Validity and reliability of portfolio assessment in pre‐service teacher education

This article concentrates on the validity and reliability of portfolio assessment as used in pre‐service teacher education. It is not possible to make general pronouncements about the validity of portfolio assessment in pre‐service teacher education as there are multiple portfolio applications. The validity depends on the purpose, namely the divers competencies which the course organisers wish to assess with it. Therefore, three categories of competencies and consequently three types of portfolios were distinguished in order to determine the validity of portfolio assessment. For the assessment of teaching and partnership competencies, it is argued that the validity is low due to the roundabout nature of the assessment. On the contrary, the validity of portfolio assessment for learning competencies can be high. The execution of a self‐regulated learning process can be accurately assessed using portfolios. The reliability of portfolio assessment is problematic, since it is incapable of fulfilling the classic psychometric requirement of reliability. Nevertheless, provided that the necessary measures are taken, the reliability of portfolio assessment can still be brought to an acceptable level. Five measures are proposed.     

The premise and promise of inquiry based mathematics in pre‐service teacher education: a poststructuralist analysis

Many teacher educators have recently implemented inquiry based instructional practices into their programs (Crawford & Deer, 1993 Crawford, K and Deer, C. (1993). Do we practise what we preach? Putting policy into practice in teacher education. South Pacific Journal of Teacher Education, 21: 111–121. [Taylor & Francis Online] [Google Scholar]; Foss & Kleinsasser, 1996 Foss, D and Kleinsasser, R. (1996). Pre‐service elementary teachers’ views of pedagogical and ­mathematical content knowledge. Teaching and Teacher Education, 12(4): 429–442. [Crossref], [Web of Science ®] [Google Scholar]; Klein, 1996 Klein M (1996) The possibilities and limitations of constructivist practice in pre‐service teacher education in mathematics Unpublished doctoral dissertation, Central Queensland University, Rockhampton, Australia  [Google Scholar], 1997 Klein, M. (1997). Looking again at the ‘supportive’ environment of constructivist pedagogy. ­Journal of Education for Teaching, 23(3): 277–292. [Taylor & Francis Online] [Google Scholar], 1998 Klein M (1998) New knowledge, new teachers, new times in: C. Kanes, M. Goos & E. Warren (Eds) Teaching mathematics in new times (Brisbane, Mathematics Education Research Group of Australasia) 295 302  [Google Scholar], 2001 Klein M (2001) Correcting mathematical and attitudinal deficiencies in pre‐service teacher education in: J. Bobis, B. Perry & M. Mitchelmore (Eds) Numeracy and beyond (Sydney, Australia, MERGA) 338 345  [Google Scholar]; Schuck, 1996 Schuck, S. (1996). Reflections on the dilemmas and tensions in mathematics education courses for student teachers. Asia‐Pacific Journal of Teacher Education, 24(1): 75–82. [Taylor & Francis Online] [Google Scholar]; Tillema & Knol, 1997 Tillema, M and Knol, W. (1997). Collaborative planning by teacher educators to promote belief changes in their students. Teachers and Teaching: Theory and Practice, 3(1): 29–46. [Taylor & Francis Online] [Google Scholar]). In mathematics education the promise has been that pre‐service teachers’ socialization into new interactive ways of learning will not only lead to the (re)construction of powerful mathematical ideas and relationships, but that it will facilitate the implementation of these inquiry based practices in the classroom. This promise, however, is not often realized (Foss & Kleinsasser, 1996 Foss, D and Kleinsasser, R. (1996). Pre‐service elementary teachers’ views of pedagogical and ­mathematical content knowledge. Teaching and Teacher Education, 12(4): 429–442. [Crossref], [Web of Science ®] [Google Scholar]; Tillema & Knol, 1997 Tillema, M and Knol, W. (1997). Collaborative planning by teacher educators to promote belief changes in their students. Teachers and Teaching: Theory and Practice, 3(1): 29–46. [Taylor & Francis Online] [Google Scholar]). One reading of why this may be so, relying on and made visible through a poststructuralist analytic lens, is (a) that perhaps the pre‐service teachers’ ability to act in inquiry‐based, generative ways in the classroom does not necessarily follow from, but is produced or constituted in, teaching/learning interactions in school and teacher education, and (b) it may be that pedagogic practices in teacher education unintentionally and invisibly reproduce old epistemologies and ontologies that support knowledge transmission and teacher authority over student authored engagement and construction of ideas. In this paper the premise of a rational, autonomous agent of change on which so much of current practice is based is challenged, and the possible implications for teacher education discussed.     

