by theory concerning flow, self-efficacy and creative habits, this study ponders how emerging findings regarding flow impressions might aid teacher arts educators in helping preservice teachers who struggle with creative self-expression. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creative%20arts" title="creative arts">creative arts</a>, <a href="https://publications.waset.org/abstracts/search?q=flow%20theory" title=" flow theory"> flow theory</a>, <a href="https://publications.waset.org/abstracts/search?q=presence" title=" presence"> presence</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/186944/combating-contraflow-to-creativity-amongst-preservice-teachers-in-teacher-arts-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186944.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">27</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7759</span> Mentor and Peer Feed-Back on Micro-Teaching: As a Tool for Enhancing of Pre-Service Teachers' Teaching Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayhan%20Cinici">Ayhan Cinici</a>, <a href="https://publications.waset.org/abstracts/search?q=Mustafa%20Ozden"> Mustafa Ozden</a>, <a href="https://publications.waset.org/abstracts/search?q=Umit%20Duruk"> Umit Duruk</a>, <a href="https://publications.waset.org/abstracts/search?q=Gulden%20Akdag"> Gulden Akdag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to investigate how feedbacks left from two different sources (mentors and peers) during microteaching sessions effecting preservice teachers’ teaching skills and views on science teaching. Sampling process is twofold in the study. As part of qualitative research, among other counterparts, case study method was chosen and respectively, constructed six working groups in which there were six preservice teachers, totally from thirty six preservice teachers enrolled in the third grade of Elementary Education Department by random assignment. Subsequently, one preservice teacher from all groups was appointed as the moderator of those groups (totally six moderators). Rest of them taking part remained as audience in all groups. At the beginning of the instructional process, all participants were asked to watch some videos by which someone already recorded. After watching these videos, they were also given a chance to discuss their ideas and impressions regarding microteaching in the classroom atmosphere. Both academic staff as mentors and participants as preservice teachers took role in the process of determining which teaching skills would be taken into consideration as part of microteaching sessions. Each group were gathered at regular intervals throughout twelve weeks together with their mentor who guided them and performed their microteaching. Data was collected using reflective diaries by which researchers constructed for both preservice teachers playing role as teacher of the group and preservice teachers playing role as audience during these microteaching sessions. Semi structured interviews were also carried out with only preservice teachers playing role as teachers of the groups. Findings from these reflective diaries and semi structured interviews were analysed by descriptive statistics and content analysis method. With regard to these findings, explanatory themes and subthemes were categorized and supported by direct citations. The results reveal that preservice teachers playing role as the teachers of the each group consider “content knowledge” as the most important aspect among other teaching skills. Furthermore, preservice teachers also point out that the more they get feedback on any teaching skill, the more they get motivated to develop it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title="teacher education">teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=microteaching" title=" microteaching"> microteaching</a>, <a href="https://publications.waset.org/abstracts/search?q=mentor" title=" mentor"> mentor</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20feedback" title=" peer feedback"> peer feedback</a> </p> <a href="https://publications.waset.org/abstracts/2532/mentor-and-peer-feed-back-on-micro-teaching-as-a-tool-for-enhancing-of-pre-service-teachers-teaching-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2532.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">388</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7758</span> Preservice EFL Teachers in a Blended Professional Development Program: Learning to Teach Speech Acts </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei-Hui%20Liu">Mei-Hui Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the effectiveness of a blended professional development program on preservice EFL (English as a foreign language) teachers’ learning to teach speech acts with the advent of Information and Communication Technology, researchers and scholars underscore the significance of integrating online and face-to-face learning opportunities in the teacher education field. Yet, a paucity of evidence has been documented to investigate the extent to which such a blended professional learning model may impact real classroom practice and student learning outcome. This yearlong project involves various stakeholders, including 25 preservice teachers, 5 English professionals, and 45 secondary school students. Multiple data sources collected are surveys, interviews, reflection journals, online discussion messages, artifacts, and discourse completion tests. Relying on the theoretical lenses of Community of Inquiry, data analysis depicts the nature and process of preservice teachers’ professional development in this blended learning community, which triggers and fosters both face-to-face and synchronous/asynchronous online interactions among preservice teachers and English professionals (i.e., university faculty and in-service teachers). Also included is the student learning outcome after preservice teachers put what they learn from the support community into instructional practice. Pedagogical implications and research suggestions are further provided based on the research findings and limitations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20professional%20development" title="blended professional development">blended professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20EFL%20teachers" title=" preservice EFL teachers"> preservice EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20act%20instruction" title=" speech act instruction"> speech act instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning%20outcome" title=" student learning outcome"> student learning outcome</a> </p> <a href="https://publications.waset.org/abstracts/62324/preservice-efl-teachers-in-a-blended-professional-development-program-learning-to-teach-speech-acts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62324.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">225</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7757</span> The Impact of a Simulated Teaching Intervention on Preservice Teachers’ Sense of Professional Identity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jade%20V.%20Rushby">Jade V. Rushby</a>, <a href="https://publications.waset.org/abstracts/search?q=Tony%20Loughland"> Tony Loughland</a>, <a href="https://publications.waset.org/abstracts/search?q=Tracy%20L.%20Durksen"> Tracy L. Durksen</a>, <a href="https://publications.waset.org/abstracts/search?q=Hoa%20Nguyen"> Hoa Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20M.