In service Teacher Education

As we are living amid an unprecedent environmental crisis, the need for schools to empower students into environmental citizenship is intensifying. Teachers are considered as the main driving force in fostering students’ environmental citizenship. However, a critical question is how teachers conceive environmental citizenship and whether their perceptions of environmental citizenship are well-informed. There is an urgent need to investigate teachers’ perceptions, considering their crucial role in the formation of students’ environmental citizenship. This study examines teachers’ perceptions of environmental citizenship through a systematic review and thematic analysis of relevant empirical studies. The selected studies (n = 16) were published in peer-reviewed journals during the timespan of the last twenty-five (25) years (1995–2020). The thematic findings of this review revealed that teachers’ perceptions: (a) manifest a relatively decreased understanding of environmental citizensh...

Teachers' knowledge base refers to what teachers should know and be able to implement in their classes. This study investigated to what extent in-service education and training (INSET) courses were influential in developing teachers' knowledge base. From different models, the researchers selected Mishra and Koehler's (2006) technological pedagogical and content knowledge (TPACK) model that assumes an interrelationship between the components of teachers' knowledge base. Thus, an exploratory sequential mixed methods study was designed in three phases. In the first phase, the questionnaire of English Language Teacher's Knowledge Base (ELTKB) was developed and validated with 335 randomly selected EFL teachers from Guilan province. In the second phase, the quantitative follow-up phase, twenty-nine 11 th grade EFL teachers' knowledge base improvement was examined after attending online INSET classes. The results of the paired sample t-tests revealed statistically significant differences between the participants' knowledge base components before and after the courses. In the third phase, semi-structured interviews explored the participants' viewpoints concerning the content of the INSET courses. The teachers' perceptions declared in interview sessions were not in complete conformity with the results obtained from the second phase of the study. The teachers had some complaints about the content of the courses and provided some suggestions. The findings of this study can benefit teacher educators, policymakers, INSET programmers, and English teachers. Also, the ELTKB can be employed by researchers as a valid tool for measuring TPACK that is an essential concept for explaining the relationship between teachers' content, pedagogy, and technology-related knowledge.

In-service  training  programs  in  any  organization  enable  employees  to  carry  out  their  responsibilities  concerning  the  organizations' standard  and  effective  delivery.  In  the  pandemic,  there  is  an  uprisingconcern  among  educators  on deliveringinstruction  and  their readiness to do so. Hence, a descriptive-comparative approach was conducted to investigate senior high school teachers' readiness on developmentally appropriate pedagogies and their training needs. The data was collected using a researcher-developed electronic-based survey instrument thru Google Form among 35 senior high school teachers in Dolores National High School. The data analyses include mean computation in assessing respondents' level of academic competence, the median for readiness on developmentally appropriate pedagogies and training needs, and non-parametric Mann Whitney U-test and Kruskal Wallis H-test on the significant difference of teacher readiness when compared according to their academic competence indicators. Findings revealed that the majority of the senior high  school  teachers  possessed  low  academic  competence,  were  exposed  to  developmentally  appropriate  pedagogies  on  teaching methods and modes of assessment andneeded immediate training in managing learners with multiple intelligences and learning styles andprovided instruction via electronic or distance learning mode. Also, results revealed a significant gap in the respondents' exposure to developmentally appropriate teaching methods compared to their training acquired (p = .002). Hence, the researcher recommends reviewing  schools'  in-service  training  and  directingthem  in  preparing  senior  high  school  teachers  to  deliver  new-normal-based education

In this book review of Breaking the Mold of Preservice and Inservice Teacher Education, the author explains the structure and organization of the book, its strengths and limitations, and the appropriate audience for its content. The author highlights the content of several of the chapters. The author also situates this book in current theories within the complex field of teacher education.