Action research as a bridge between pre‐service teacher education and in‐service professional development for students and teacher educators

The first part of this paper describes the rationale for and process of engaging student teachers in action research during the fourth and final year of their teacher education, which is also their first year as teachers (induction year). During this year the novice teachers are engaged in an action research project as a compulsory assignment in the course ‘Teacher as researcher’. The objective of the course is to provide novice teachers with reflective tools for systematic examination of their work as teachers. The second part of the paper documents the learning process of the teachers of the course (which can also be viewed as action research), since we jointly planned the course, engaged in reflective dialogues with the students and among ourselves and systematically examined our work by personal diary writing and inviting informal and more formal (questionnaire) feedback from the students. The process of our action research is documented in this paper, whereas the product is hopefully implemented in teaching a better course and in more effective support of our students.

La première partie de cet article explique la logique d'une recherche basée sur l'action menée pendant la quatrième et dernière année de formation éducative, qui par ailleurs est aussi la première année de pratique comme enseignant (année d'essai). Pendant l'année, les novices doivent s'adonner à un projet de recherche pour le cours ‘Enseignant comme chercheur’ dont le but est de leur procurer des outils de réflexion pour pouvoir examiner systématiquement leur travail comme enseignant. La seconde partie de l'article illustre ce que nous, les professeurs du cours, apprenons, ce qui peut être considéré comme recherche basée sur l'action puisque nous avons pensé le cours conjointement, et avons établi des dialogues de réflexion avec les étudiants et entre nous, avons systématiquement examiné notre travail en tenant un journal, avons requis des commentaries critiques formels (sous forme d'un questionnaire) et informels des étudiants. Le processus de notre recherche basée sur l'action est illustré dans cet article et nous espérons que son fruit se fera sentir dans un cours meilleur et un soutien plus efficace des étudiants.

La primera parte de este trabajo describe el racional y el proceso de involucramiento de estudiantes de marcos de formación docente en la investigación en acción, durante el cuarto y último año de su formación, el cual a su vez constituye el primer año como docentes (año de prueba). Durante este año los jóvenes docentes se involucrarán en el proyecto de investigación en acción como una tarea obligatoria en el marco del curso ‘El docente como investigador’. El objetivo del curso es de proveer a los jóvenes docentes de herramientas reflexivas para lograr un análisis sistemático de su labor como docentes. La segunda parte del trabajo documenta el proceso de enseñanza de los docentes del curso, nosotros, que a su vez puede ser visto como una investigación en acción ya que hemos planificado el curso en conjunto, nos sumergimos en diálogos reflexivos con los estudiantes y entre nosotros, y hemos analizado sistemáticamente nuestra tarea a través de la escritura de un diario personal, además de solicitar en forma informal y más formal (cuestionario) una retroalimentación de parte de los estudiantes. El proceso de investigación en acción se documenta en este trabajo, esperamos que el producto del mismo sea implementado en el mejoramiento del curso y un apoyo más eficaz para nuestros estudiantes.