%20Klassen"> Robert M. Klassen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports a study investigating the development and implementation of an online multi-session ‘scenario-based learning’ (SBL) program administered to preservice teachers in Australia. The transition from initial teacher education to the teaching profession can present numerous cognitive and psychological challenges for early career teachers. Therefore, the identification of additional supports, such as scenario-based learning, that can supplement existing teacher education programs may help preservice teachers to feel more confident and prepared for the realities and complexities of teaching. Scenario-based learning is grounded in situated learning theory which holds that learning is most powerful when it is embedded within its authentic context. SBL exposes participants to complex and realistic workplace situations in a supportive environment and has been used extensively to help prepare students in other professions, such as legal and medical education. However, comparatively limited attention has been paid to investigating the effects of SBL in teacher education. In the present study, the SBL intervention provided participants with the opportunity to virtually engage with school-based scenarios, reflect on how they might respond to a series of plausible response options, and receive real-time feedback from experienced educators. The development process involved several stages, including collaboration with experienced educators to determine the scenario content based on ‘critical incidents’ they had encountered during their teaching careers, the establishment of the scoring key, the development of the expert feedback, and an extensive review process to refine the program content. The 4-part SBL program focused on areas that can be challenging in the beginning stages of a teaching career, including managing student behaviour and workload, differentiating the curriculum, and building relationships with colleagues, parents, and the community. Results from prior studies implemented by the research group using a similar 4-part format have shown a statistically significant increase in preservice teachers’ self-efficacy and classroom readiness from the pre-test to the final post-test. In the current research, professional teaching identity - incorporating self-efficacy, motivation, self-image, satisfaction, and commitment to teaching - was measured over six weeks at multiple time points: before, during, and after the 4-part scenario-based learning program. Analyses included latent growth curve modelling to assess the trajectory of change in the outcome variables throughout the intervention. The paper outlines (1) the theoretical underpinnings of SBL, (2) the development of the SBL program and methodology, and (3) the results from the study, including the impact of the SBL program on aspects of participating preservice teachers’ professional identity. The study shows how SBL interventions can be implemented alongside the initial teacher education curriculum to help prepare preservice teachers for the transition from student to teacher. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20simulations" title="classroom simulations">classroom simulations</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=initial%20teacher%20education" title=" initial teacher education"> initial teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20teachers" title=" preservice teachers"> preservice teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20learning" title=" professional learning"> professional learning</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20teaching%20identity" title=" professional teaching identity"> professional teaching identity</a>, <a href="https://publications.waset.org/abstracts/search?q=scenario-based%20learning" title=" scenario-based learning"> scenario-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20development" title=" teacher development"> teacher development</a> </p> <a href="https://publications.waset.org/abstracts/159262/the-impact-of-a-simulated-teaching-intervention-on-preservice-teachers-sense-of-professional-identity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159262.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">71</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7756</span> Analysis of Learning Difficulties among Preservice Students towards Science Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nahla%20Khatib">Nahla Khatib</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated several learning difficulties that affected the classroom learning experience of preservice students who are studying general science and methods of teaching science students at Faculty of Educational Studies at the Arab Open University (AOU) in Amman, Jordan. The focus questions for this study were to find answers for the following: 1. What are the main areas of learning difficulty among preservice students towards science education? 2. What are the main aspects of reducing obstacles towards success in science education? To achieve this goal, the researcher prepared a questionnaire which included 30 items to point out the learning difficulties among preservice students towards science education. The questionnaire was distributed among students enrolled in the general science courses 1&2 and methods of teaching science courses at the beginning of the spring semester of year (2013-2014). After collecting the filled questionnaire a descriptive statistical analysis was carried out (means and standard deviation) for the items of the questionnaire. After analyzing the data statistically our findings showed that student control–factors as well as course controlled factor, factors related to the nature of science, and factors related to the role of instructor affected student success toward science education. The study was concluded with a number of recommendations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nature%20of%20science" title="nature of science">nature of science</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20teachers" title=" preservice teachers"> preservice teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20education" title=" science education"> science education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20difficulties" title=" learning difficulties"> learning difficulties</a> </p> <a href="https://publications.waset.org/abstracts/11993/analysis-of-learning-difficulties-among-preservice-students-towards-science-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11993.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">352</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7755</span> Comparative Outlook of Teacher Education in Nigeria and India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Badamasi%20Abdullahi">Muhammad Badamasi Abdullahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher education, both pre- and in-service programs, is offered in many countries of the world by different teacher education institutions as declared in the Policies on Education of the countries. However, differences exist from one country to another as a result of some factors peculiar to them. Notwithstanding, there also exist similarities among them in regard to teacher education. This paper is expected to dig into teacher education programs in Nigeria and India so that areas of similarities and differences would be highlighted as well as provide a venue for possible recommendation of both countries to learn from one another. All this is directed towards providing a no -border approach in enhancing effective teaching and learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title="teacher education">teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service" title=" pre-service"> pre-service</a>, <a href="https://publications.waset.org/abstracts/search?q=in-service" title=" in-service"> in-service</a> </p> <a href="https://publications.waset.org/abstracts/46975/comparative-outlook-of-teacher-education-in-nigeria-and-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46975.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">386</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7754</span> Narrative Research in Secondary Teacher Education: Examining the Self-Efficacy of Content Area Teacher Candidates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tiffany%20Karalis%20Noel">Tiffany Karalis Noel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to examine the factors attributed to the self-efficacy of beginning secondary content area teachers as they moved through their student teaching experiences. This study used a narrative inquiry methodology to understand the variables attributed to teacher self-efficacy among a group of secondary content area teacher candidates. The primary purpose of using a narrative inquiry methodology was to share the stories of content area teacher candidates’ student teaching experiences. Focused research questions included: (1) To what extent does teacher education preparation affect the self-efficacy of beginning content area teachers? (2) Which recurrent elements of teacher education affect the self-efficacy of beginning teachers, regardless of content area? (3) How do the findings from research questions 1 and 2 inform teacher educators? The findings of this study suggest that teacher education preparation affects the self-efficacy of beginning secondary teacher candidates across the content areas; accordingly, the findings of this study provide insight for teacher educators to consider the areas where teacher education programs are failing to provide adequate preparation. These teacher candidates emphasized the value of adequate preparation throughout their teacher education programs to help inform their