The purpose of this literature review study was to quantitatively examine the dominant paradigms in mathematics teacher professional learning/development research in South Africa for the 10-year period from 2006 to 2015, to complement an earlier study on research themes (Ndlovu, Invited lectures from the 13th International Congress on Mathematical Education, Springer, pp. 385–399, 2018). The research questions which guided the study were: (a) what were the dominant paradigms in mathematics teacher professional development research in South Africa during the 10-year period under review? and (b) What was the impact of the research? Seventy-two journal articles were purposefully selected for review by means of a Google Scholar search for journal articles. This was a shorter list compared with the previous list of reviewed articles largely due to the deletion of journals which got delisted. To answer the first question, the abstracts of the journal articles were analysed for the methodological approach adopted to classify them as either qualitative (interpretivist), quantitative (positivist) or mixed-methods (pragmatic). Where there was ambiguity in the abstract, the methodology section of the article was scrutinised. To answer the second question, Google Scholar citation rates drawn in June 2019 of the 72 journal articles were analysed. Findings were that 64% of studies fell within the interpretivist paradigm and 26% fell within the pragmatic paradigm, in terms of publication volumes. Citation rates for interpretivist studies stood at 64% and thus matched the publication rate perfectly. Studies in the pragmatic paradigm were cited less frequently at 22%, which was less than the publication rate. Studies in the positivist paradigm achieved the least number of citations collectively (136) but were the most cited per capita. An article-by-article citation rate showed the most frequently cited interpretivist themes to have been language in mathematics, professional learning communities as a sustainable vehicle for TP, mathematical knowledge for teaching and making connections in mathematics teaching and learning. The most frequently cited themes in the pragmatic paradigm were utilising learning environment assessment to improve teaching practices, school-based teacher professional learning (TPL) and mentoring as strategies for TPL. The most cited positivist themes were technology integration into the teaching and learning of mathematics and understanding of mathematical literacy.

Keywords
Interpretivist Positivist Pragmatic Mathematics teacher Professional learning Mathematical knowledge for teaching Practice-based professional learning Mentoring

As we are living amid an unprecedent environmental crisis, the need for schools to empower students into environmental citizenship is intensifying. Teachers are considered as the main driving force in fostering students’ environmental citizenship. However, a critical question is how teachers conceive environmental citizenship and whether their perceptions of environmental citizenship are well-informed. There is an urgent need to investigate teachers’ perceptions, considering their crucial role in the formation of students’ environmental citizenship. This study examines teachers’ perceptions of environmental citizenship through a systematic review and thematic analysis of relevant empirical studies. The selected studies (n = 16) were published in peer-reviewed journals during the timespan of the last twenty-five (25) years (1995–2020). The thematic findings of this review revealed that teachers’ perceptions: (a) manifest a relatively decreased understanding of environmental citizensh...

Cet article présente les résultats d'une étude sur la manière dont les enseignants de français conceptualisent les contenus didactiques en fonction des interactions en classe. La représentation qu'ont les enseignants de leur gestion des interactions a été rapportée au moyen de protocoles verbaux concomitants à une tâche de planification et au moyen de protocoles rétrospectifs immédiats. Pour répondre aux réactions des élèves, le fonctionnement fréquemment adopté par l'enseignant semble «improvisationnel». La planification de l'enseignement est fondée sur des connexions conceptuelles. Elle relie les contenus les uns aux autres selon une appréciation des besoins potentiels des apprenants.
Sur le plan cognitif, la planification est la résultante d'une accommodation entre
des éléments didactiques organisateurs et les apports potentiellement désorganisateurs
du contexte d'interaction. Ces résultats descriptifs corroborent ceux qui ont été obtenus
dans d'autres disciplines et acquièrent de ce fait une certaine généralisabilité.

The Philippines has shifted to a new K to 12 Curriculum in an attempt to address the pressing concerns raised on the quality of education in the country. The change in the curriculum presented a mismatch problem between in-service teachers. Hence, this research aimed at examining self-efficacy beliefs and subject-specific self-science teachers. Both groups had satisfactory levels of PSTE and STEO. Primary teachers were most confident in teaching chemistry, biology for high school teachers and both groups were least confident in teaching physics. These results were believed to be due to the limited experience of the teachers.

Digital assessment tools, or electronic classroom response systems, can be used effectively for formative assessment purposes. They can provide teachers with regular and instant feedback about learners' progress to detect and fix the learners' mistakes and misconceptions sustainably in an entertaining way. This case study intended to report researchers' experiences and evaluations about using a popular gamified digital exam platform (Kahoot!) used for formative purposes in a limited context of prospective teacher education program. Both qualitative and quantitative data were collected from 88 prospective teachers from a variety of programs/departments attending a 25-credit two-semester teacher training certificate program in Turkey. Results of the study suggested that participants were highly positive about using the digital exam platform as a gamified formative assessment tool from attitudinal and pedagogical aspects. It was concluded that Kahoot! is quite promising in providing an effective formative assessment platform producing favorable practical, pedagogical, and affective outcomes.

