Pre-service Teachers’ Views of Their Training: Key Issues to Sustain Quality Teacher Education

Abstract

This paper draws upon data from a broader piece of research aimed at examining pre-service teachers' views of their initial teacher education within the context of a master’s degree programme in teaching. The data were collected through questionnaires and written narratives at the beginning and at the end of the programme. In this paper, the data arising from 47 narratives at the end of the programme are presented. Five categories emerged from the qualitative data: curriculum content, teaching practice, the role of teacher educators, teaching and learning methods, the organisational aspects and structure of the programme. Although the participants identified positive aspects of the initial teacher education programme, they also stress that there is room for improvement, especially with regard to a greater coherence of the curriculum and a better articulation of its different components. Implications of the findings for enhancing the quality of initial teacher education and the role of teachers’ educators are discussed.

Teacher Education Curriculum

“…As noted earlier, the literature highlights the gap between theory and practice and the sense of inadequate preparation felt by student teachers in dealing with the realities of schools and classrooms (see, for instance, Flores, 2000;Flores & Day, 2006). However, teaching practice is recognised by student teachers as a crucial component of professional learning (Flores, 2014c;Flores, Santos, Fernandes, & Pereira, 2014). As a key structural component of ITE, teaching practice and research need to be given more attention not only in regard to the role of cooperating schools and universities, but also to the reflective component geared toward student teachers' professional development within a democratic view of education, and the relationship between theory and practice and between teaching and research (Flores, Vieira, & Ferreira, 2014).…”

Preservice Teacher Perceptions of Preparedness to Teach in Inclusive Settings as an Indicator of Teacher Preparation Program Effectiveness

“…Teachers need to have a favorable view of inclusion to be effective (Alur & Timmons, 2009;Singal, 2008), and their beliefs about inclusion are often the ìkey to the success of inclusive education programsî (Tiwari, Das, & Sharma, 2015, p. 129). Preservice teacher preparation experiences are the beginning of a life-long learning process in which teachersí beliefs and perspectives begin to form (Flores, Santos, Fernandes, & Pereira, 2014). Helping preservice teachers form sustainable, favorable views of inclusion requires high quality class and field work.…”

Education for Sustainable Development: The Choice of Pedagogical Approaches and Methods for the Implementation of Pedagogical Tasks in the Anthropocene Age

“…The journals have already accumulated research demonstrating the goals of sustainable development, the nature of sustainable education and the phenomenon of sustainability (Bell, 2016;Carbach & Fischer, 2017;Huckle, 2012;Hurtman, Johnson, & Hill, 2017;Kalaitzidis, 2012;Makrakis & Kostoulas-Makrakis, 2012;Miedema & Bertram-Troost, 2015;Pace, 2010;Tillmans, Holland, & Filho, 2017). Apart from traditional research, JTES has accumulated experience in using participatory and / or educational action research in more holistic research (Ged˛˚ne & Ged˛˚ne, 2010;Gri‚ne, 2008;Pipere & Salite, 2006;SalÓte, 1998;SalÓte, 2008;Soobik, 2014), and there are also studies and experiences that seek to underpin the use of approaches and methods in the current context (Aldahmash et al, 2017;Flores et al, 2014;Hurtman et al, 2017;Kabadayi, 2016;Mohammadi & Moradi, 2017;Okeke & Mtyuda, 2017;Zunker, 2012). These studies recognise the distinction between a sophisticated and complex approach, and provide the opportunity of using a more holistic research framework.…”