A comparative study of two pre-service teacher preparation programmes in the USA and Romania

Salajan, Florin D.; Duffield, Stacy; Glava, Adina; Glava, Cătălin-Cosmin

doi:10.1080/03057925.2016.1246955

Cited by 6 publications

(5 citation statements)

References 21 publications

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“…Having sketched out some of the fundamental premises and vexing issues of comparative research in teacher education, next I would like to discuss the approach we took in our collaborative project with my colleagues at UBB. To illustrate this, I will briefly review the main aspects of the research study we undertook, comparing the teacher education programs at our respective institutions, namely NDSU and UBB (Salajan et al, 2017). First, in terms of a conceptual framework, we employed a framework for creating effective teacher education programs developed by Darling-Hammond and her colleagues.…”

Section: Resultsmentioning

confidence: 99%

Comparative Approaches In Studying Teacher Education: Reflections On Research And Instructional Practices

Salajan¹

2022

European Proceedings of Educational Sciences

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This work was presented as the keynote address at the Education, Reflection, Develoopment International Conference. As teacher education programs and teacher educators continue their work in imparting robust and sound pedagogical knowledge, they also need to acknowledge the enriching nature of a comparative perspective in the practice and research on teacher education. Thus, including comparative methods in examining teacher education both within and across a program's national borders offers teachers-to-be a window into an array of teaching practices in a global setting. Developing an awareness, interest and inclination toward a comparative perspective-taking in teacher education is paramount in forming the new generations of teachers and researchers on teacher education. At the same time, teacher education programs benefit from collaborations across national and cultural settings, allowing them the possibility to co-learn what approaches may work in meaningfully adjusting their curricular organization to prepare teachers for an interconnected world in which their students truly become global citizens.

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Section: Resultsmentioning

confidence: 99%

Comparative Approaches In Studying Teacher Education: Reflections On Research And Instructional Practices

Salajan¹

2022

European Proceedings of Educational Sciences

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“…In their metasynthesis of qualitative research on teacher mentors' education, Aspfors and Fransson (2015) underline the importance of the educational and cultural context of the country in which mentoring, and mentor education take place. Furthermore, in their study, Salajan, Duffield, Glava and Glava (2016) report the need for educators to look beyond their contexts to develop policies for improving their educational systems. In addition, Salajan, et al (2016) suggest the need for more research into experience through practicum in teacher education.…”

Section: A Comparative Study Of Barriers To Mentoring Student and New...mentioning

confidence: 99%

“…Furthermore, in their study, Salajan, Duffield, Glava and Glava (2016) report the need for educators to look beyond their contexts to develop policies for improving their educational systems. In addition, Salajan, et al (2016) suggest the need for more research into experience through practicum in teacher education. Thus, we explored common barriers to mentoring in three European teacher education contexts, drawing on four published studies conducted in Croatia, Ireland, and Scotland, as teacher education scholars (Aderibigbe, 2014;Holland, 2021, Marušić, Pavin Ivanec & Doolan, 2011.…”

Section: A Comparative Study Of Barriers To Mentoring Student and New...mentioning

confidence: 99%

A comparative study of barriers to mentoring student and new teachers

Aderibigbe

Holland

Marušić

et al. 2022

Mentoring & Tutoring: Partnership in Learning

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Mentoring is widely believed to be beneficial to mentors and mentees in the teacher education context. However, mentoring as a tool for strengthening professional knowledge is not without barriers hindering its effectiveness. This paper explores common barriers in mentoring, drawing on studies conducted in Croatia, Ireland, and Scotland which have been re-analyzed for this paper. The two studies conducted in Scotland used a mixed-methods approach, the Croatian study was conducted using a quantitative approach, while the Irish research employed a qualitative strategy. Data from the four published studies were re-analyzed and integrated using a qualitative thematic approach with three groups of themes emerging as the most common barriers to mentoring in teacher education. These groups of themes are: interests, values and motives; power, status and position; and information and communication. The study explores these themes and concludes with the implications for stakeholders, including school management, universities, and student teachers.

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“…The present initial teacher training system in Romania requires attendance to a psycho-pedagogycal module during Bachelor and Master studies. This module comprises both theoretical courses and teaching practice in schools and is described in detail by Salajan et al (2017). Apart from courses of Green Chemistry, at this moment topics ESD and STSE are not embeded in compulsory curricula at Chemistry degree level in Romania.…”

Section: Implemeting the Issues Of Education For Sustainable Developmmentioning

confidence: 99%

Scenarios for Chemistry Teacher Training and Practice in Romania in 2030: Views of Chemistry Students

Timofte¹,

Cozma²

2017

European Journal of Contemporary Education

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Four scenarios regarding Chemistry teacher training and practice in Romania in 2030 were developed by using the 2x2 matrix design for scenario writing. The two driving forces taken in account for the design of scenarios were migration and consumerism. In two of the proposed scenarios teachers are trained to teach socioscientific courses at class. One aim of this study was to collect Chemistry students' views on the developed scenarios for Chemistry teacher training and practice in Romania in 2030. From the N=111 students tested, 51.35 % of students selected the most auspicious scenario as the scenario for teacher training and practice in 2030, a scenario which did not include teaching socioscientific courses at class. This result was confirmed to be statistically significant by the Kruskal-Wallis test (p<0.01) and the Mann-Whitney U test (p < 0.01). This made us wonder if the students are aware of the consequences in time of migration and consumerism and if a more comprehensive study was necessary, to identify the predictors for their selection of scenarios.

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A comparative study of two pre-service teacher preparation programmes in the USA and Romania

Cited by 6 publications

References 21 publications

Comparative Approaches In Studying Teacher Education: Reflections On Research And Instructional Practices

Comparative Approaches In Studying Teacher Education: Reflections On Research And Instructional Practices

A comparative study of barriers to mentoring student and new teachers

Scenarios for Chemistry Teacher Training and Practice in Romania in 2030: Views of Chemistry Students

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