This study focused on job satisfaction of Teacher Educators as well as to compare the various level of job satisfaction of teacher educators who are working in different Govt.-aided, Autonomous and Self-Financed B.Ed. Colleges in West Bengal. Teacher is the backbone of any nation. If education is viewed because the backbone and energizing force for the national progress then the exalted and pivotal position of the teacher can't be ignored as she/he has been assigned the responsibility of educating the future generation. The progress and development of a nation largely depends on its teachers' community due to their noble and large contributions in nation building. They have remarkable contributions in making and shaping each and every person of the society. The investigators choose various factors to measure the Level of Job Satisfaction of Teacher Training Colleges on the basis of multi dimensions that are Working Conditions,

The role of proof in school geometry has been a subject of intense debate throughout the
twentieth century and that debate persists even today. This study aims to identify and
analyse deductive geometric proof difficulties encountered by Bachelor of Education
(BEd) in-service student teachers and to propose possible ways of remediating them.
The authors conducted a content analysis of responses to a circle geometry item in an
achievement test taken by 170 students. Although 78% of the students performed well
in the deductive proof item, 22% evidenced misunderstandings or misconceptions
which varied in complexity. The misconceptions were analysed into four categories
and implications for pedagogy proffered to turn the misconceptions into critical
teaching and learning opportunities.

This report presents the results of the trends mapping study on the future of technical and vocational education and training (TVET) teaching, conducted by Gita Subrahmanyam (with research assistance from Bindu Law) on behalf of UNESCO-UNEVOC. The study engaged the international TVET community to: (i) improve understanding of the implications of global disruptions; (ii) gather knowledge, insights, experiences; and (iii) highlight promising practices in preparing TVET teaching staff to deliver the skills needed in the 21st century and beyond.

In this paper we analyse the effect of using the Moodle platform as a learning management system to
support a blended learning in-service course for secondary school mathematics teachers in South
Africa. First we describe briefly the background necessitating the in-service programme for maths
teachers and then sketch out the theoretical frameworks that informed the blended learning course
design. The views of 71 teachers who participated in the course were solicited using a questionnaire
to determine the extent to which the Moodle platform complemented the face-to-face contact sessions,
hard copy course material and Interactive Telematic Education (ITE) broadcast sessions which were
combined to come up with a unique blended learning model. The survey results indicated that
although the Moodle platform had some limitations it facilitated synchronous discussions on
designated days and asynchronous discussions between students and lecturers. Both the student-tostudent
and the lecturer-student interactions were of academic value and helped to reduce the barriers
of physical and temporal separations. A major limitation in the integration of Moodle was the limited
accessibility of the Internet to some of the learners. Some learners had to travel to gain access to the
internet at internet cafes, experienced very slow internet, or simply could not afford the exorbitant
costs or gave up participation. Recommendations are made for the improvement of the ICT
infrastructure and connectivity to schools and remote parts of the country, lowering of internet tariffs
and mobile gadget costs so that remotely located teachers can be reached and supported speedily by
university in-service programmes such as the ACE. Lessons learnt from this study can inform the
design of future programmes offered in blended learning format

This article examines five common misunderstandings about case-study research: (a) theoretical knowledge is more valuable than practical knowledge; (b) one cannot generalize from a single case, therefore, the single-case study cannot contribute to scientific development; (c) the case study is most useful for generating hypotheses, whereas other methods are more suitable for hypotheses testing and theory building; (d) the case study contains a bias toward verification; and (e) it is often difficult to summarize specific case studies. This article explains and corrects these misunderstandings one by one and concludes with the Kuhnian insight that a scientific discipline without a large number of thoroughly executed case studies is a discipline without systematic production of exemplars, and a discipline without exemplars is an ineffective one. Social science may be strengthened by the execution of a greater number of good case studies.

The needs of comprehending English as communication tools increases day by day especially for students. The notion above leads PT XYZ  or PT XYZ , a company concerns in service education, to spread its business opportunity in Cimahi. By using Kumar and Suresh’s (2012) dominant and secondary analysis, the study conveyed in qualitative descriptive method and literary review—gathering the data, observing the company and doing interview. The result shows that Cimahi Tengah is the most strategic location for PT XYZ  in terms of opening the new cabang.
Keywords: factors in location plant, rating factor, service education.

