Secondary Teacher Education

Digital self-efficacy and the amount of perceived support from the school can improve teachers’ motivation to increase the use of information and communication technology (ICT) in the classroom. Likewise, attitude, perception, gender, and experience of mathematics teachers are factors that influence their use of ICT. This study aimed to analyze the profiles of mathematics teachers, determine the existence of differences between them, and identify the sample size necessary to detect significant differences. A total of 73 high school teachers were included in this cross-sectional study. Teaching practice, ICT resources, ICT in the classroom, skills, and uses of ICT were assessed through a validated 19-item questionnaire. Statistical analysis revealed that the required sample to detect significant differences was 53 subjects. Further, 67.21% of the mathematics teachers surveyed in Melilla were younger than 40 years of age, and 62.30% had less than 6 years of teaching experience. In add...

RESUMEN.-Este artículo defiende que la Educación Física escolar debería potenciar en el alumnado la capacidad para analizar críticamente los mensajes sobre la actividad física y el cuerpo que están presentes en la cultura popular. La influencia de la cultura popular es especialmente relevante para la construcción de la identidad personal y corporal de los jóvenes. A pesar de que algunos currícula australianos estén tratando de abordar este asunto, la orientación biologicista con la que se estudia el cuerpo en la formación inicial así como las propias historias de vida que predominan entre los profesionales, que privilegian ciertas formas de cuerpo y actividad física predominantes, hacen que éste sea todavía un tema de debate para los educadores físicos. ABSTRACT.-This paper argues that school physical education should actively develop pupil's capacities to critically engage the messages about physical activity and the body that are ubiquitous in popular culture. The influence of popular culture on young peoples' identity construction is significant and the body is a central feature of identity. While there are some school curricula in Australia that are confronting this issue, the fact that physical education teachers are trained in scientific ways of thinking about the body and are themselves embodied with a physicality that privileges certain bodies is seen to be significant issue for the profession.

In this article, the three co-chairs of the 2019–2021 Steering Committee for the English Language Arts (ELA) 7–12 Preparation Standards share the history, development, and meaning of the recently adopted 2021 NCTE Standards for the Initial Preparation of Teachers of English Language Arts 7–12 (Initial Licensure).

Positive attitudes and the love of profession have significant importance on success of teachers in their professions. KPSS is the initial handicap which students have to pass in order to be appointed as teacher in primary schools. Therefore, we have determined to find out the effect of PPSE exam on teachers' opinions to attitudes of teaching. The research was carried out with descriptive. The study composed of all students studying in 4th grade of class teaching, Science, Mathemathics, Social Sciences departments in Siirt Education Faculty. We did not use receiving sample method to obtain research data in a more reliable way and 387 candidate teachers studying in related departments were interviewed. Data collecting tool which was developed by researchers has two folds. In the first part, questionnaire, quantitative data collecting tool, method which determines candidates' personal information and their opinions to PPSE was used. In the second part "Attitudes Scale for Teaching (MYTO) " which was organized in the form of Likert type 5 and composed of 55 items, was used. Cronbach alpha co-efficiency of scale was found as 0.85. Descriptive statistics, unrelated t-test, oneway variance analysis and LSD test were used in the analyses of data. Meaning level was accepted as 0,5. A significant difference was found related to candidates' level of success, to their success in PPSE exam, using knowledge they have had from PPSE exam and their attitudes towards teaching as a result of statistical analyses. The study reveals that candidate teachers who are strongly in the opinion that they can be successful in KPSS exam, have positive attitudes and behaviors towards teaching profession however those who concern that they will fail to pass the exam have negatively been affected by this situation. The study shows that candidate teachers are not opposed to PPSE but they criticize the method used in the exam. Furthermore, it has been found out that, candidate teachers' attitudes have been 'hesitant' towards Professional.

