Preparing teachers for professional learning: is there a future for teacher education in new teacher induction?

Kane, Ruth; Francis, Andrew

doi:10.1080/13664530.2013.813763

Cited by 36 publications

(32 citation statements)

References 35 publications

(52 reference statements)

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“…The transition from teacher education to working life is recognized as a critical phase in the continuum of teachers' professional development (Kelchtermans & Ballet, 2002;McKenzie, Santiago, Sliwka & Hiroyuki, 2005;Stokking, Leenders, De Jong, & Tartwijk, 2003;Tynjälä & Heikkinen, 2011;Zuljan & Požarnik, 2014). For decades research has highlighted the challenges new teachers face when entering the profession, and this professionally and emotionally demanding transition is often described in terms of 'reality shock' or 'practice shock' (Kane & Francis, 2013;Stokking et al 2003, Tynjälä & Heikkinen 2011Veenman, 1984). Tynjälä and Heikkinen (2011) have identified six common issues that new teachers encounter when transitioning from initial education to work: (1) threat of unemployment, (2) inadequate knowledge and skills, (3) decreased self-efficacy and increased stress, (4) early attrition, (5) uncertainty regarding the role and position of newcomers in the work community and (6) the importance of workplace learning.…”

Section: Introductionmentioning

confidence: 99%

Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland

Korhonen

Heikkinen

Kiviniemi

et al. 2017

Teaching and Teacher Education

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Section: Introductionmentioning

confidence: 99%

Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland

Korhonen

Heikkinen

Kiviniemi

et al. 2017

Teaching and Teacher Education

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“…They are education science institute or education institute, elementary education institute and primary education, which are all independent in normal university. Today the quality of teachers is held to be increasingly important yet there continue to be doubts about whether teacher education programs graduate teachers ready to meet the challenges of their initial years of teaching [4]. Of course, these organizations are all dispersed in liberal art colleges.…”

Section: The Orientation Of Teacher Education Transformation For the mentioning

confidence: 99%

Research to the Second Transformation of Teacher Education in China

Chu¹

2017

dtssehs

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Abstract. The purpose of this article is to review and reflect on the transformation of teacher education in our country. The limitations of the first transformation of teacher education in China include the limited number of top comprehensive universities participating in teacher education. The declined pr-service teacher quality and the lack of academic legitimacy of teacher education as a discipline. These limitations caused the decline of teacher preparation quality. The second transformation of teacher education in China depends on the building of teacher education institutes to transform teacher education in the aspects of the nature of the universities, professional logic, organizational system and structure, the orientation of education as a discipline, teaching staff and curriculum etc.

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“…Research literature emphasizes that certain teacher attributes in teacher assessment can provide a more detailed lens of the teaching-learning process (Wayne & Youngs, 2003;Bacher-Hicks et al, 2015;Kane et al, 2013;Kane & Staiger, 2008;Glazerman & Protik, 2015). These studies provide consistent results on the impact of teacher effectiveness on students' current achievement.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2019

eqr

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This paper explores the perceptions of a sample of teachers as far as the teaching of experiential, participatory educational techniques to foreign pupils is concerned. The sample of the survey consisted of 50 teachers of primary schools throughout Greece while the data were collected through a questionnaire. Based on the findings gathered, conclusions are drawn on the cognitive and empirical background of the sample, on the use of techniques, as well as its perceptions on their effectiveness, the difficulties of their application and their training in them. In particular, the survey results show that almost all teachers had formed a good cognitive background about these techniques, but there is a need for further training and modernization of their knowledge on teaching. Finally, further discussion on the issues can be accomplished under study.In the present study, fifty (50) teachers working in the Primary Schools participated. Most participants were women aged between 25 and 35, having a service of more than 10 years and a postgraduate diploma. Data collectionIn the present study, a structured questionnaire of 34 questions was used. This questionnaire consists of thirtyfour questions, including questions about events (Vamboukas, 1998). Ten of them correspond to demographic data (sex, age, marital status, years of teaching experience, workplace, type of public school, postgraduate or other studies) and the rest refer to four factors: the cognitive and empirical background of respondents about specific experiential, participatory educational techniques, the effectiveness of teaching these techniques, the causes of the difficulties in their application and the teachers' training in specific techniques. Given that this is a sample survey based on a standard questionnaire characterized by stability and coherence, it has given the prospect of reaching a part of the population in order to test the theoretical data. Consequently, the results derived from a sufficient number of teachers, and for this reason, the cases have been theoretically formulated and subjected to rigorous and valid control.In order to formulate the content of the questions, the contribution of relevant references on experiential, participatory educational techniques, and experiential learning was important. In addition, the prevailing conditions in the Hosting Classes were taken into account in accordance with the official educational policy texts, which in the current period support refugees in many regions. Finally, the official educational material available to teachers is a factor that has been taken into account when formulating the content of the questions. Limitations of the researchThis research is limited by specific elements based on the research purpose, formulation, and control of research questions, as well as the sample of participants/teachers. These methodological constraints and delimitations are identified in the following key points:• The cognitive background and the perceptions of the participating teachers on specific experie...

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Preparing teachers for professional learning: is there a future for teacher education in new teacher induction?

Cited by 36 publications

References 35 publications

Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland

Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland

Research to the Second Transformation of Teacher Education in China

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