Teachers are the powerful and skilled agents who regenerate our society because the whole education system based on them. The impact of teachers on the upcoming generation is very long lasting because they act as a role model for them and also act as a mentors perusing overall development of learners. Therefore, to build a generation of creative and constructive, progressive and enlightened teacher education of teacher is an important tool which gives a holistic and real perception to teachers and accomplished them with skills to perform in their work field effectively and successfully and to upgrade their professional skills continuously. For cope up the new demands Teacher education is undergoing rapid changes but gaps can still be seen like gap between theory and practices, ineffective method of teaching, less emphasis on development of professional attitude, no impact on school practices, duration of training programmes, lack of subject knowledge, lack of proper facilities, Isolation of Teacher Education Department and Inadequate Financial Provision. So bridging these gaps it needs Redefine, Reprofile, Reinvent, Restructure and Re-engineer so that it should prepare professionally competent teachers to perform their roles effectively as per need of society. In this paper, efforts have been made to critically analyse the different issues of Teacher education that are Introduction, Role of teacher, some issues which need modification, suggestions and conclusion..

Phronetic organizational research is an approach to the study of management and organizations focusing on ethics and power. It is based on a contemporary interpretation of the Aristotelian concept phronesis, usually as ‘prudence’. Phronesis is the ability to think and act in relation to values, to deliberate about ‘things that are good or bad for humans’ in the words of Aristotle (1976:1140a24–b12). Phronetic organizational research effectively provides answers to the following four value-rational questions, for specific problematics in management and organization studies: 1. Where are we going with this specific management problematic? 2. Who gains and who loses, and by which mechanisms of power? 3. Is this development desirable? 4. What, if anything, should we do about it?

Despite significant amount of investment, there seems to be obstacles to technology integration in education. In order to shed light on the nature of perceived obstacles to technology integration, opinions of 117 professionals, who were selected by Turkish Ministry of National Education as experts in their respective fields, about the obstacles to integration of technology into education were investigated. After categorizing the perceived obstacles by factor analysis, associations of those categories with personal and professional differences were further investigated for better contextualizing the findings. Correlations were analyzed by Pearson's product moment coefficient and point-biserial coefficient. The results revealed that it's not the hardware itself that constitute obstacles to technology integration. Insufficiency of in-service and pre-service training, content support, and incentive system emerged as major perceived obstacles to technology integration. Inadequacy of physical and technological infrastructure was also found to be an important obstacle to successful integration. Novelty of the technologies compared to older ones were not found to be an obstacle to technology integration. Moreover, participants stressed the lack of education in teacher training institutions about current technologies that Ministry of National Education officially requires teachers to use as part of their jobs to be another important obstacle. There were no correlations between sex, age, level of education, job position, year of experience in other careers, and any of the categories of perceived obstacles. However, there was a strong negative correlation between year of experience in teaching and * Dr., Akdeniz Üniversitesi Eğitim Fakültesi,

The Aalborg Project may be interpreted as a metaphor of modern politics, modern administration and planning, and of modernity itself. The basic idea of the project was comprehensive, coherent, and innovative, and it was based on rational and democratic argument. During implementation, however, when idea met reality, the play of Machiavellian princes, Nietzschean will to power, and Foucauldian rationality-as-rationalization resulted in the fragmentation of the project.

At the same time that case studies are widely used and have produced canonical texts, it may be observed that the case study as a methodology is generally held in low regard, or is simply ignored, within the academy. For example, only 2 of the 30 top-ranked U.S. graduate programs in political science require a dedicated graduate course in case study or qualitative methods, and a full third of these programs do not even offer such a course. In contrast, all of the top 30 programs offer courses in quantitative methods and almost all of them require training in such methods, often several courses. In identifying this paradox of the case study’s wide use and low regard, Gerring rightly remarks that the case study survives in a “curious methodological limbo,” and that the reason is that the method is poorly understood. In what follows, we will try to resolve Gerring’s paradox and help case study research gain wider use and acceptance.

Creativity in adults is highly valued in our society. Personal creativity contributes to inventiveness, innovation, social and cultural change as well as political development and economic progression. The creator is an innovator, a problem solver, an entrepreneur, an artist. Creative people have rapid and effective responses that help them to achieve their life goals and allow them to enjoy the journey. Creativity is both a skill set and a unique and individual character structure that is developed throughout childhood and fine-tuned in adolescence and adulthood. Education has a key role to play in its development. Positive creativity inspiring experiences at every stage of the educational journey are needed. This is especially true in early childhood. Educators who rise to the creativity challenge will be well rewarded in rich teaching experiences and the joy of seeing children reach their creative potential in supportive and integrated learning communities.