Der erste Teil dieses Artikels beschreibt die Leitgedanken und Vorgehensweise eines Aktionsforschungsprojekts mit Lehramtsstudenten im vierten (somit letzten) Jahr ihrer Ausbildung, das zugleich ihr erstes Jahr als Lehrer ist (‘Bewährungsjahr’). Im Laufe dieses Jahrs sind die Neulehrer verpflichtet, an einem Aktionsforschungsprojekt im Rahmen einer Pflichtlehrveranstaltung, ‘Lehrende als Forschende’ teilzunehmen. Ziel dieser Lehrveranstaltung ist es, Neulehrer mit reflektiven Instrumenten für die systematische Untersuchung ihrer eigenen Arbeit als Lehrer auszurüsten. Im zweiten Teil dieses Artikels wird der Lernprozess der Lehrpersonen dokumentiert, die diese Pflichtlehrveranstaltung gemeinsam entwickelten und abhalten. In kritsch‐reflektivem Dialog mit den Studierenden und miteinander, durch Führen eines perseonlichen Tagebuchs und Auseinandersetzung mit formalen und informalen Reaktionen der Studierenden auf die Lehrveranstaltung, fand somit ein Aktionsforschungsprojekt der Lehrerausbilder selbst statt. Der Lernprozess, der sich in diesem Artikel niederschlägt, wird in einer verbesserten Lehrveranstaltung und einer effektiveren Unterstützung der Studierenden beim Übergang in die Berufswirklichkeit umgesetzt.     

Mathematics anxiety and mathematics teacher efficacy in elementary pre‐service teachers

This study investigated the relationship between mathematics anxiety and mathematics teacher efficacy among 156 elementary pre‐service teachers from a university in the southeastern United States. Data sources included the Mathematics Anxiety Rating Scale (MARS), Mathematics Teaching Efficacy Beliefs Instrument, and pre‐service teacher interviews. Findings revealed a significant, negative relationship between mathematics anxiety and mathematics teachers’ efficacy (r = ?.475, p<.05). Specifically, the pre‐service teachers with the lowest degree of mathematics anxiety had the highest levels of mathematics teacher efficacy. Interviews with pre‐service teachers indicated that their mathematics anxiety is associated with efficaciousness toward mathematics teaching practices and is the basis for their mathematics teaching efficacy beliefs.     

Collaborative learning in pre‐service teacher education: an exploratory study on related conceptions,self‐efficacy and implementation

In this study, the actual position of collaborative learning (CL) in teacher education is examined. One hundred and twenty teacher educators and 369 student teachers are surveyed on general educational beliefs, mental models and conceptions related to CL. The self‐efficacy and the implementation of CL are also taken under scrutiny. The results reveal that CL is highly valued as a teaching strategy for primary school children; however, student teachers do not prefer to collaborate themselves during their learning process. Student teachers’ self‐efficacy towards the use of CL is moderate. Collaborative learning is implemented once in a while in teacher education, and student teachers are not intensively trained in the pedagogical use of CL for their future classroom practice.     

Bridging the gap: needs assessment of science teacher in‐service education in Turkey and the effects of teacher and school demographics

Turkish science teachers' in‐service needs and the effects of teacher and school demographic variables on these needs are examined in this study. In addition, major barriers that prevented science teachers from attending in‐service programmes are investigated. The data for the research were gathered through a survey. This study shows that Turkish science teachers require more instructional materials, laboratory equipment, computers, and software and need in‐service education to integrate these instructional facilities into their lessons. This study also indicates that teacher and school demographic variables have little significance in predicting science teachers' needs.     

Changes to a Chinese pre‐service language teacher education program: analysis,results and implications

The current nation‐wide reform of Chinese primary and secondary education prompted an empirical research project, “An empirical investigation of in‐service English teachers1 1. In this paper, the term “English teacher” refers to a teacher of English language, who teaches English as a second or foreign language. View all notes in primary and secondary schools and a study of a pre‐service language teacher education program”, conducted at Baoding, China. This project is considered as potentially relevant to other Chinese and Asian nations that are engaged in the transformation of their provision of English language instruction. This project was developed in two stages: first, it sought data from in‐service English teachers, using questionnaires and interviews with English teachers from schools differentiated by geographical context and system; and second, these data were used to inform the design of a new pre‐service English teacher education program. In this paper, the consultative processes of Stage 1 are discussed and the teachers' proficiencies in the new direction of teaching English are critically examined. On the basis of these data, reflections and implications of the strengths and weaknesses of the present pre‐service language teacher training program are made.     

