1 / 33

THE AIM of Teacher Education Programmes

THE AIM of Teacher Education Programmes.

scot
Download Presentation

THE AIM of Teacher Education Programmes

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. THE AIM of Teacher Education Programmes To develop professionals who are reflective practitioners with the ability to build on students’ prior knowledge, life experiences and interests and so be empowered to become responsible and productive citizens of their individual countries, the region and the world.

  2. Framework Academic programmes are critical to developing professional teachers therefore it should be • aligned with international trends governing Teacher Education programmes • driven by Standards • a synthesis of course content, pedagogy, theory of foundation courses in educational issues and field experiences • organized in learning environments that promote inquiry, creativity and critical thinking.

  3. CHALLENGES

  4. CHALLENGE- Diversity in Certification

  5. Moving Forward

  6. ESTABLISHED STANDARDS IMPLICATIONS OF THE CHALLENGES & CONCERNS

  7. ORGANIZATIONS WITH A MANDATE TO ENSURE QUALITY IN TEACHER PREPARATION

  8. National Council for Accreditation of Teacher Education (NCATE) • Founded in 1954 • Accredit teacher certification programs in U.S. • Established • to ensure quality in preparing teachers for their vocation • To improve the quality of teacher preparation programmes. • To ensure quality even though diversity is a concern STANDARDS were established to govern programmes and thus guarantee QUALITY

  9. United Kingdom Accreditation Service (UKAS) • Sole national accreditation body recognised by government to assess, against internationally agreed standards • It accredits organisations that provide certification, testing, inspection and calibration services.

  10. AUSTRALIA • Developed a system to ensure quality teachers across institutions throughout the country and one that was homogenous • Established a national framework for professional teaching standards, as recommended by Ministerial Council on Education, Employment, Training and Youth Affairs, (MCEETYA) 2003.

  11. AUSTRALIA • “The intention of a National Framework for Professional Standards for Teaching is to provide the basis for agreement on and consistency around what constitutes quality teaching. The establishment of the national standards, it is argued, does not replace those developed at a local level. “ (Sim, 2002)

  12. UNDERSTANDING CONTEXTIn order to Translate Standards Context

  13. ACADEMIC STANDARDS

  14. CURRICULUM DESIGN AND PLANNING • Embedded on three fundamental frames/ areas

  15. CURRICULUM DESIGN AND PLANNING Expectations and Needs of Society Graduates from the region’s teacher education programmesshould play a pivotal role in preparing its children for citizenship, thus help to ensure local and regionalexcellence, integrity and stability in a global environment.

  16. CURRICULUM DESIGN AND PLANNING Ideals of the Profession The professional teacher must be a positive model for all to emulate; in short, teachers must help to mold the ideal Caribbean person and in so doing shape the Caribbean society. The profession is governed by some underpinning principles which ought to be maintained.

  17. CURRICULUM DESIGN AND PLANNING • Philosophy, Mandate & Vision of the Institution • In order to channel the natural adaptability, creativity and resilience of our society into directions that provide growth, institutions offering teacher education should be driven by a philosophy which facilitates the development of professionals competent to contribute to the achievement of desired societal goals.

  18. SOURCES OF EVIDENCE • Records of interaction with partners in the teaching/learning process • PMAP Report • Institution’s policy documents • Student & staff handbooks • Prospectus • Minutes of various types of whole institutional and/or departmental meetings • Evidence of interaction with staff on developmental planning • Academic calendar • Curriculum documents/course outlines/programmeoutlines • Self and peer assessment • Records of curriculum revision • Timetables • Student evaluation of courses • Annual institution and departmental reports and self-studies • Motto, Vision, Mission must be prominently displayed

  19. CURRICULUM DELIVERY AND EVALUATION • The dynamism, flexibility and intentions of the planned curriculum ought to be reflected in the manner in which the curriculum is transacted and put to practice. • Meaningful interconnections among the theoretical, practical, institutional and field based activities are important considerations for effective curriculum transaction. • There should be coordination between and among the various units of the institution and the various learning activities.

  20. CURRICULUM DELIVERY AND EVALUATION • Procedures for the assessment for and of student learning along with mechanisms for providing and using feedback to enrich the curricular inputs are valued and are equally significant. • The process of assessment should take into account the learner, the nature of teaching and teacher development.

  21. SOURCES OF EVIDENCE • Academic calendar e.g. schedule of seminars etc • Staff and student handbooks • Student evaluation of programme • Course outlines • Timetables • Notes from inter and intra departmental meetings • Evidence of joint planning and team teaching • Records of service clubs and other service learning and/or community related activities • Student records • Evaluation protocols • Register of assets • Reports of various types • Faculty record of course activities • Staff/departmental diaries • Lesson Plan evaluations • Course assessments • Minutes of Staff/Student liaison meetings • Record of observation • Inventory lists

  22. FIELD EXPERIENCES AND TEACHING PRACTICUM Field experiences and the teaching practicum are critical programme components for the preparation of teachers. IMPORTANCE: • They provide opportunities for student teachers to integrate the knowledge, skills, and professional dispositions they have acquired throughout their programme of study into a variety of settings appropriate to the content and level of their programme. • Well-designed and sequenced field experiences and practicum help student teachers understand the school setting and develop the competence necessary to strengthen their skills, as teachers.

  23. SOURCES OF EVIDENCE • MOUs with cooperating schools and designated practicing schools • Handbook on the filed experience/teaching practice • Evaluation instruments for the practicum • Clearly developed outlines of field experience activity • Guidelines for student-teachers, field, supervisors and cooperating schools • Reports of external reviewers • Evaluation by student-teachers of their experiences • Assessment and evaluation • Assessment and evaluation instruments for the internship reports of site visits.

  24. FACULTY Faculty/teacher educators are critical to the development of high quality professional teachers for the region’s education system. Teacher Educators should be: • models of good teaching • able to help student teachers develop multiple teaching strategies. • engaged in communities of practice and • model good teaching built on reflective practice and • demonstrate a commitment to lifelong professional development.

  25. SOURCES OF EVIDENCE • Lecturer’s CVs • Faculty handbook • Student and staff satisfaction surveys • Departmental reports/records • Faculty Appraisal Protocols • Faculty appraisal instruments • Institutional self-studies • Faculty portfolios • Staff handbooks • Record of institution’s professional development programme • Publications

  26. STUDENT SUPPORT AND PROGRESSION Students in teacher education programmes are being prepared to operate as professionals. The extent of their learning and absorption during the programme depends considerably on the experiences provided by the institution. • Along with access to available learning resources and physical amenities, it is essential that the students perceive cohesiveness and experience active involvement in the institution - both with the staff and their peers. • Institutions must ensure that they have the capacity to provide for the many dimensions of student needs

  27. SOURCES OF EVIDENCE • Student satisfaction surveys • Staffing and organization of guidance and counseling department • Institution admission policy and guidelines • Records of and facilities for clubs • Student handbook • Infrastructure and appropriate interventions to facilitate students with special needs • Records of funding for co-curricular activities • Student council representative on institution’s governing body

  28. ACADEMIC STANDARDS

  29. Keep in mind that STANDARDS are about • Quality • Equivalencies • Improvement • Individual Context • Embracing Diversity • Transcending Borders • Sustaining the brand

  30. Consider This ! ”Quality is never an accident. It is always the result of high intention, sincere effort, intelligent direction, and skillful execution. It represents the wise choice of many alternatives.” -Willa A. Foster

  31. I Thank You

More Related