The demand for qualified teachers has been constantly on the increase all over the world. Quite naturally, the teacher education programs have gained renewed importance. It has become indispensable that the effort and resources assembled to teacher education should be effective and sustainable. In Turkey, with the foundation of republic, challenging changes occurred in accordance with the state's fundamental policy. Yet, these changes were temporal and conducted to just save the day. Moreover, they were limited to alter the teacher education program and inadequate in terms of sustainability. In this framework, the developed countries have focused on developing standards and establishing accreditation process to ensure sustainable the quality in teacher education. This has also influenced Turkey and since 1990s, the standard development studies in teacher education have been carried out and an accreditation process has been initiated. However, the researches and applications regarding these standards and accreditation process have not adequately been conducted. This study aims at pointing the standard development studies and accreditation process in teacher education in Turkey in order to gain insight about this standard development process and the current state.

, en su primer año de inserción profesional. Método: cualitativo, mediante la aplicación de tres entrevistas episódicas a cuatro participantes, para un total de 12 entrevistas, además, una bitácora para el registro de episodios de confl ictos en el contexto escolar. Resultados: se destaca la importancia del impacto generado a través del conocido fenómeno de "choque con la realidad" en los cuatro docentes, el valor otorgado a los procesos motivacionales y la signifi cación de la persuasión social o socialización profesional en la inserción de los profesores.

Teachers' professional identity influences their decisions and behaviour (Beijaard, Verloop, & Vermunt, 2000). Teacher education has the potential to either challenge or maintain preservice teachers' preconceptions of their professional identity, and teacher education should arguably develop in future teachers a professional identity which enables them to be effective throughout their career. This paper reports findings from interviews with 15 early-career music teachers regarding their perceptions of their professional identity. Analysis indicates that early-career music teachers feel a 'passion' for music and teaching music, and view themselves as musicians, music teachers or teachers. This study suggests that discipline specialisation has a unique impact on teachers' identity. Implications for teacher education are discussed.

Burnout' and praxis shock seem to be causing teachers to leave the profession early. Much research suggests that this is a reflection on the quality of teacher education programs. Interviews with teachers who were in their first four years in the secondary music classroom reveal how they view their pre-service preparation, and therefore provide an insight into how pre-service teacher education might be effectively reconceptualised. This paper explores the relationship between Zeichner and Liston's (1990) teacher education 'traditions' and earlycareer music teachers' perceptions of an 'ideal' teacher education course. Analyses of interviews with 15 early-career secondary classroom music teachers suggest the emergence of a common understanding regarding the design of effective music teacher education programs. Rather than representing any of Zeichner and Liston's four traditions in particular, early-career music teachers speak of a music teacher education approach that incorporates all of the traditions in an integrated way. This understanding of an 'ideal' teacher education course should be considered when designing or reconceptualising teacher education courses in order to provide improved opportunities for future music teachers.

This review of literature highlights the efforts teacher educators and researchers have made over the past 18 years to work toward social justice in secondary English language arts (ELA) preservice teacher (PT) education. Drawing on Dantley and Green’s framework for social justice leadership, we highlight the work that teacher educators have engaged in to support secondary ELA PTs in developing (a) indignation/anger for justice through exploring beliefs about students and themselves, (b) a prophetic and historical imagination through broadening understandings about teaching and learning, and (c) accountability to students and communities through university-to-classroom transitions. We close this article by drawing on this framework to honor what we, as a field, have accomplished while acknowledging the efforts that still need to be made in working toward justice in secondary ELA PT education and, ultimately, in the schools and communities in which our PTs teach.

Este artículo presenta un estudio de caso sobre el conocimiento común del contenido matemático que manifiesta un profesor al enseñar los conceptos básicos de función en un colegio académico diurno de Educación Secundaria de Costa Rica. Se basa en las investigaciones sobre el conocimiento matemático para la enseñanza que es una línea de investigación en auge en la formación del profesado. Se utiliza el análisis didáctico como herramienta para identificar y caracterizar este conocimiento. Identificamos que el profesor exterioriza un conocimiento significativo de conceptos matemáticos, de conocimiento procedimental apropiado y una capacidad valiosa para definir estructuras conceptuales, asimismo este saber se relaciona con el conocimiento del programa de estudios para educación secundaria, indicadores que se entrelazan con el conocimiento didáctico del contenido.