Developing into similarity: global teacher education in the twenty‐first century

This article explains the process that is causing systems of teacher education in the EU, the USA and elsewhere to converge into a form of fewer qualitative distinctions. We argue that expansion brought about by processes familiar to globalisation is creating wide differences in the cost of information that incentivises use of standardised patterns for producing teachers. The logic of institutional expansion, like the logic of globalisation, operates as a uniting force across previously regarded nation‐state boundaries and cultural distinctions. This brief study identifies institutional scale and the division of information as key factors that link the interaction of institutions across markets and adds insight into the critically important issues surrounding the production of quality teachers.     

Student‐teachers' evaluation on the use of different modes of problem‐based learning in teacher education

Problem‐based learning (PBL) has been widely adopted in many university programmes. Evaluations of PBL in medicine, dentistry, nursing and social work reveal positive outcomes from both tutors and learners. However, few evaluations have been published about using PBL in teacher education programmes. This paper reports how the 13 student‐teachers in the Integrated Humanities Major Method course evaluated the use of three different modes of PBL delivery, namely: the classical PBL; an alternate pattern of PBL and teacher‐led deductive workshops; and a modified PBL using problem‐based scenario inductive inquiry workshops. The learning experiences of the student‐teachers were captured via an open‐ended questionnaire to discuss the feasibility and receptivity of endorsing full or partial use of PBL in the teacher education programme. The outcome shows strong preference for the use of the modified PBL approach while the majority agreed the classical PBL style is the most challenging among the three modes.     

Preparing pre‐service secondary education majors for inclusive classrooms in the USA

This study serves as a pilot study for a longitudinal study that will be conducted a year later. The purpose of this research is to determine how a course in special education has impacted secondary general education pre‐service teachers’ attitudes towards individuals with disabilities, teaching students with mild disabilities and the degree of their preparedness (self‐reported) in working with students with disabilities. Forty‐two secondary pre‐service teachers’ reflection papers written at the beginning and end of a mandatory special education course (16 weeks) were analysed using qualitative methodology. The findings supported our research hypothesis that a course in special education with necessary components (i.e. introductory special education knowledge, activities designed to enhance students’ dispositions toward students with disabilities, and instructional strategies that will help general education teachers teach students with mild disabilities at the middle and secondary levels more effectively) can be effective in preparing secondary education pre‐service teachers to work in inclusive classrooms.     

Re‐addressing the priorities: new teacher educators and induction into higher education

This article draws on research involving 28 teacher educators in the first 3 years of their careers in the English higher education sector. It discusses the areas of tension they found in making the transition from teaching in the school sector to working in universities, the priorities they identified for their induction and the induction structures and processes available to support them. Previous research on teacher educator induction has identified the need for more consistent and thorough structures. However, the findings of this study show that the current structures and procedures often do not meet the tutors' needs. Overall there is little articulation between different modes of induction, with most tutors still dependent on learning through practice, supplemented by informal ‘apprenticeship’ modes of learning. The article concludes with a discussion of issues and future developments.

Cet article s'inspire d'un travail de recherche auquel ont participé 28 formateurs pédagogiques dans les trois premières années de leur carrière dans le secteur d'éducation du troisième cycle anglais. II examine les sujets de tension qu' ils ont decouverts en effectuant la transition de 1'enseignement en milieu scolaire au travail en milieu universitaire, les priorités qu'ils ont identifiées pour leur période d'intégration professionnelle, et les structures et processus d'intégration mis a leur disposition pour les aider. Des recherches antérieures dans le domaine de 1'intégration professionnelle des formateurs pédagogiques a révéle la nécessité d'avoir des structures d'integration plus homogenes et plus approfondies. Mais les resultats de la présente étude démontrent que, souvent, les structures et les procédures actuelles ne répondent pas aux besoins des enseignants. En général, il y a peu de liens entre les différents modes d'intégration, la plupart des enseignants étant constraints à apprendre par la pratique, agrémentée de modes ‘d'apprentissage’informels. L'article conclue par une discussion sur les problèmes et les développpements futures.

