Preparing quality teachers.

Abstract

There are many factors that impact student learning, with quality educators being one of the most important elements for student success. Accordingly, the promotion of quality teacher preparation programs has become a priority for tertiary institutions, researchers, policymakers, and practitioners. There is a known disparity between tertiary experiences and classroom realities that leave graduate teachers feeling unprepared for the teaching profession. Employing a contextualized learning approach such as situated learning theory in teacher preparation programs can reduce this gap and successfully prepare graduate teachers for the teaching arena. This research project surveyed one cohort (n=154) at the conclusion of a fouryear initial teacher education program, and again six months after graduation, as well as analyzed the subject outlines of the core final year subjects. The study found that the final year of the program incorporated the key tenets of situated learning theory, integrated theory and practice, and prepared the graduates for the realities of the teaching profession by effectively contextualizing their tertiary learning.

Teacher Quality and the Quality of Technical and Vocational Education and Training Courses: Implications for Sustainable Development in Cameroon

“…Clearly, there is no one size fits all definition for teacher quality (Green et al, 2018;Wiens et al, 2013). The teaching profession remains complex in terms of the pressure that is on the teacher to provide students with the required competencies Kleickmann et al, 2013).…”

“…They possess knowledge and skills in: academic reading, writing and mathematics, a good knowledge of the subject content they teach, are well grounded in pedagogy and hands-on teaching skills (Darling-Hammond & Youngs, 2002) and possess a combination of competencies, skills or special attributes which contributes to effective teaching (Sahin & Adiguzel, 2014;Wenglinsky, 2000). Green et al (2018) provides three interconnected dimensions of quality teachers that are observable through classroom practice. Each of these dimensions is associated with six interrelated elements (Hinde & Reynolds, 2007;Ladwig, 2009;Liberante, 2012).…”

A teacher training program on designing participatory educational action research proposal

“…There are several factors that may likely affect student learning, with quality teachers being one of the critical elements for student success (Green, Eady, & Andersen, 2018). In this regard, teacher development programs have become a part of the school improvement agenda over the years (Garcés & Granada, 2016;Powell, Terrell, Furey, & Scott-Evans, 2003).…”

How University Education Student Teachers’ Achievement in General Methods of Teaching Course Relates with Their Performance in Teaching Practice

“…The third year of the teacher education programme incorporates the key tenets of integrated theory and practice, and prepare the student teachers for realities of the teaching profession by effectively contextualizing their learning with practice. Teacher preparation is critical because it removes disparity between the student teachers' classroom realities and the teaching experiences in schools (Green, Eady. & Andersen, 2018;Genvieve, 2017).…”