Secondary Teacher Education

The aim of this study is to investigate the attitudes of teacher candidates towards the teaching profession, and to explain the worrying trends about teaching in Turkey and Ireland. 298 teacher candidates participated in the study. Two geographically distinct groups of teacher candidates were compared in this study. The first was a group of Turkish teacher candidates from the Pedagogical Formation Program at Cankiri Karatekin University, while the second consists of Irish teacher candidates from the Teacher Education Institutions in Dublin.
The data were collected through an attitude scale designed to measure perceptions of the teaching profession, and analyzed by using descriptive statistics. The results of this study suggest that most of both Turkish and Irish the teacher candidates have positive attitudes towards the teaching profession but they have some worries about the future of teaching profession. The findings also suggest that both Turkish and Irish prospective pointed out that teaching profession has lost its importance and attractiveness day by day.
The views of participants of both groups were seriously influenced by the cultural contexts in which they trained and lived. Turkish teacher candidates tended to believe in that the teaching profession is a sacred profession and it requires self-sacrifice while Irish teacher candidates do not agree this view. Likewise, while more than half of the Turkish participants stated that teaching profession creates stress, only small proportion of the Irish participants agree with this interpretation.
It was hoped that the results of this present study will help educators and researchers to understand whether the teacher training institutions help the teacher candidates to have positive attitudes toward the teaching profession.

NCTE was set up by an act of parliament in 1993 and it commenced its statutory functioning with effect from 17 th August 1995. The main objective of NCTE is to achieve planned and coordinated development of the teacher education system throughout the country the regulation and proper maintenance of Norms and Standards in teacher education system. Teacher preparation course for secondary education, generally known as B.Ed, is a professional course that prepares teachers for upper primary/middle level, secondary and senior secondary level.

ABDUL GAFOOR.K. & SUJILARANI, V.M. :In view of increasing fissure between policy perspectives at national level, in India, which give priority to the development of student teacher’s language competence and communication skills and the teacher education curricula, practices and research that neglect development of the required skills, this study examines how far B.Ed students in Kerala are competent in their mother tongue, through a survey design using a representative sample. It employed a test of competency in Malayalam prepared at par with the language competencies to be developed and acquired by standard VIII pupils in Kerala. One quarter or more of the student-teachers require further strengthening of their competency in regional language, especially with respect to alphabetic knowledge and higher order competencies like reading comprehension, phrase meaning, writing, and translation. While it is gratifying to find that female student-teachers who form ninety percent of the student-teacher population are significantly better to male student-teachers on sub-sentence level competencies, the same is not witnessed with respect to verbal reasoning, sentence structure, proverb, translation, phrase meaning, reading comprehension and writing competency. Students of every subject of specialization have their own stronger and weaker areas of competence in mother tongue too. Suggestions for improvement of the competencies are given.

The aim of this study is to investigate the attitudes of teacher candidates towards the teaching profession, and to explain the worrying trends about teaching in Turkey and Ireland. 298 teacher candidates participated in the study. Two geographically distinct groups of teacher candidates were compared in this study. The first was a group of Turkish teacher candidates from the Pedagogical Formation Program at Cankiri Karatekin University, while the second consists of Irish teacher candidates from the Teacher Education Institutions in Dublin. The data were collected through an attitude scale designed to measure perceptions of the teaching profession, and analyzed by using descriptive statistics. The results of this study suggest that most of both Turkish and Irish the teacher candidates have positive attitudes towards the teaching profession but they have some worries about the future of teaching profession. The findings also suggest that both Turkish and Irish prospective pointed out...

The aim of this study is to investigate the attitudes of teacher candidates towards the teaching profession, and to explain the worrying trends about teaching in Turkey and Ireland. 298 teacher candidates participated in the study. Two geographically distinct groups of teacher candidates were compared in this study. The first was a group of Turkish teacher candidates from the Pedagogical Formation Program at Cankiri Karatekin University, while the second consists of Irish teacher candidates from the Teacher Education Institutions in Dublin. The data were collected through an attitude scale designed to measure perceptions of the teaching profession, and analyzed by using descriptive statistics. The results of this study suggest that most of both Turkish and Irish the teacher candidates have positive attitudes towards the teaching profession but they have some worries about the future of teaching profession. The findings also suggest that both Turkish and Irish prospective pointed out...

CITATION:
Steiner, D. M. (2016, March 4). The value of following a professional philosophy of teaching and learning as educator [Lecture script, online]. Invited guest lecture presented at the Auckland University of Technology, School of Education Te Kura Mātauranga, Auckland, New Zealand. Retrieved from https://www.academia.edu/24268738/

We present a case study of the work with the Methodology of Problem-Solving as an Investigation (MPSI) in the context of the Spanish Master's in Secondary Education. Here, future physics and chemistry secondary teachers had to solve some sequences of school open-ended problems, in order to promote reflection on its characteristics and favour its later use. The objectives of this research consist of describing how the problem " What might happen when a substance is heated up? " was introduced, and analysing preservice teachers' achievement levels in the competence dimensions of the MPSI. In addition, the article justifies the suitability of the above-mentioned problem to work on most of the curricular requirements about physical and chemical changes in a single problem. The results from the future teachers' written reports can be considered as positive, and appear to be best for the " formulation of hypotheses " and worst for the " design of resolution strategies ". Moreover, these results do not seem to depend to any great degree on the preservice teachers' previous studies. Finally, we call for the provision of more inquiry-based learning opportunities for future teachers, in order to promote improvement in these scientific competencies and favour a later inclusion of the Inquiry-Based Science Education at school levels. Keywords: Problem-Based Learning (PBL), Methodology of Problem-Solving as an Investigation (MPSI), preservice secondary education science teachers, physical and chemical changes.

The aim of this study is to investigate the attitudes of teacher candidates towards the teaching profession, and to explain the worrying trends about teaching in Turkey and Ireland. 298 teacher candidates participated in the study. Two geographically distinct groups of teacher candidates were compared in this study. The first was a group of Turkish teacher candidates from the Pedagogical Formation Program at Cankiri Karatekin University, while the second consists of Irish teacher candidates from the Teacher Education Institutions in Dublin.

El principal objetivo de este artículo es el análisis de los aspectos cua-litativos de la depuración franquista de los profesores de instituto: bases ideológicas, instrumentos de control legislativo y fases del proceso depurador, y en función de ello se dividen los distintos apartados del mismo. Se ha procurado que sean los pro-pios docentes quienes nos pongan en contacto con la realidad, a partir del análisis de los 2.445 expedientes depositados en el AGA. También hemos profundizado en los agentes de la represión, los informantes, la ideología y fines que subyacen a la política represiva y la mecánica seguida en la toma de decisiones sancionadoras o exculpatorias. Asimismo, analizamos globalmente los expedientes con los cargos formulados, los pliegos de descargo adjuntos, las acusa-ciones e informes, etc., para así poder entender mejor el proceso depurador. Final-mente, ofrecemos algunos datos cuantitativos sobre el profesorado sancionado y su distribución en función de diversas variables.  ABSTRACT: The main purpose of this article is to analyse purges of secondary teachers from a qualitative point of view: ideological basis, legislative control and the stages of the teaching staff purge, and that is the reason why we have divided our work into different sections. We tried the teachers to be who put us in touch with the truth from the analysis of the 2.445 files related to secondary teacher's purge which are kept in the AGA.