Dieser Artikel basiert auf einem Forschungsprojekt, das mit achtundzwanzig Ausbildern von Englischlehrern für den Hochschulbereich, während ihrer ersten drei Jahre also solche, Der Artikel erörtert, die Spannungspunkte die sie in der Übergangsphase vom Lehren an der Schule zum Lehren an der Universität empfunden haben, die Prioritäten, die sie für ihre Einführung festgestellt haben, und den Einführungsprozess und die Einführungsstruktur, die zu ihrer Unterstiitzung zur Verfügung gestanden haben. Vorangehende Forschungsarbeiten iiber die Einführung von Ausbilder von Lehrern, haben das Bedürfhis nach einer einheitlicheren und griindlicheren Einführungsstruktur festgestellt. Die Ergebnisse dieser Untersuchung haben jedoch herausgestellt, dass die momentanen Strukturen und Verfahren oft nicht mit den Bedürfnissen der Tutoren übereinstimnien. Im Grossen und Ganzen gibt es wenig Meinungsaustausch iiber die unterschiedlichen Art und Weisen von Einführungen, da die meisten Tutoren immer noch vom Lernen durch Praxis, ergänzt durch eine informelle ? Lehrzeit" abhängig sind. Der Artikel schlieBt mit einer Ausführung über Fragen und zukünftige Entwicklungen.

Este artículo aprovecha una investigacíon que se ha hecho entre 28 profesores educadores que han cumplido hasta tres ãnos de sus carreras en el sector de enseñanza superior inglesa. El artículo trata las zones de tension que se han discubierto al hacer el paso de la enseñanza en una esuela a la enseñanza en una universidad, las prioridades para su iniciaciõn que identificaron, y las estructuras y procedimientos de la iniciaciõn disponibles. Investigaciõnes anteriores sobre la iniciaciõn de los profesores educadores habían identificado la falta de estructuras más consecuentes y meticulosas. Pero los descubrimientos de esta investigación confirman que rnuchas veces las estructuras y procedimientos actuales no satisfacen las necesidades de los profesores. En general hay poca articulación entre los diferentes modos de iniciación y en muchos cases los profesores tienen que aprender por medio de la práctica complementado por modos de aprender informales y tipo "aprendizaje". El artículo termina iniciando una evaluación de las consecuencias de estos descubrimientos y unas posibles evoluciónes futuras.     

Teacher candidates' reflections on some components of a pre‐service English teacher education programme in Turkey

This study aimed to explore teacher candidates' reflections on the methodology and practice components of a pre‐service English teacher training programme in Turkey. For this purpose, a qualitative case study method was followed. The participants were 176 senior year students at the Middle East Technical University in Ankara, Turkey. The data were analysed by seeking patterns and themes in relation to each research question. The participants believed that a close connection between the course materials and practical application in real classrooms did not always exist. They also stated that they did not have enough opportunities for micro‐teaching and practice teaching.     

Alternative teacher education in the Netherlands 2000–2005. A standards‐based synthesis

Findings are synthesized from six evaluation studies of alternative teacher certification programs introduced in the Netherlands between 2000 and 2005. The available evidence raises concerns about the feasibility of accelerated workplace learning for aspiring teachers. Intake assessments amounted mostly to selection procedures, while less attention was paid to advising candidates. In candidates' workplace learning, work often overrode learning. They received little mentoring and were offered few opportunities to qualify themselves in all basic aspects of teaching. Conclusions and recommendations regarding the development of alternative teacher education are formulated on the basis of five quality standards for teacher education.