student teaching experiences. In order to feel effective and successful as beginning teachers, these teacher candidates required additional opportunities to apply the practical application of their teaching skills prior to the student teaching experience, the incorporation of classroom management strategy coursework into their curriculum, and opportunities to explore the extensive demands of the teaching profession ranging from time management to dealing with difficult parents, to name a few referenced examples. The teacher candidates experienced feelings of self-doubt related to their effectiveness as teachers when they were unable to employ successful classroom management strategies, pedagogical techniques, or even feel confidence in navigating challenging conversations with students, parents, and/or administrators. In order to help future teacher candidates and beginning teachers in general overcome these barriers, additional coursework, fieldwork, and practical application experiences should be provided in teacher education programs to help boost the self-efficacy of student teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20efficacy" title=" teacher efficacy"> teacher efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20preservice%20teacher%20education" title=" secondary preservice teacher education"> secondary preservice teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20candidacy" title=" teacher candidacy"> teacher candidacy</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20teaching" title=" student teaching"> student teaching</a> </p> <a href="https://publications.waset.org/abstracts/98725/narrative-research-in-secondary-teacher-education-examining-the-self-efficacy-of-content-area-teacher-candidates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98725.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7753</span> Preservice Science Teachers' Understanding of Equitable Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kemal%20Izci">Kemal Izci</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmet%20Oguz%20Akturk"> Ahmet Oguz Akturk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning is dependent on cognitive and physical differences as well as other differences such as ethnicity, language, and culture. Furthermore, these differences also influence how students show their learning. Assessment is an integral part of learning and teaching process and is essential for effective instruction. In order to provide effective instruction, teachers need to provide equal assessment opportunities for all students to see their learning difficulties and use them to modify instruction to aid learning. Successful assessment practices are dependent upon the knowledge and value of teachers. Therefore, in order to use assessment to assess and support diverse students learning, preservice and inservice teachers should hold an appropriate understanding of equitable assessment. In order to prepare teachers to help them support diverse student learning, as a first step, this study aims to explore how preservice teachers’ understand equitable assessment. 105 preservice science teachers studying at teacher preparation program in a large university located at Eastern part of Turkey participated in the current study. A questionnaire, preservice teachers’ reflection papers and interviews served as data sources for this study. All collected data qualitatively analyzed to develop themes that illustrate preservice science teachers’ understanding of equitable assessment. Results of the study showed that preservice teachers mostly emphasized fairness including fairness in grading and fairness in asking questions not out of covered concepts for equitable assessment. However, most of preservice teachers do not show an understanding of equity for providing equal opportunities for all students to display their understanding of related content. For some preservice teachers providing different opportunities (providing extra time for non-native speaking students) for some students seems to be unfair for other students and therefore, these kinds of refinements do not need to be used. The results of the study illustrated that preservice science teachers mostly understand equitable assessment as fairness and less highlight the role of using equitable assessment to support all student learning, which is more important in order to improve students’ achievement of science. Therefore, we recommend that more opportunities should be provided for preservice teachers engage in a more broad understanding of equitable assessment and learn how to use equitable assessment practices to aid and support all students learning trough classroom assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=science%20teaching" title="science teaching">science teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=equitable%20assessment" title=" equitable assessment"> equitable assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20literacy" title=" assessment literacy"> assessment literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20science%20teachers" title=" preservice science teachers"> preservice science teachers</a> </p> <a href="https://publications.waset.org/abstracts/38221/preservice-science-teachers-understanding-of-equitable-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38221.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">304</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7752</span> The Effect of Nanoscience and Nanotechnology Education on Preservice Science Teachers' Awareness of Nanoscience and Nanotechnology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tuba%20Senel%20Zor">Tuba Senel Zor</a>, <a href="https://publications.waset.org/abstracts/search?q=Oktay%20Aslan"> Oktay Aslan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With current trends in nanoscience and nanotechnology (NST), scientists have paid much attention to education and nanoliteracy in parallel with the developments on these fields. To understand the advances in NST research requires a population with a high degree of science literacy. All citizens should soon need nanoliteracy in order to navigate some of the important science-based issues faced to their everyday lives. While the fields of NST are advancing rapidly and raising their societal significance, general public’s awareness of these fields has remained at a low level. Moreover, students enrolled different education levels and teachers don’t have awareness at expected level. This problem may be stemmed from inadequate education and training. To remove the inadequacy, teachers have greatest duties and responsibilities. Especially science teachers at all levels need to be made aware of these developments and adequately prepared so that they are able to teach about these advances in a developmentally appropriate manner. If the teachers develop understanding and awareness of NST, they can also discuss the topic with their students. Therefore, the awareness and conceptual understandings of both the teachers who will teach science to students and the students who will be introduced about NST should be increased, and the necessary training should be provided. The aim of this study was to examine the effect of NST education on preservice science teachers’ awareness of NST. The study was designed in one group pre-test post-test quasi-experimental pattern. The study was conducted with 32 preservice science teachers attending the Elementary Science Education Program at a large Turkish university in central Anatolia. NST education was given during five weeks as two hours per week. Nanoscience and Nanotechnology Awareness Questionnaire was used as data collected tool and was implemented for pre-test and post-test. The collected data were analyzed using Statistical package for the Social Science (SPSS). The results of data analysis showed that there was a significant difference (z=6.25, p< .05) on NST awareness of preservice science teachers after implemented NST education. The results of the study indicate that NST education has an important effect for improving awareness of preservice science teachers on NST. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=awareness%20level" title="awareness level">awareness level</a>, <a href="https://publications.waset.org/abstracts/search?q=nanoliteracy" title=" nanoliteracy"> nanoliteracy</a>, <a href="https://publications.waset.org/abstracts/search?q=nanoscience%20and%20nanotechnology%20education" title=" nanoscience and nanotechnology education"> nanoscience and nanotechnology education</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20science%20teachers" title=" preservice science teachers"> preservice science teachers</a> </p> <a href="https://publications.waset.org/abstracts/52634/the-effect-of-nanoscience-and-nanotechnology-education-on-preservice-science-teachers-awareness-of-nanoscience-and-nanotechnology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52634.