Este artículo presenta un estudio de caso sobre el conocimiento común del contenido matemático que manifiesta un profesor al enseñar los conceptos básicos de función en un colegio académico diurno de Educación Secundaria de Costa Rica. Se basa en las investigaciones sobre el conocimiento matemático para la enseñanza que es una línea de investigación en auge en la formación del profesado. Se utiliza el análisis didáctico como herramienta para identificar y caracterizar este conocimiento. Identificamos que el profesor exterioriza un conocimiento significativo de conceptos matemáticos, de conocimiento procedimental apropiado y una capacidad valiosa para definir estructuras conceptuales, asimismo este saber se relaciona con el conocimiento del programa de estudios para educación secundaria, indicadores que se entrelazan con el conocimiento didáctico del contenido.

Secondary English trainee teachers at the University of East London were asked in October 2009 to represent their 'culture' in some way using four PowerPoint slides. This article describes some of the presentations and discusses what is involved in the process of working out a personal cultural identity. It refers to the notion that 'culture is ordinary' and suggests that managing the tension between inducting students into established 'traditional' culture, on the one hand, and enabling them to make their own individual meanings, on the other, is at the heart of every teacher's work.

The idea for this paper arose out of the need for a new vision for secondary English teaching and an evolving view of literacy in the Anglophone Caribbean. It also came into being because of a growing lack of agreement about what is needed for teachers of English to be effective in their practice. The consensus, in the Anglophone Caribbean, has always been that English, as a subject, matters. Educators, students, parents, researchers, examiners, policymakers, and businesspeople agree that the subject English is a prerequisite for social, personal, and professional advancement. There is little argument, therefore, about the importance of subject English and its purposes and values in the curriculum. But the question of how English should be taught, who should teach it, and who decides, has been contentious. This paper traces a series of overlapping shifts in pedagogical conception and practice that have triggered for secondary teachers of English new and different ways of understanding the subject they teach. It aims at advancing two primary purposes: (1): understanding the implications of the emerging discourse for Secondary English Teaching; (2) facilitating the adjustment required for a different conception of English Teaching as well as the preparation of English Teachers.

Este artículo presenta un estudio de caso sobre el conocimiento común del contenido matemático que manifiesta un profesor al enseñar los conceptos básicos de función en un colegio académico diurno de Educación Secundaria de Costa Rica. Se basa en las investigaciones sobre el conocimiento matemático para la enseñanza que es una línea de investigación en auge en la formación del profesado. Se utiliza el análisis didáctico como herramienta para identificar y caracterizar este conocimiento. Identificamos que el profesor exterioriza un conocimiento significativo de conceptos matemáticos, de conocimiento procedimental apropiado y una capacidad valiosa para definir estructuras conceptuales, asimismo este saber se relaciona con el conocimiento del programa de estudios para educación secundaria, indicadores que se entrelazan con el conocimiento didáctico del contenido.

Este artículo presenta un estudio de caso sobre el conocimiento común del contenido matemático que manifiesta un profesor al enseñar los conceptos básicos de función en un colegio académico diurno de Educación Secundaria de Costa Rica. Se basa en las investigaciones sobre el conocimiento matemático para la enseñanza que es una línea de investigación en auge en la formación del profesado. Se utiliza el análisis didáctico como herramienta para identificar y caracterizar este conocimiento. Identificamos que el profesor exterioriza un conocimiento significativo de conceptos matemáticos, de conocimiento procedimental apropiado y una capacidad valiosa para definir estructuras conceptuales, asimismo este saber se relaciona con el conocimiento del programa de estudios para educación secundaria, indicadores que se entrelazan con el conocimiento didáctico del contenido.