Entre 2000 et 2005, les Pays‐Bas ont mis en place des parcours parallèles pour la formation des enseignants. Dans cet article, l'auteur présente les résultats de six études qui ont évalué la qualité de ces parcours parallèles. Les résultats disponibles soulèvent des questions quant à la possibilté de réaliser des formations accélérées effectuées sur le terrain et destinées aux futurs enseignants. Dans ces formations accélérées, l'évaluation initiale (intake assessment) servait la plupart du temps à sélectionner les candidats tandis que peu d'attention était accordée à la fonction conseil. Lorsque les candidats étaient formés sur le terrain, la pratique prenait le dessus sur la formation. Ils n'étaient guère encadrés et avaient peu l'occasion de se familiariser avec tous les aspects fondamentaux du métier d'enseignant.

S'inspirant de cinq standards de qualité pour la formation des enseignants, l'auteur présente ses conclusions et ses recommandations pour la mise en place de parcours parallèles en ce qui concerne la formation des enseignants.

Se sintetizan los resultados de seis estudios en los que han sido evaluados programas alternativos de certificación de profesores que han sido introducidos entre 2000 y 2005 en los Países Bajos. La evidencia disponible plantea cuestiones sobre la viabilidad de aprendizaje acelerado por futuros profesores en el lugar de trabajo. Las evaluaciones llevadas a cabo se limitaban a menudo a procedimientos de selección, mientras que se solía prestar menos atención al asesoramiento de los candidatos. En su lugar de trabajo, el proceso de aprendizaje de los futuros profesores fue relegado a segundo plano a causa del trabajo. Resultó que los futuros profesores recibieron poca tutoría y que se les ofrecieron pocas oportunidades de cualifarse en todos los aspectos de la enseñanza. Se sacan conclusiones y se hacen recomendaciones en cuanto al desarrollo de programas alternativos de formación del profesorado a base de cinco criterios de calidad para la formación del profesorado.

In diesem Forschungsbericht werden die Ergebnisse von sechs Evaluationsstudien zu den zwischen 2000 und 2005 in den Niederlanden eingeführten alternativen Lehrerausbildungsprogrammen zusammengezogen. Die Befunde lassen Fragen über die Realisierbarkeit von beschleunigtem Lernen während der Arbeit durch ankommende Lehrer aufkommen. Zulassungsprüfungen beinhalteten meistens Ausleseverfahren, wobei der Beratung von Kandidaten weniger Aufmerksamkeit geschenkt wurde. In dem Lernen von Kandidaten während der Arbeit war der Arbeitsaspekt haüfig stärker vertreten als das Lernen. Sie empfingen wenig Betreuung und erhielten wenig Gelegenheit, sich in allen grundlegenden Lehrerfähigkeiten zu qualifizieren. Es werden Schlussfolgerungen und Empfehlungen bezüglich der Entwicklung von alternativen Lehrerausbildungsprogrammen formuliert aufgrund von fünf Qualitätsstandarden zur Lehrerausbildung.     

I felt so guilty: emotions and subjectivity in school‐based teacher education

Research in the field of emotions in relation to teaching is relatively new, but expanding. However, studies addressing the emotional dimension of preservice teacher education, particularly with respect to the role of school‐based teacher educators are currently under‐represented in the literature. This paper reports findings from a study focussed on the emotional dimension of the practicum for school‐based teacher educators as they support preservice teacher colleagues. It adopts a qualitative method informed by feminist post‐structural theory in an attempt to give meaning to teachers’ narratives of their personal responses to supporting a less than successful preservice teacher. The study investigates teachers’ shifting sense of agency throughout the experience as they work within apparently intersecting discursive frames. The case study reveals the depth of emotions experienced by teachers and examines the impact of the emotions on teacher identity. It appears that the tertiary sector has failed to recognise the emotional costs of such experiences and the associated needs of school‐based teacher educators. Finally, the paper asks in what ways can staff in universities work collaboratively with teachers to address the concerns being raised by a study such as this, as there appears to be a genuine need to assist teachers copes with the emotional outcomes of working with problematic preservice teachers.     