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">450</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7751</span> Reviewing Special Education Preservice Teachers' Reflective Practices over Two Field Experiences: Topics and Changes in Reflection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laurie%20U.%20deBettencourt">Laurie U. deBettencourt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During pre-service field experiences teacher candidates are often asked to reflect as part of their training and in this investigation candidates’ reflective journal entries were reviewed, coded and analyzed with results suggesting teacher candidates need more direct instruction on how to describe, analyze, and make judgements on their instructional practices so that their practices improve over time. Teacher education programs often incorporate reflective-based activities during field experiences. The purpose of this investigation was to determine if special education teacher candidate’s reflective practices changed as they completed their two supervised field experiences and to determine what topics the candidates focused on in their reflections. The six females graduate students were completing two field experiences in special education classrooms within one academic year as part of their coursework leading to a master’s degree and special education teacher state certification. Each candidate wrote 15 reflection journal entries (approximately 200 words each) per field experience. Each of the journal entries were reviewed sentence by sentence to determine a reflective practice score and to determine the topics discussed. The reflective practice score was calculated using four dimensions of reflection (describe, analyze, judge, and apply) in order to create a continuous variable representing their reflective practice across four points of time. A One-way Repeated Measures Analysis of Variance (ANOVA) suggested that special education teacher candidates did not change their reflective practices over time (i.e., at time-point one the practitioner’s mean score was 56.0 out of 100 (SD = 7.6), 53.8 (SD = 4.3) at time-point two, 51.2 (SD = 4.5) at time-point three, and 57.7 (SD = 8.2) at time-point four). Qualitative findings suggest candidates focused mostly on themselves in their reflections. Conclusions suggest the need for teacher preparation programs to provide more direct instruction on how a teacher should reflect. Specific implications are provided for teacher training and future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=field%20experiences" title="field experiences">field experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20practices" title=" reflective practices"> reflective practices</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20educators" title=" special educators"> special educators</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20preparation" title=" teacher preparation"> teacher preparation</a> </p> <a href="https://publications.waset.org/abstracts/77969/reviewing-special-education-preservice-teachers-reflective-practices-over-two-field-experiences-topics-and-changes-in-reflection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77969.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7750</span> Teacher Education and Curriculum Innovation in Nigeria: Issues and Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kenneth%20Uzochukwu%20Ezugwu">Kenneth Uzochukwu Ezugwu </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The quest for adequate teacher education is a serious task for the educational system in Nigeria because teachers are the major translators of education programmes in the classroom. The production of well trained teachers will enhance quality of the products of the school system. It is in this respect that the national policy on education posited that no educational system can rise above the quality of teachers. It is in the light of the above that this paper discusses and brought to the fore certain issues as the re-introduction of teacher training colleges, competitive entry requirement into teacher education and continuous on-the-job training as areas of needed innovation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20innovation" title="curriculum innovation">curriculum innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=issues" title=" issues"> issues</a>, <a href="https://publications.waset.org/abstracts/search?q=perspectives" title=" perspectives"> perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/22658/teacher-education-and-curriculum-innovation-in-nigeria-issues-and-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22658.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">600</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7749</span> Building Resilience through Inclusion of Global Citizenship Education in Pre-Service Teacher Education in Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fouzia%20Ajmal">Fouzia Ajmal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Global Citizenship Education (GCED) could prove to be the best solution to prevent violent extremism as it will sustain a respect for all and build up a feeling of having a place with humankind. To meet the target 4.7 of sustainable development goals, it is important to focus on global citizenship education at all levels of education in general and in pre-service teacher education in particular so that the message and practices reach the young masses. The pre-service education is imperative to develop knowledge, skills and disposition of prospective teachers. The current study was conducted to investigate the integration of GCED in pre-service teacher education curriculum of Pakistan. The study was delimited to B.Ed (hons) Elementary Education programme. The curriculum of B.Ed Elementary developed by Higher Education Commission was analyzed through Curriculum Alignment Matrix. 31 course outlines were analyzed, and percentage was used to analyze the level of integration of GCED in courses. The analyses depicted that the concepts of civic sense, tolerance, duties and rights of citizens and fundamental rights of humans are partially aligned in a few of the courses. The tolerance, active citizenship, and respect for cultural diversity and religious harmony are evident in Pakistan Studies and teaching of social studies courses. The relevant books are also mentioned as resources in these courses. The intercultural understanding is not very evident while globalization is mentioned in a few courses. It is recommended that a deliberate effort may be made to integrate concepts of Global Citizenship Education so as to enable the prospective teachers in developing necessary skills to play their active role in promoting peace and building resilience to extremism in elementary school students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20analysis" title="curriculum analysis">curriculum analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20citizenship%20education" title=" global citizenship education"> global citizenship education</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20teacher%20education" title=" preservice teacher education"> preservice teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience%20building" title=" resilience building"> resilience building</a> </p> <a href="https://publications.waset.org/abstracts/126109/building-resilience-through-inclusion-of-global-citizenship-education-in-pre-service-teacher-education-in-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126109.