This paper aims at formulating a one-day program for a group of in-service public school teachers of English, focusing on issues concerning the use of grammar in the EFT classroom. It provides the reader with a clear focus on the aims of the course, as well as the content and processes that will be included. What is more, a justification of the choices made concerning the program are offered, along with the rationale that lies behind it. Finally, the way integration of language and teacher development element is portrayed.

Race and inequitable education have been a long-standing topic of debate in American education. Much of the recent controversy over race and education in America is reflective of the Brown v Board of Education ruling of 1954 that allowed Black students to attend schools with White students. Then, as now, conversation about what is best for Black students largely focuses on same- race student and teacher classrooms (Anderson, 2015 Boggs & Dunbar, 2015, Coleman 2007, Cottman, 2015, Driessen, 2015, Deck, 2013, Hyland, 2005 & Ladson-Billings, 1995). However, despite the best intentions of those who tried to desegregate schools, classroom composition is still not racially balanced in the U.S. In 2011, White students attended schools that were 9 percent Black, while Black Students attended schools that were 78 percent Black (NAEP, 2015). Many of the Black students who attended predominately Black schools lived in the South (NAEP, 2015). Regardless of location, educational outcomes for Black and White students are not the same. Black students are not performing as well as White students. The discrepancies between White and minority students’ educational outcomes are so severe that Johnson and Kritsonis (2006) consider achievement gaps between Black and White students a national dilemma

This article examines NCATE requirements for field experiences in the context of research related to teaching, learning, and teacher education. According to NCATE, field experiences , sometimes referred to as practicum experiences, usually occur while students are taking teacher education coursework.  These occur before clinical practice, which is the final classroom experience that occurs just prior to licensure (student teaching or an internship). Field experiences provide a contextual framework to enhance the understanding of skills and concepts learned in education methods courses.  According to NCATE standards field experiences “may” occur in off-campus settings.  Some types of field experiences such as micro-teaching, videotape analysis, case studies, computer simulations, and the use of video technology can take place in on-campus settings.  While these should not be used to replace in-school field experiences they can enhance or extend them.

In this paper we argue that the use of the communicative theory of Jürgen Habermas in planning theory is problematic because it hampers an understanding of how power shapes planning. We posit an alternative approach based on the power analytics of Michel Foucault which focuses on ‘what is actually done’, as opposed to Habermas’s focus on ‘what should be done’. We discuss how the Foucauldian stance problematises planning, asking difficult questions about the treatment of legitimacy, rationality, knowledge and spatiality. We conclude that Foucault offers a type of analytic planning theory which offers better prospects than does Habermas for those interested in understanding and bringing about democratic social change through planning.

Imagine a proven method for selecting highly effective school leaders. Martin Haberman did, and then he brought his vision to life. Haberman believed that hiring the best teachers and administrators for students in poverty must be America’s highest priority. We (1) highlight the academic challenges for urban learners in poverty who are placed at-risk, (2) discuss Ruby Payne’s (2013) and Martin Haberman’s (1999, 2010) competing frameworks for understanding poverty in educational settings, (3) outline Haberman’s two-step protocols for identifying and selecting ‘star’ school leaders, and (4) salute Haberman’s outreach legacy of sharing proven selection practices with school districts across America.

This mixed-method study looked at perceptions of induction and mentoring among New Zealand early childhood educators. Specifically, 213 respondents drawn from five regions representing urban, rural and differing socioeconomic levels, school organizations, and professional roles completed a 19-item psy-chometrically sound survey. There were significant differences in responses for leaders/mentors in contrast to mentees or teaching staff. Based on quantitative outcomes, two focus groups of school leaders/mentors and mentees were convened. Qualitative analysis of the transcripts revealed several important themes that served to amplify or extended the survey results. Implications of the quantitative and qualitative results are overviewed.

Langdon, F., Alexandra, P., Farquhar, S., Tesar, M., Courtney, M., Palmer, M. (2016). Induction and mentoring in early childhood educational organizations: Embracing the complexity of teacher learning in contexts. 57, (150-160).Teaching and Teacher Education. doi: 10.1016/j.tate.2016.03.016