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Preparing Teachers – The Importance Of Connecting Contexts In Teacher Education, Misty Adoniou
Preparing Teachers – The Importance Of Connecting Contexts In Teacher Education, Misty Adoniou
Australian Journal of Teacher Education
Everybody wants quality teachers in schools. How are such teachers developed? In this article a model is presented that describes four contexts crucial to the preparation of teachers: the personal, the university, the practicum and the employment contexts. The ways in which these different contexts can and should work together in the education and development of teachers are discussed. The model was developed as a result of a 16 month inductive study into the first year experience of 14 beginning teachers who were graduates of a Bachelor of Education in Primary teaching in an Australian university. Whilst the findings of …
“Miss, I Am Not Being Fully Prepared”: Student - Teachers’ Concerns About Their Preparation At A Teacher Training Institution In Jamaica, Carmel G. Roofe, Paul Miller
“Miss, I Am Not Being Fully Prepared”: Student - Teachers’ Concerns About Their Preparation At A Teacher Training Institution In Jamaica, Carmel G. Roofe, Paul Miller
Australian Journal of Teacher Education
The issue of teacher preparation continues to occupy academic discourse relating to student outcomes and student achievement (Stronge, Ward & Grant, 2011). Research has supported the view that there is an inextricable connection between student outcomes, quality of teaching and teachers, and teacher preparation (Darling-Hammond 2005; Grover 2002). Similarly, theories about students’ self efficacy beliefs (e.g. Bandura, 1977; Dweck, 2000) and Institutional Habitus (Bourdieu, 1977) have been advanced in relation to students’ study experience, motivation and coping mechanisms. Using data from a focus group comprising 30 third year students enrolled in a four year teacher training pogramme in Jamaica, this …