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7748</span> The Need for Educational Psychology in Teacher Education for Sustainable Transformation and Security in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaltume%20Kabir%20Sharrif">Kaltume Kabir Sharrif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher education is the bedrock of educational growth and development of any nation. With development in education all human problems can be overcome. Educational Psychology, on the other hand, is in a strategic position for any programme in teacher education to be successful hence other aspects of societal issues. In other words, no teacher education can be of any help in ensuring transformation and security without adequate study in Educational Psychology. Without adequate knowledge and skills in Educational Psychology the teacher may not function effectively in the course of discharging his duty. It is in view of this, that the paper discusses some aspects of Educational Psychology that are of paramount importance in teacher education for sustainable transformation and security of Nigeria. Some recommendations were offered on the role educational psychology play in resolving security challenges facing the country. These include enriching educational psychology with topics from forensic psychology that will provide the teacher the skills of fighting crime in the school, Behavioural Science Unit should be established in each school to monitor the behavior of students, among others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transformation" title="transformation">transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=security%20challenges" title=" security challenges"> security challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20psychology" title=" educational psychology"> educational psychology</a> </p> <a href="https://publications.waset.org/abstracts/23923/the-need-for-educational-psychology-in-teacher-education-for-sustainable-transformation-and-security-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23923.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">506</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7747</span> Teacher Education: Exploring the Challenges of the Teaching Profession in Nigeria for Sustainable National Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ugabi%20John%20Ibak">Ugabi John Ibak</a>, <a href="https://publications.waset.org/abstracts/search?q=Odey%20Boniface%20Ugbem"> Odey Boniface Ugbem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education is considered the bedrock of any meaningful developments and teacher education plays a critical role in this direction. Teacher education is the master keys that can alleviate poverty, promote peace, conserve the environment, improve the quality of life for all and help achieve all round sustain enable development in Nigeria and the world over. This paper X-rays the nature and character of the teaching profession, historical background to teacher education in Nigeria, national policy on education, problems of teacher education in Nigeria and prospects of teacher education for sustainable national development. The study shows that the misfortunes of the teacher education owes much to it historical antecedent. Also majorly, is the failure of government to adequately fund education at the various levels in the country. It was discovered that in the history of the nation no government has budgeted 13% of its annual budget (half of 26% UNESCO minimum) to education. This has resulted to poor infrastructure, inadequate equipment and poorly motivated personnel in all the nations public schools at all levels. Hence, the paper concludes that in spite of these overwhelming challenges, teachers have a lot of prospects both in the teaching profession and outside teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title="teacher education">teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20profession" title=" teaching profession"> teaching profession</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20national%20development" title=" sustainable national development"> sustainable national development</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a> </p> <a href="https://publications.waset.org/abstracts/3878/teacher-education-exploring-the-challenges-of-the-teaching-profession-in-nigeria-for-sustainable-national-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3878.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">528</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7746</span> Using Immersive Study Abroad Experiences to Strengthen Preservice Teachers’ Critical Reflection Skills on Future Classroom Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Meredith%20Jones">Meredith Jones</a>, <a href="https://publications.waset.org/abstracts/search?q=Susan%20Catapano"> Susan Catapano</a>, <a href="https://publications.waset.org/abstracts/search?q=Carol%20McNulty"> Carol McNulty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Study abroad experiences create unique learning opportunities for preservice teachers to strengthen their reflective thinking practices through applied learning experiences. Not only do study abroad experiences provide opportunities for students to expand their cultural sensitivity, but incorporating applied learning experiences in study abroad trips creates unique opportunities for preservice teachers to engage in critical reflection on their teaching skills. Applied learning experiences are designed to nurture learning and growth through a reflective, experiential process outside the traditional classroom setting. As students participate in applied learning experiences, they engage in critical reflection independently, with their peers, and with university faculty. Critical reflection within applied learning contexts generates, deepens, and documents learning but must be intentionally designed to be effective. Grounded in Dewey’s model of reflection, this qualitative study examines longitudinal data from various study abroad cohorts from a particular university. Reflective data was collected during the study abroad trip, and follow up data on critical reflection of teaching practices were collected six months and a year after the trip. Dewey’s model of reflection requires preservice teachers to make sense of their experiences by reflecting on theoretical knowledge, experiences, and pedagogical knowledge. Guided reflection provides preservice teachers with a framework to respond to questions and ideas critical to the applied learning outcomes. Prompts are used to engage preservice teachers in reflecting on situations they have experienced and how they can be transferred to their teaching. Findings from this study noted that students with previous field experiences, or work in the field, engaged in more critical reflection on pedagogical knowledge throughout their applied learning experience. Preservice teachers with limited experiences in the field benefited from engaging in critical reflection prompted by university faculty during the applied learning experience. However, they were able to independently engage in critical reflection once they began work in the field through university field placements, internships, or student teaching. Finally, students who participated in study abroad applied learning experiences reported their critical reflection on their teaching practices, and cultural sensitivity enhanced their teaching and relationships with children once they formally entered the teaching profession. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applied%20learning%20experiences" title="applied learning experiences">applied learning experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20reflection" title=" critical reflection"> critical reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20sensitivity" title=" cultural sensitivity"> cultural sensitivity</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20teachers" title=" preservice teachers"> preservice teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/127626/using-immersive-study-abroad-experiences-to-strengthen-preservice-teachers-critical-reflection-skills-on-future-classroom-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127626.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7745</span> 21st Century Teacher Image to Stakeholders of Teacher Education Institutions in the Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marilyn%20U.%20Balagtas">Marilyn U. Balagtas</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Ruth%20M.%20Regalado"> Maria Ruth M. Regalado</a>, <a href="https://publications.waset.org/abstracts/search?q=Carmelina%20E.%20Barrera"> Carmelina E. Barrera</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramer%20V.%20Oxi%C3%B1o"> Ramer V. Oxiño</a>, <a href="https://publications.waset.org/abstracts/search?q=Rosarito%20T.%20Suatengco"> Rosarito T. Suatengco</a>, <a href="https://publications.waset.org/abstracts/search?q=Josephine%20E.