The appreciation and realisation of research‐based teacher education: Finnish students' experiences of teacher education

Finnish pupils have scored well on international comparative students' achievement tests. Apparently, this is the main reason for the current wide international interest in the Finnish teacher education system and its research‐based approach. The aim of this article is to describe student teachers' perspectives on the research‐based approach. We will report their attitudes towards the approach and what kinds of experiences they have concerning the realisation of the research‐based approach in their studies. The subjects of the research were part of a special group of students, who all had worked as teachers without being officially qualified to do so before they entered teacher education. The research was carried out as a web‐based survey (n = 113). The questionnaire was based on the structure of the curriculum of the teacher education programme, including items from each part of the curriculum. The subjects were asked about both attitudes and experiences. According to our results, the students appreciate the research‐based approach as the main organising theme of teacher education. They presume that this approach is detectable in every part of their studies, as was the case in most of the courses.

Les étudiants finlandais ont obtenu de bons résultats dans les comparaisons internationales de résultats scolaires. Ceci doit être la raison principale de l'intérêt international aujourd'hui répandu pour la formation des enseignants basée sur la recherche. Cet article traite des vues des futurs enseignants finlandais sur l'approche basée sur la recherche. Plus précisément il s'agit de l'appréciation qu'ils portent à cette approche et de sa mise en ?uvre durant leurs études. Les personnes interrogées sont des étudiants en formation multiforme qui ont travaillé comme enseignants sans qualification avant de commencer la formation et dont la plupart travaillent comme enseignants à côté de leurs études. Le matériel a été obtenu par le moyen d'un questionnaire électronique (n = 113). Les parties du questionnaire étaient basées sur la structure du plan d'études et contenaient des thèses sur chacun des modules d'études. L'étude a porté sur les appréciations et les expériences. D'après les résultats, les étudiants apprécient l'approche basée sur la recherche et en général l'attendent également de leur formation.

Die finnischen Studenten haben gute Resultate in den internationalen vergleichenden Schulleistungstesten (PISA). Vermutlich ist dies die Ursache für die heutige weltweite Interesse für die finnische Lehrerausbildungssystem, das auf der wissenschaftliche Research beruht. Die Ursache für dieses Artikel ist, dass wir finden wollten, welcherlei Aspekte die Referendaren/Innen zu ihrem Studium auf der wissenschaftliche Betonung (research‐based) haben. Wir wollen berichten, welcherlei Einstellungen die Studenten zu diesen Betonung der Studium haben und welcherlei Erfahrungen sie in ihren Studium bekommen haben. Die Studenten in diesem Erforschung sind eine speziale Gruppe. Sie haben alle als unqvalifizierte Lehrer vor ihrem Lehrerstudium gearbeitet. Diese Erforschung wurde als einem Survey in Internet verwirklicht (n = 113). Der Survey war auf den Strukturen des Unterrichtsprogramms für die Lehrerstudenten/Innen begründet. Beinhaltet waren auch Thesen aus allen Teilen des Unterrichtsprogrammes. Es wurden sowohl Bewertungen als auch Einstellungen befragt. Nach unserem Resultaten die Studenten bewerten wissenschaftliche Betonung des Studiums und das erwarten sie auch von dieser Ausbildung. So war es in den meisten Fällen der verschiedenen Kursen.