El trabajo se ha estructurado en tres partes: una primera dedicada a reflexionar sobre las peculiaridades de exilio interior al que se vieron sometidas las profesoras; en una segunda destacamos las peculiaridades generales de la depuración, tanto a nivel de institutos como de escuelas normales, en lo que se refiere al número de sancionadas, cargos imputados, tipo de sanciones, etc. y, por último, nos centramos ya en las biografías de las profesoras.

democracia en España trajo consigo el reconocimiento de la labor pedagógica llevada a cabo por los maestros de la II República y, lo que es más importante, la lucha por conseguir la integración de los mismos en el Magisterio español reconociendo los derechos adquiridos.

Este artículo presenta un estudio de caso sobre el conocimiento común del contenido matemático que manifiesta un profesor al enseñar los conceptos básicos de función en un colegio académico diurno de Educación Secundaria de Costa Rica. Se basa en las investigaciones sobre el conocimiento matemático para la enseñanza que es una línea de investigación en auge en la formación del profesado. Se utiliza el análisis didáctico como herramienta para identificar y caracterizar este conocimiento. Identificamos que el profesor exterioriza un conocimiento significativo de conceptos matemáticos, de conocimiento procedimental apropiado y una capacidad valiosa para definir estructuras conceptuales, asimismo este saber se relaciona con el conocimiento del programa de estudios para educación secundaria, indicadores que se entrelazan con el conocimiento didáctico del contenido.

Teacher candidates have few opportunities during their teacher preparation coursework to investigate practices associated with eliciting and responding to student writing. This article describes an attempt to address this problem with a searchable online digital archive of student writing, with and without teachers’ written feedback, as well as other instructional materials from elementary, middle, and secondary classrooms in diverse linguistic/geographic regions of the country. The archive also includes interviews with teachers about their approaches to teaching writing, especially the principles and practices that inform their responses to student work. The design of the archive is described, along with three broad paths through the archive, which were created by the author. These paths provide opportunities for instructors of English teaching methods courses, writing pedagogies courses, and linguistics courses to investigate with teacher candidates issues that are commonly addres...

democracia en España trajo consigo el reconocimiento de la labor pedagógica llevada a cabo por los maestros de la II República y, lo que es más importante, la lucha por conseguir la integración de los mismos en el Magisterio español reconociendo los derechos adquiridos.

Este artículo presenta un estudio de caso sobre el conocimiento común del contenido matemático que manifiesta un profesor al enseñar los conceptos básicos de función en un colegio académico diurno de Educación Secundaria de Costa Rica. Se basa en las investigaciones sobre el conocimiento matemático para la enseñanza que es una línea de investigación en auge en la formación del profesado. Se utiliza el análisis didáctico como herramienta para identificar y caracterizar este conocimiento. Identificamos que el profesor exterioriza un conocimiento significativo de conceptos matemáticos, de conocimiento procedimental apropiado y una capacidad valiosa para definir estructuras conceptuales, asimismo este saber se relaciona con el conocimiento del programa de estudios para educación secundaria, indicadores que se entrelazan con el conocimiento didáctico del contenido.

El objetivo de este artículo es presentar la revisión de distintas investigaciones que permiten conocer las acciones de prevención primaria, secundaria y terciaria que los docentes de Educación Secundaria Obligatoria (ESO) realizan ante el acoso escolar o bullying. Actualmente los distintos agentes educativos y sociales muestran una gran preocupación por las crecientes denuncias del alumnado de esta etapa educativa. A tal fin, se realiza un proceso sistemático de indagación documental en distintas bases de datos sobre estudios, en el contexto educativo español, realizados en torno a esta temática. Se concluye, por un lado, que el profesorado encuestado, conoce y desarrolla más acciones de prevención primaria y secundaria sobre el acoso escolar que de prevención terciaria. Que las acciones primarias y secundarias tienen un enfoque más educativo que punitivo o sancionador y buscan principalmente la generación de un clima adecuado de convivencia tanto en el centro como en el grupo-clas...