%20Tondo"> Josephine E. Tondo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study presents the perceptions of the students and teachers from kindergarten to tertiary level of the image of the 21st century teacher to provide basis in designing teacher development programs in Teacher Education Institutions (TEIs) in the Philippines. The highlights of the report are the personal, psychosocial, and professional images of the 21st century teacher in basic education and the teacher educators based on a survey done to 612 internal stakeholders of nine member institutions of the National Network of Normal Schools (3NS). Data were obtained through the use of a validated researcher-made instrument which allowed generation of both quantitative and qualitative descriptions of the teacher image. Through the use of descriptive statistics, the common images of the teacher were drawn, which were validated and enriched by the information drawn from the qualitative data. The study recommends a repertoire of teacher development programs to create the good image of the 21st century teachers for a better Philippines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20image" title="teacher image">teacher image</a>, <a href="https://publications.waset.org/abstracts/search?q=21st%20century%20teacher" title=" 21st century teacher"> 21st century teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=development%20program" title=" development program"> development program</a> </p> <a href="https://publications.waset.org/abstracts/8220/21st-century-teacher-image-to-stakeholders-of-teacher-education-institutions-in-the-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8220.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">367</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7744</span> I Don’t Know How I Got Here and I Don’t Know How to Get out of It: Understanding Male Pre-service Early Child Education Teachers’ Construction of Professional Identity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sabika%20Khalid">Sabika Khalid</a>, <a href="https://publications.waset.org/abstracts/search?q=Endale%20Fantahun%20Tadesse"> Endale Fantahun Tadesse</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Unlike other professional sectors, a great deal of studies has addressed the overwhelming gender disparity phenomena in the early childhood education (ECE) workforce, which is acknowledged for the dominance of women over men teachers. The irony of ECE being a gendered working environment is not only observed in societies that are ruled by gender roles but also in Western countries that claim to margin the gender gap in several professions. The participation of male teachers in ECE across most countries ranged from 1% to 3% of the total preschool or kindergarten teachers. When it comes to a dynamic Chinese society tempered with a deep-rooted tradition and cultural ideology, the ECE has no less place for males, and males have a low place for ECE. According to the Ministry of Education of China (2020), there are over 5 million kindergarten teachers and staff members, while only 2.3% are accounted for male teachers. The traditional gender-based discourse asserts that giving care and guidance for young children related to nurturing ‘mothering’ labels the profession in ECE as women’s work derived from originated from their ‘naturality.’ Although a large volume of evidence sheds light on the cause for low male teachers, the perception of parents, female teachers working with male teachers, and the experience of male teachers working in ECE, less is known and understood before being a teacher. Hence, this study argues that the promotion of the involvement of male teachers in light of their masculinity identity asset in the children's learning environment is comprehended to understand the construction of male student teachers' (preservice) professional identity during early childhood teacher training that allows obtaining substantial evidence that provides a feasible and robust implication in the preparation of competent and professional male preschool teachers that understand, cherish, and bring harmony in Chinese ECE through professionalism socialization with the stakeholders. This study intended to reveal male ECE preservice teachers’ knowledge of their professional identity, i.e., how they perceive themselves as a teacher and what factors agents these perceptions towards their professional identity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=male%20teachers" title="male teachers">male teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=Early%20Childhood%20Education%20%28ECE%29" title=" Early Childhood Education (ECE)"> Early Childhood Education (ECE)</a>, <a href="https://publications.waset.org/abstracts/search?q=self-identity" title=" self-identity"> self-identity</a>, <a href="https://publications.waset.org/abstracts/search?q=perception%20of%20stakeholders" title=" perception of stakeholders"> perception of stakeholders</a> </p> <a href="https://publications.waset.org/abstracts/186172/i-dont-know-how-i-got-here-and-i-dont-know-how-to-get-out-of-it-understanding-male-pre-service-early-child-education-teachers-construction-of-professional-identity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186172.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">40</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7743</span> The Use of Mobile Applications for Language Learning in 21st-Century Teacher Education for Sustainable Development in Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carol%20C.%20Opara">Carol C. Opara</a>, <a href="https://publications.waset.org/abstracts/search?q=Olukemi%20E.%20Adetuyi-Olu-Francis"> Olukemi E. Adetuyi-Olu-Francis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The need for ICT in Teacher Education due to the nature of 21st-century learners who are computer citizens is essential. The recent increase in the use of Mobile phones has equally revealed the importance of Mobile Applications for learning purposes. However, teacher-trainees and the trainers need to be well-grounded in basic ICT skills for an appropriate outcome. This study seeks to assess the use of Mobile Applications for language learning in Teacher Education teaching-learning process. A 22-item e-questionnaire was used to elicit information from teacher-trainers and teachers-trainees from Faculties of Education in Nigerian Universities. Major findings of this study include: That teacher-education sector is not adequately prepared for manipulative use of ICT and Mobile Applications for teaching and learning process; etc. It was recommended among others that, teacher-trainers should be trained and re-trained on the manipulative use of Mobile devices and the several applications for teaching-learning purpose, especially language education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communications%20technology" title="information and communications technology">information and communications technology</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20application" title=" mobile application"> mobile application</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20development" title=" sustainable development"> sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/113038/the-use-of-mobile-applications-for-language-learning-in-21st-century-teacher-education-for-sustainable-development-in-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113038.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">166</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7742</span> Cross-Tier Collaboration between Preservice and Inservice Language Teachers in Designing Online Video-Based Pragmatic Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei-Hui%20Liu">Mei-Hui Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports the progression of language teachers’ learning to assess students’ speech act performance via online videos in a cross-tier professional growth community. This yearlong research project collected multiple data sources from several stakeholders, including 12 preservice and 4 inservice English as a foreign language (EFL) teachers, 4 English professionals, and 82 high school students. Data sources included surveys, (focus group) interviews, online reflection journals, online video-based assessment items/scores, and artifacts related to teacher professional learning. The major findings depicted the effectiveness of this proposed learning module on language teacher development in pragmatic assessment as well as its impact on student learning experience. All these teachers appreciated this professional learning experience which enhanced their knowledge in assessing students’ pragmalinguistic and sociopragmatic performance in an English speech act (i.e., making refusals). They learned how to design online video-based assessment items by attending to specific linguistic structures, semantic formula, and sociocultural issues. They further became aware of how to sharpen pragmatic instructional skills in the near future after putting theories into online assessment and related classroom practices. Additionally, data analysis revealed students’ achievement in and satisfaction with the designed online assessment. Yet, during the professional learning process most participating teachers encountered challenges in reaching a consensus on selecting appropriate video clips from available sources to present the sociocultural values in English-speaking refusal contexts. Also included was to construct test items which could testify the influence of interlanguage transfer on students’ pragmatic performance in various conversational scenarios. With pedagogical implications and research suggestions, this study adds to the increasing amount of research into integrating preservice and inservice EFL teacher education in pragmatic assessment and relevant instruction. Acknowledgment: This research project is sponsored by the Ministry of Science and Technology in the Republic of China under the grant number of MOST 106-2410-H-029-038. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cross-tier%20professional%20development" title="cross-tier professional development">cross-tier professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=inservice%20EFL%20teachers" title=" inservice EFL teachers"> inservice EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatic%20assessment" title=" pragmatic assessment"> pragmatic assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20EFL%20teachers" title=" preservice EFL teachers"> preservice EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning%20experience" title=" student learning experience"> student learning experience</a> </p> <a href="https://publications.waset.org/abstracts/89481/cross-tier-collaboration-between-preservice-and-inservice-language-teachers-in-designing-online-video-based-pragmatic-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89481.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">259</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7741</span> Beyond Rhetoric and Buzzword, Policies and Politics: Towards Practical Institutional Involvement in Science and Technology Teacher Education Programmes for Sustainable Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alvin%20Uchenna%20Ugwu">Alvin Uchenna Ugwu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The United Nation’s 2030 agenda and Global Action Programme (GAP) for implementation of the Sustainable Development Goals (SDGs), has mandated all sectors in the societies, including education, to develop strategies towards actualizing sustainability in all facets of the society, by the year 2030. Education is no doubt a key tool for social change. However, educational institutions in most African nations need a paradigmatic shift to strike a balance between policies (curricular) and practices, with regards to Education for Sustainable Development (ESD). The paradigm shift in this regard is described as whole-institution/school approach. The whole institution approaches advocate action-focused ESD. In other words, ESD policy and curriculum makers, formal and non-formal education institutions, need to ‘practice what they preach’. This paper is developed from an ongoing study carried out by the author and guided by two research questions: -What are the views of intermediate phase science and technology preservice teachers on the ESD content included in the science and technology modules? -What challenges or enable intermediate phase science and technology pre-service teachers to learn about ESD in science and technology modules? The study drew from the views and experiences of preservice science teachers, learning about ESD in a university’s college of education in South Africa. Using qualitative case study research design, the research data were generated via questionnaires and focus group discussions. Analysis of generated data indicates that universities and institutions of higher learning need to demonstrate practical involvement while implementing ESD in societies, rather than just standing as knowledge media. Findings of the study further suggest that natural sciences and technology courses in teacher education programmes and other institutions of higher learning, should be perceived as key transformative tools in shaping the consciousness of students towards integrating and fostering ESD in developing countries such as South Africa. Thus, this paper seeks to promote ‘Whole Institution Involvement’ in teacher education colleges in South Africa, as a measure of improving ESD in higher education settings. The paper suggests that in order to achieve ESD in higher education settings and beyond, policies and practices should be reexamined beyond rhetoric and buzzwords. The paper further argues that implementation of ESD is largely influenced by context, hence two different contexts should be examined empirically. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20for%20sustainable%20development" title="education for sustainable development">education for sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education%20institutions" title=" higher education institutions"> higher education institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20science%20teachers" title=" pre-service science teachers"> pre-service science teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20case%20study%20research" title=" qualitative case study research"> qualitative case study research</a>, <a href="https://publications.waset.org/abstracts/search?q=whole%20institution%20involvement" title=" whole institution involvement"> whole institution involvement</a> </p> <a href="https://publications.waset.org/abstracts/82353/beyond-rhetoric-and-buzzword-policies-and-politics-towards-practical-institutional-involvement-in-science-and-technology-teacher-education-programmes-for-sustainable-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82353.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">174</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7740</span> Articulations of Teacher Quality Discourse through Practice Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marlon%20B.%20Espedillon">Marlon B. Espedillon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This qualitative study examines practice teaching as an important component of teacher education and its entanglement with the teacher quality discourse. How the key actors -student teachers, supervising instructors, cooperating teachers, and school principals- construe teacher quality is essential in understanding how the student teachers articulate their voices and challenge the cultural myths in teacher education. The ethnographic method of research was used to provide an ecological picture of field experiences. Three cultural myths were uncovered based on the thematic analysis of the interview transcripts, observations, and documents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20quality" title="teacher quality">teacher quality</a>, <a href="https://publications.waset.org/abstracts/search?q=practice%20teaching" title=" practice teaching"> practice teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20teacher%20agency" title=" student teacher agency"> student teacher agency</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20myths" title=" cultural myths"> cultural myths</a> </p> <a href="https://publications.waset.org/abstracts/156671/articulations-of-teacher-quality-discourse-through-practice-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156671.