En comparaciones internacionales sobre resultados escolares, los estudiantes finlandeses han obtenido buenos resultados. Ésta es, con toda probablidad, la razón principal por la cual la formación pedagógica finlandesa basada en la investigación es, actualmente, objeto de gran interés a nivel internacional. En este artículo se estudian las opiniones de alumnos de formación de profesores sobre el enfoque investigador de la formación. Con más exactitud, se trata de saber si los alumnos valoran esta orientación y cómo, según sus experiencias personales, se cumple el enfoque investigador durante sus estudios. Los encuestados son alumnos de la formación multimodal de profesores. Han trabajado como profesores no titulados antes de empezar estos estudios, y la mayoría continúa trabajando como profesores también durante la formación. Los datos fueron obtenidos a través de una encuesta virtual (n = 113). Las diversas partes de la encuesta se basaban en la estructura del plan de estudios de la formación de profesores y contenían afirmaciones sobre cada uno de los componentes del plan. Se estudiaron tanto las valoraciones como las experiencias de los alumnos. Según los resultados, los alumnos valoran el enfoque investigador de la formación y, por regla general, también esperan que sea un aspecto importante de sus estudios.     

Authentic arts‐based learning in teacher education: a musical theatre experience

There is increasing concern over disengagement of teacher candidates during on‐campus periods of pre‐service programs due to the perceived disconnect between educational theory and practice. In response, teacher education has been called to engage candidates in praxis through authentic learning. In this paper, we bring together the fields of teacher education, authentic learning, and arts‐based learning to articulate a means of enhancing pre‐service programs. Specifically, this paper documents and analyzes the process of engaging teacher candidates in an authentic learning experience of a musical theatre production. Data collected from 30 teacher candidates through rehearsal observations, a post‐production questionnaire, and focus group interviews indicated that participation created a sense of community and belonging, as well as developed skills necessary to carry forward art‐based learning activities into their teaching careers.     

Improving pre‐service teacher learning through peer teaching: process,people and product1

This research investigates the perceptions of first‐year Bachelor of Teaching students (primary and secondary) and Diploma of Education students (secondary) about their peer teaching experience in a postgraduate subject called Curriculum and Assessment. Peer teaching is a learner‐centred approach to teaching and learning that is intended to provide significant benefits for learners' knowledge, skills and metacognition. However, concerns have been raised over the quality of the learning and teaching and the risks associated with such a pedagogy. In the present study, student responses to questionnaires and semi‐structured interviews were analysed, using a mixed methods approach, with respect to three broad and somewhat interconnected categories: process, people and product. These responses suggested a wide range of reactions to peer teaching, but overall students feel they benefited from the experience. The findings of this study should be of interest to lecturers and students in pre‐service teacher education courses, especially. Knowledge about peer teaching, learning and assessment would be especially valuable for both education lecturers and beginning teachers seeking to design and manage learner‐centred pedagogy in their own primary, secondary and tertiary classrooms. However, the results of this research would have far‐reaching appeal for all teaching and learning contexts.     

A school‐based project in five kindergartens: the case of teacher development and school development

Kindergarten teachers in Hong Kong are blamed for not putting child‐initiated learning theory into practice. Their competence is challenged. An earlier study (Li, 2003 Li, YL. (2003). Roadblocks to educational reform: investigating knowledge and practice of Hong Kong kindergarten teachers. International Journal of Educational Reform, 12(3): 217–229.  [Google Scholar]) suggested that the professional development of kindergarten teachers was limited by their inability to extend thinking beyond their own personal concerns so that the needs of the children were not the major determinant of their classroom practice. It was argued that to confront and modify the teachers' personal beliefs the presence of models, action research and joint collaborative activity were the keys. This report was a follow‐up study of a school‐based project, providing opportunities for teachers to engage in collaborative investigation of school curriculum and of pedagogical innovations. In this study, the practice and belief of a group of around 60 teachers were tracked during their participation in the project and the merits of peer coaching, mentoring and collaborative teamwork were examined. Classroom observations and semi‐structured interviews (40–60 minutes) were adopted as the main research procedure. Teaching records, videoed teaching episodes and feedback on project workshops were sources of data collected for triangulation. The findings of the study suggest that collegiality holds some promise for change in teachers' practice, though questions concerning the constancy of change are of concern.