Riding on a speeding train? How teacher educators perceive teacher education

Mevorach, Miriam; Ezer, Hanna

doi:10.1080/13664530.2010.533484

Cited by 6 publications

(6 citation statements)

References 16 publications

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“…Practicum has a range of goals, primarily among them is to develop in student-teachers the ability to think critically on the relationship between procedures and principles of teaching (Ochieng & Borg, 2011). The finding resonates studies that have shown that teacher-training with focus on practicum connect theory and practices through reflective discussion among tutors and sludent-teachers (Brouwer & Korthagen, 2005;Mevorach & Ezer, 2010). Aside preparing trainees academically and professionally for the off-campus teaching, the colleges also identified partner schools in consultation with the head teachers.…”

Section: Mentoring During the Off-campus Teaching Practicesupporting

confidence: 70%

“…Of particular importance to this discussion is the initial training programme that prepares teachers for teaching, and the practicum that exposes trainees to real classrooms. The teacher education literature documents that the central issue in teacher education is how to achieve quality in teaching resulting in different models of teacher preparation competing with each other (Darling-Hammond, 2016;Mevorach & Ezer, 2010;Villegas-reimers, 2003). For example, in the USA, two common approaches exist.…”

Section: Adu-yeboah C Y Kwaah M K Abreh and E Amuahmentioning

confidence: 99%

“…In this approach, student-teachers connect theory and practice by applying what they learn to curriculum planning, teaching application and other performance assessments organized around professional teaching standards (Cochran-Smith, 2005;Darling-Hammond, 2010). This approach is consistent with the preparation of teachers in Israel which views teaching as practical-reflective and an ongoing process that involves moving back and forth between practical and theoretical considerations (Mevorach & Ezer, 2010). The other approach is the movement to deregulate teacher education.…”

Section: Adu-yeboah C Y Kwaah M K Abreh and E Amuahmentioning

confidence: 99%

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Preparing student teachers for teaching: an exploration of field experience in three Colleges of Education in Ghana

Adu‐Yeboah¹,

Kwaah²,

Abreh

et al. 2016

JED-P

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This study sought to understand the processes of providing practical experience to student-teachers in preparing them for teaching, and how the trainees perceive these. It used the mixed method approach to obtain data from 3 purposively sampledColleges of Education and 12 schools of attachment in the Central Region of Ghana. Questionnaires were administered to 232 student-teachers; 12 focus group discussion sessions were held with mentees while an interview guide was used to elicit data from 24 mentors. The study found that there were no documented guidelines for the conduct of practicum, which meant uniformity in the approach was lacking; different processes and intensity of practicum organisation occurred in the colleges, and poor mentoring and supervision happened in most schools of attachment. Again, most mentors were untrained for their task, and the elements of partnership between teacher-training institutions and schools of attachment, which normally characterise practicum were not observed. This situation led to little articulation between the college preparation and activities of schools of attachment, and how one informs the work of the other. Moreover, student-teachers received very little professional guidance on how to develop their teaching competencies. Consequently, the study recommended that institutions should develop appropriateteaching standards and guidelines for practicum. Again, colleges should foster a strict adherence to the elements of partnership, while ensuring that qualified mentors are formally appointed, trained, incentivized and supported.

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Section: Mentoring During the Off-campus Teaching Practicesupporting

confidence: 70%

Section: Adu-yeboah C Y Kwaah M K Abreh and E Amuahmentioning

confidence: 99%

Section: Adu-yeboah C Y Kwaah M K Abreh and E Amuahmentioning

confidence: 99%

See 1 more Smart Citation

Preparing student teachers for teaching: an exploration of field experience in three Colleges of Education in Ghana

Adu‐Yeboah¹,

Kwaah²,

Abreh

et al. 2016

JED-P

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“…The underlying themes in the utilization of metaphors in these areas of research were based on the assumptions that "images lead to metaphors"; "metaphors provide a careful means for clustering images"; and "images are metaphorically embedded" (Bullough, 1991 , p. 200). In this respect, the use of metaphors as data sources helped us, the practitioners, to shed light onto our own images and thereby capturing and encapsulating our practice, and the knowledge that structured and enabled our instruction (Mevorach & Ezer, 2010 ;Williams, 2014 ). Data collection for this part of the study consisted of three steps.…”

Section: Phase 1-writing Metaphorsmentioning

confidence: 99%

Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research

Buck¹,

Akerson²

2016

ASTE Series in Science Education

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“…Ezer et al (2006) found that transition from the abstract to the concrete enables emotional hidden perceptions to emerge through metaphors. Mevorach and Ezer (2010) According to Gibbs (1994), metaphors help to capture the vividness of the phenomenological experience by expressing it in a conscious manner. In this research, we tried to find the personal expressions of early childhood teachers as represented in metaphors relating to what they believe is one of their main roles: promoting children's learning.…”

Section: The Study Of Metaphorsmentioning

confidence: 99%

From an Intuitive Practitioner to a Professional Novice Leader

Mevorach

Limón

2015

JEI

Self Cite

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This study examined the professional and personal transition undergone by eight experienced early childhood (EC) teachers after completing their graduate studies. The data were collected through interviews and online communication. Three main categories arose in the qualitative content analysis of the text: 1) personal process of change, 2) professional development, and 3) awareness of the process of learning. We also found that participants used metaphors to emphasize their personal implicit beliefs. The participants' perceptions of the transition from an intuitive practitioner to a professional novice researcher and from EC teacher to EC educational leader had an enormous impact on their personal development and their changing position in their work environment. The educational establishment perceived their new skills and abilities and offered them new positions.

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Riding on a speeding train? How teacher educators perceive teacher education

Cited by 6 publications

References 16 publications

Preparing student teachers for teaching: an exploration of field experience in three Colleges of Education in Ghana

Preparing student teachers for teaching: an exploration of field experience in three Colleges of Education in Ghana

Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research

From an Intuitive Practitioner to a Professional Novice Leader

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