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">98</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7739</span> Investigating Mathematical Knowledge of Teaching for Secondary Preservice Teachers in Papua New Guinea Based on Probabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Murray%20Olowa">Murray Olowa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article examines the studies investigating the Mathematical Knowledge for Teaching (MKT) of secondary preservice teachers in Papua New Guinea based on probabilities. This research was conducted due to the continuous issues faced in the country in both primary and secondary education, like changes in curriculum, emphasis on mathematics and science education, and a decline in mathematics performance. Moreover, the mathematics curriculum doesn’t capture Pedagogical Content Knowledge (PCK) or Subject Matter Knowledge (SMK). The two main domains that have been identified are SMK and PCK, which have been further sub-divided into Common Content Knowledge (CCK), Specialised Content Knowledge (SCK) and Horizon Content Knowledge (HCK), and Knowledge of Content and Students (KCS), Knowledge of Content and Teaching (KCT) and Knowledge of Content and Curriculum (KCC), respectively. The data collected from 15-_year-_ ones and 15-_year-_fours conducted at St Peter Chanel Secondary Teachers College revealed that there is no significant difference in subject matter knowledge between year one and year four since the P-value of 0.22>0.05. However, it was revealed that year fours have higher pedagogical content knowledge than year one since P-value was 0.007<0.05. Finally, the research has proven that year fours have higher MKT than year one. This difference occurred due to final year preservice teachers’ hard work and engagement in mathematics curriculum and teaching practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematical%20knowledge%20for%20teaching" title="mathematical knowledge for teaching">mathematical knowledge for teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=subject%20matter%20knowledge" title=" subject matter knowledge"> subject matter knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20content%20knowledge" title=" pedagogical content knowledge"> pedagogical content knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=Papua%20New%20Guinea" title=" Papua New Guinea"> Papua New Guinea</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20teachers" title=" preservice teachers"> preservice teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=probability" title=" probability"> probability</a> </p> <a href="https://publications.waset.org/abstracts/151335/investigating-mathematical-knowledge-of-teaching-for-secondary-preservice-teachers-in-papua-new-guinea-based-on-probabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151335.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7738</span> Using Computer Simulations to Prepare Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roberta%20Gentry">Roberta Gentry</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The presentation will begin with a brief literature review of the use of computer simulation in teacher education programs. This information will be summarized. Additionally, based on the literature review, advantages and disadvantages of using computer simulation in higher education will be shared. Finally, a study in which computer simulations software was used with 50 initial licensure teacher candidates in both an introductory course and a behavior management course will be shared. Candidates reflected on their experiences with using computer simulation. The instructor of the course will also share lessons learned. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=simulations" title="simulations">simulations</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20preparation" title=" teacher preparation"> teacher preparation</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20research" title=" educational research"> educational research</a> </p> <a href="https://publications.waset.org/abstracts/22934/using-computer-simulations-to-prepare-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22934.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">650</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7737</span> Teacher Professionalisation and Professionalism Discourses in Teacher Unions: A Case Study of New Zealand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huidan%20Niu">Huidan Niu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Existing research has focused extensively on teachers’ professional experience in education reforms. However, there is a lack of research on the role and influence of teacher unions in education policy. This study aimed to examine how teacher unions frame teacher professionalisation and professionalism discourses. Critical education policy scholarship study was adopted. This study positioned teacher professionalisation and professionalism discourses within their socio-political contexts to explore how the meanings of teacher professionalisation and professionalism are constructed, as well as how teacher unions, as collective actors, shape these discourses. This study examined the development of professionalisation and professionalism discourses in the two main teacher unions in Aotearoa, New Zealand, the New Zealand Educational Institute, TeRiuRoa (NZEI), and the New Zealand Post-Primary Teachers’ Association, TeWehengarua (PPTA). The data were collected from documents and archival material, as well as elite interviews. Twenty-four union leaders, including national presidents, secretaries, executives, and senior union officials, participated in the study. The data analysis followed a grounded theory method: from codes to themes. The findings of the study suggest that the teacher unions, as teachers’ collective (powerful) voices, appeared to highlight tension and confrontation between the teaching profession and governments with respect to the meanings of teacher professionalisation and professionalism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20education%20policy%20scholarship" title="critical education policy scholarship">critical education policy scholarship</a>, <a href="https://publications.waset.org/abstracts/search?q=governments" title=" governments"> governments</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professionalisation" title=" teacher professionalisation"> teacher professionalisation</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professionalism" title=" teacher professionalism"> teacher professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20unions" title=" teacher unions"> teacher unions</a> </p> <a href="https://publications.waset.org/abstracts/149517/teacher-professionalisation-and-professionalism-discourses-in-teacher-unions-a-case-study-of-new-zealand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149517.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">129</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7736</span> A Case Study: Teachers Education Program in a Global Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=In%20Hoi%20Lee">In Hoi Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Seong%20Baeg%20Kim"> Seong Baeg Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Je%20Eung%20Jeon"> Je Eung Jeon</a>, <a href="https://publications.waset.org/abstracts/search?q=Gwang%20Yong%20Choi"> Gwang Yong Choi</a>, <a href="https://publications.waset.org/abstracts/search?q=Joo%20Sub%20Lee"> Joo Sub Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Ik%20Sang%20Kim"> Ik Sang Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, the interest of globalization in the field of teacher education has increased. In the U.S., the government is trying to enhance the quality of education through a global approach in education. To do so, the schools in the U.S. are recruiting teachers with global capability from countries like Korea where competent teachers are being trained. Meanwhile, in the case of Korea, although excellent teachers have been cultivated every year, due to a low birth rate it is not easy to become a domestic teacher. To solve the trouble that the two countries are facing, the study first examines the demand and necessity of globalization in the field of teacher education between Korea and the U.S. Second, we propose a new project, called the ‘Global Teachers University (GTU)’ program to satisfy the demands of both countries. Finally, we provide its implications to build the future educational cooperation for teacher training in a global context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20cooperation" title="educational cooperation">educational cooperation</a>, <a href="https://publications.waset.org/abstracts/search?q=globalization" title=" globalization"> globalization</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20education%20program" title=" teachers education program"> teachers education program</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20training%20institutions" title=" teacher training institutions"> teacher training institutions</a> </p> <a href="https://publications.waset.org/abstracts/3525/a-case-study-teachers-education-program-in-a-global-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3525.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">501</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=pre-service%20teacher%20education&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=pre-service%20teacher%20education&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=pre-service%20teacher%20education&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=pre-service%20teacher%20education&page=5">5</a></li> <li class="page-item"><a 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