In this paper describe the attitude of teacher towards inclusive education. Inclusive education is perhaps the most fundamental instructive projects in all country. It has offered more chances to all understudies in school system. Outcome of Inclusive training relies upon different elements, in which educator is the main component. For turning into an able and fruitful comprehensive educator, having required information, abilities and uplifting outlook is important. In the current review an endeavor has been arranged by the specialist to concentrate on the 'Mentality of auxiliary teachers towards Inclusive schooling' in the region of Ranchi District. In the current review, the specialist has utilized Descriptive overview technique. The example comprises of 150 optional teachers in the locale of Ranchi District. The separated irregular inspecting strategy has been utilized for the assortment of information. The specialist has created Questionnaire without help from anyone else to quantify the demeanor of auxiliary teachers towards the Inclusive instruction. For the examination of information Mean, S.D and 't' test have utilized in the current review. The discoveries of this review that the disposition of auxiliary teachers towards comprehensive training is being neither great nor horrible that is moderate. This concentrate likewise demonstrates that there is a tremendous distinction among Rural and Urban educators in regard of disposition towards comprehensive training. Additionally, this review shows that there is no tremendous contrast among male and female optional teachers in regard of their disposition towards inclusive Education. INTRODUCTION : Research, is the most essential academic exercise in the arena of higher education. It is one of the most important and urgent objectives of higher education. Higher education emphasizes on the potential growth of research activities for the achievement of academic excellence and systematic growth of human societies. Educational research is a problem solving in that it seeks to utilize available knowledge of processes and relationships, with given resource, to arrive at a solutions to certain problems in education. This activity involves hypothesizing about the relative effectiveness of alternative approaches as solutions to given problems and testing them for the same. As the position of the resources available changes, as the knowledge about the processes and the relationships gets enhanced, there would be a need to carry out this activity on a continual basis. This will have to be done by identifying appropriate inputs in education and studying the effectiveness. Since these inputs would be innumerable for a given situation, they will have to be sequences and integrated to form suitable models and structure for

Este artículo presenta un estudio de caso sobre el conocimiento común del contenido matemático que manifiesta un profesor al enseñar los conceptos básicos de función en un colegio académico diurno de Educación Secundaria de Costa Rica. Se basa en las investigaciones sobre el conocimiento matemático para la enseñanza que es una línea de investigación en auge en la formación del profesado. Se utiliza el análisis didáctico como herramienta para identificar y caracterizar este conocimiento. Identificamos que el profesor exterioriza un conocimiento significativo de conceptos matemáticos, de conocimiento procedimental apropiado y una capacidad valiosa para definir estructuras conceptuales, asimismo este saber se relaciona con el conocimiento del programa de estudios para educación secundaria, indicadores que se entrelazan con el conocimiento didáctico del contenido.

This study is on the Relationship between attitudes of education graduate towards teaching profession. A total number of three hundred and forty-six (346) respondents were selected as sample for the study, also a total number of five (5) schools were purposively selected three Boards (3) under Ministry of education Sokoto. The one (1) instrument used for the research was attitude towards teaching profession Questionnaire (ATTPQ). Also, three (3) hypotheses were generated and tested using Pearson Moment Correlation Coefficient. Result shows that there was a positive relationship between attitudes of education graduate towards teaching profession. Some of the recommendations are: The Ministry of Education and policy makers should take some measures and develop new teaching policies, and provide additional opportunities to develop consciousness on teaching profession.

A variety of teacher training system was implemented in Turkey until today. One of these systems is pedagogical formation training. The aim of this study was to determine the strengths and weaknesses of the pedagogical formation training according to the opinions of pre-service teachers and the experiences during the pedagogical formation training, to gather information about whether these experiences contributed to their teaching, and to evaluate the place of the pedagogical formation training in teacher employment in the light of this information. The research was carried out using an interview technique of qualitative analysis methods. The study group comprised of 20 pre-service teachers from different undergraduate programs, and they participated in a 14-weekinternship program at a high school in Ankara during the 2017-2018 academic year as a requirement for a training course.  Content analysis method was used for data analysis. As a result of the research, the pre-service teach...

The primary purpose of this study is to determine the remarks of the academicians and teacher candidates of the faculty of education about teacher training system. The research is an embedded single case study, one of the qualitative research methods The study group of this research consists of 46 academicians working in the Faculty of Education in Mersin University and 60 fourth grade teacher candidates in the 2015-2016 school year. The data of the research were obtained by means of two different forms which were developed by researchers and applied to academicians and teacher candidates. Content analysis, one of the qualitative data analysis techniques, was used to analyze the data in the study. According to the findings obtained in the research, the academicians and teacher candidates evaluated teacher training system generally in terms of curriculum, learning-teaching process, physical conditions, student-academician profile and of the process of entry to the profession.

Distribution will include Tennessee Association for Supervision and Curriculum Development (TASCD) members and others with an interest in supervision/leadership, curriculum development, and instruction at both the university and school-based levels. The journal is nonthematic and aims to promote discussion of a broad range of concepts, theories, issues, and dissemination of the knowledge base for professionals in education.

Totalitarian regimes have always exercised strict control over teachers to ensure its own preservation. As in all dictatorships, teachers have to help consolidate the new structures and maintain the order imposed; for this purpose, teachers are required to reproduce the new ideology, and they are forbidden to diffuse any idea that might delegitimize the regime. In addition, one of the first tasks undertaken by totalitarian governments that get into power after a war or a coup is to control memory and history. Fortunately, nowadays it has been managed to break the wall of silence that the Franco regime raised to hide facts and repressive activities that almost everybody knew, but no one dared talk about it.

Studies show that changes in teacher education around the world occur slowly and are difficult to implement. This study aims to contribute to the discussion on the major resources for and obstacles to developing teacher education and finding novel solutions to overcome the obstacles. Resources and obstacles were investigated in the context of academic and university-based teacher education in Finland. Findings revealed three major challenges: (a) obstacles in renegotiating professional identity, (b) internal competition between subject-matter groups within the department, and (c) discrepancies between individual agency and organizational development. Based on the findings, this study argues that teacher educators’ individual and collective agency must be supported to enhance their continuous professional learning and organizational change. This goal can be achieved by developing teacher education concurrently at multiple levels, including the individual, work community, and organiza...

Este artículo presenta un estudio de caso sobre el conocimiento común del contenido matemático que manifiesta un profesor al enseñar los conceptos básicos de función en un colegio académico diurno de Educación Secundaria de Costa Rica. Se basa en las investigaciones sobre el conocimiento matemático para la enseñanza que es una línea de investigación en auge en la formación del profesado. Se utiliza el análisis didáctico como herramienta para identificar y caracterizar este conocimiento. Identificamos que el profesor exterioriza un conocimiento significativo de conceptos matemáticos, de conocimiento procedimental apropiado y una capacidad valiosa para definir estructuras conceptuales, asimismo este saber se relaciona con el conocimiento del programa de estudios para educación secundaria, indicadores que se entrelazan con el conocimiento didáctico del contenido.

Teachers' ability to give students mathematical instruction in an effective way depends mainly on teachers' attitudes towards the profession of teaching. In this context, this research study was planned with the idea that it is important to determine the teaching attitudes of pre-service teachers who graduated from the faculty of Science and Letters and the faculty of Education. The research problem was to investigate pre-service elementary mathematics teachers' attitudes towards the profession of teaching and the teaching attitudes of the Mathematics graduates from the faculty of Science and Letters who have taken teaching formation courses in terms of different variables. The research was conducted with the pre-service mathematics teachers enrolled in the senior grade of the program of Mathematics Education in Hasan Ali Yücel Faculty of Education and those taking teaching formation courses in the academic year of 2012-2013. The data were collected using the "Teaching Approach Scale" developed by Çetin (2006) and a demographical information form prepared by the researchers. This quantitative research study was conducted in survey method. An SPSS 16 statistical program was used to analyse the data. According to the findings, it was observed that pre-service teachers' attitudes towards teaching did not differ in terms of gender, parents' educational level, type of high school of graduation. On the other hand, a significant statistical difference was detected between the pre-service teachers' attitudes towards teaching in terms of parents' monthly income. The research findings were discussed in the light of the relevant literature and some suggestions were provided for further research and researchers.

It is well known that the quality and extent of learner achievement are determined primarily by teacher competence, sensitivity and teacher motivation. NCTE generally related to improvements in quality of teacher education programme. The general interest of any commission or committee is to produce teachers of dynamic personality. Indian Education Ministry established NCTE on 21st May 1973. The headquarters of NCTE is in Delhi. NCTE has four regional centres namely Jaipur, Bangalure, Bhubaneswar & Bhopal. The main activities of NCTE are Research Extension services, Development Programmes, Training, & Evaluations. The fundamental objectives of NCTE are to achieve planned and coordinated development of teacher education system throughout the country & proper maintenance of Norms and Standards in the teacher education system. The NCTE in recent years emphasized the need for duration of courses by strengthening pedagogy and practice in taking programme with the incorporation of internsh...

Information and Communication Technology can lead to improved student learning and better teaching methods. A report made by the National Institute of Multimedia Education (NIME) in Japan, proved that an increase in student exposure to educational ICT through curriculum integration has a significant and positive impact on student achievement, especially in terms of "Knowledge Comprehension", "Practical skill" and "Presentation skill" in subject areas such as Mathematics, Science, and Social Studies. Through I.C.T, teachers can easily explain complex instructions and ensure students' comprehension. The present study is based on secondary data available from various resources.

Modern days are highly electronic in nature so that teaching is also no exception to that. Nowadays teaching is blended with innovation and ICT enabled services which have paved the way to go in for flipped class rooms and more activity based learning and online courses such as National Programme on Technology Enhanced Learning (NPTEL). Modern day teaching and preparation is different from the traditional way, because of the ICT enabled facilities available to the mentors. Teaching does not end with the preparation of class materials by the mentor, but the content has to be delivered to the students very effectively and lively by the teacher. This paper addresses about the activity based learning and the problems involved in adopting flipped classrooms by the teachers in higher education.

India has one of the largest systems of teacher education in the world. Besides the university departments of education and their affiliated colleges, government and government aided institutions; private and self-financing colleges and open universities are also engaged in teacher education. Though most teacher education programmes are nearly identical yet their standards vary across institutions and universities. However, teacher education curriculum across the country has been blamed for ineptitude and needs urgent reforms. Teacher educators are a pivotal point of this programme and their opinion regarding the curriculum is very important. Keeping the above in mind, the present study aimed to find out the attitude of teacher educators towards existing teacher education curriculum and the needed renewal in teacher education curriculum. Data was collected from randomly selected 107 teacher educators working in colleges of education affiliated to GGSIPU and M.D.U. A five point attit...

Qualitative research approach was utilized in the present study that aimed to determine the views of pre-service classroom teachers on the future of classroom teaching. Maximum variation sampling, one of purposive sampling methods, was used to determine the participants of the study. The participants included 24 pre-service classroom teachers attending Anadolu University, Faculty of Education, Primary School Classroom Teaching Department during 2012 – 2013 academic year, who were diversified based on seniority, gender, and general points average during sampling. Research data was collected with “semi-structured interview” technique. Data were analyzed with descriptive analysis technique. Findings were grouped and interpreted under six themes: the factors that affect the future of classroom teaching, future characteristics of primary school students, future characteristics of classroom teachers, expectations, anxieties and suggestions of candidates about the future of the occupation....

Entre 1936, comienzo de la Guerra Civil española, y 1942, fecha en la que se consideran totalmente finalizadas las actividades de las comisiones depuradoras, se produjo en España la depuración sistemática e implacable del profesorado de todos los niveles educativos, de igual forma que en la administración pública y las empresas privadas. De esta manera, la dictadura franquista se propuso erradicar los valores democráticos e imponer los propios del nacional-catolicismo. En ese contexto, este artículo estudia el proceso de depuración y represión que sufrió el Magisterio en la provincia de Las Palmas, dando las cifras concretas y las características del fenómeno, basándose en la documentación existente en el Archivo General de la Administración de Alcalá de Henares, en los fondos propios del Archivo Central del Ministerio de Educación, existente en el mismo AGA, y en los del Archivo Histórico de Las Palmas.

Totalitarian regimes have always exercised strict control over teachers to ensure its own preservation. As in all dictatorships, teachers have to help consolidate the new structures and maintain the order imposed; for this purpose, teachers are required to reproduce the new ideology, and they are forbidden to diffuse any idea that might delegitimize the regime. In addition, one of the first tasks undertaken by totalitarian governments that get into power after a war or a coup is to control memory and history. Fortunately, nowadays it has been managed to break the wall of silence that the Franco regime raised to hide facts and repressive activities that almost everybody knew, but no one dared talk about it.

Turkey following the footsteps of western education system is nowadays struggling to implement constructivist paradigm in its schools. The success of the integration of constructivist elements into the schools is heavily contingent upon the support of teachers. This necessitates that the ideas advocated in constructivist reform movements should be promoted adequately in the preparation of teacher candidates. Therefore, investigating the beliefs of prospective teachers regarding reformed science teaching and learning becomes crucially important for an accurate portrayal of the current structure of the teacher profiles. This study focuses on the beliefs of prospective elementary and science teachers regarding reformed science teaching and learning. An adapted version of the BARSTL (Beliefs about Reformed Science Teaching and Learning) questionnaire developed originally by Sampson, Grooms and Enderle (2013) was delivered to a total of 393 first-year elementary and science teachers. The...

This research is motivated to investigate five-year national development plans (NPDs) prepared in Turkey between 1963 and 2013 with regard to teacher training and employment. The data were elicited from the plans in concern, and qualitatively analysed through content analysis. The preliminary findings demonstrated that the related decisions were made with a focus on three purposes: (i) to meet teacher shortage, (ii) to reduce the number of students per teacher, and (iii) to balance distribution of teachers nationwide. The reasons why most of them could not be successfully implemented might be listed as political instability, decisions taken without sufficient preparation, and inadequacy of efforts to implement NDPs. Even though certain decisions were taken considering teacher qualifications and competencies into account, quantitative concerns caused procrastination in their implementation. The study concludes with some practical implications for decision makers on the preparation an...

The purpose of this study was to investigate teacher candidates’ attitudes towards the teaching profession according to their gender, field and programs from which they have graduated, and whether or not practiced teaching profession before. The research group included 180 female (%83.33) and 36 male (%16.66) teacher candidates studying in Pedagogical Formation Certificate Program at Yildiz Technical University. The Attitude Scale Related to Teaching Profession having been developed by Erkus, Sanli, Bagli and Guven (2000) for measuring the attitudes of teachers toward teaching profession was administered as a data collection tool. Data were analysed using descriptive statistics, independent samples t-test and one-way ANOVA. Results revealed that while teaching experience has an important effect on attitudes towards teaching, but gender, field, and program variables do not have any significant effect on it. Also, it was found that the teacher candidates in pedagogical formation certi...

A pedagogical formation certificate is required to become a teacher in secondary schools in Turkey. This certificate program, which is required to obtain in addition to a bachelor's degree from any faculty other than the education faculties, aims at providing the knowledge, capabilities and attitudes required by the profession of teaching. This study aims at determining the perceptions of prospective teachers attending the pedagogical formation program about the properties of a good teacher. Data were collected using a survey comprising an open-ended question and content analysis was conducted to obtain the themes in this study, which adopted a descriptive method. Based on the properties of a good teacher, expressed by the prospective teachers, the themes "personal characteristics", "enforcement of teaching process", "establishing a democratic classroom environment" and "assessment and evaluation" are obtained.