Alternative Teacher Education Programmes

This article examines the ways in which the development of alternative initial teacher education programs in England and Canada over the last two decades serve to challenge some of the taken-for-granted assumptions underlying established models of initial teacher education in both jurisdictions, and also to broaden the pool of people who have access to the profession. The article offers a brief, initial account of the development of a standard model of initial teacher education in both countries that is characterized as being: university governed and university based; primarily full-time; incorporating a standard curriculum, with admission requirements that generally reflect the traditional academic expectations of the university; and which is funded jointly by the student and the state. Against this standard model the article examines the development of alternative or flexible models in both Canada and England. Three programs are described in some detail – The Brandon University Northern Teacher Education Program, The University of Manitoba’s Weekend College Teacher Education Program, and The University of Nottingham’s Flexible, Modularized Post-Graduate Certificate in Education Program – and each is examined in terms of the ways in which it challenges the assumptions embedded in traditional teacher education programs. At a time when attracting talented and committed teachers constitutes an important issue facing public education systems in both countries, the ability to construct high quality initial teacher education programs that can provide access to the profession to as wide a cross-section of the population as possible will be an important contribution to meeting this challenge.

The paper is devoted to the consideration of the problem of finding approaches to assessing the level of formation of teachers’ readiness for research activities, as one of the important components of their professional practice. Recognition of the significance of the phenomenon under consideration in the educational sphere and the realization that the system of pedagogical support for research activities of future teachers in pedagogical higher educational institutions, and teachers in the system of raising their qualifications to some extent outdated, require their substantial renewal. In this connection, the problems of searching for approaches to the study of ways of forming teachers’ readiness for research activities become relevant, which makes it necessary to build a model of such readiness itself. The aim of the paper is to analyze the state and develop a model of readiness for research activities of students of a pedagogical higher educational institution and teachers of educational institutions. The main research methods are theoretical analysis of scientific and psychological-pedagogical literature devoted to the problem of research, testing of teachers of general educational institutions, bachelors and masters studying at a pedagogical university, methods of mathematical processing of statistical data. Means of researching the problem posed is criterion-based questionnaire-test tools, which allow to identify correlation dependencies between the indicators of the components of readiness for research activities and the levels of its formation. The study was conducted on the basis of the Krasnoyarsk State Pedagogical University named after VP. Astafyev with the participation of bachelors, master and teachers of educational institutions. The analysis of the state of the problem of research activities in the training of future teachers in a pedagogical university and teachers of educational institutions based on questionnaire and test diagnosed tools revealed correlations between the indicators of the four components in the structure of students’ readiness for research (motivational, cognitive, activity, reflexive) and levels this readiness (student, practitioner, theorist, research leader). The obtained dependencies and research data allowed to form a model of readiness for research activities of students of a pedagogical university and teachers of educational institutions, describing the degree of formation of each component at each level. The article materials may be useful for the organization of computer diagnostics of the readiness in question. Such diagnostics will not only allow automated identification of the level of readiness for research activities, but also give recommendations on the development of a particular characteristic, show how close the respondent is to the next level and what he needs to do to do this.

Although research on teacher reflection has substantially grown in the past decades, little is known about how reflection could be integrated in teacher education programs. The current study explored the potential of reflection as a tool for teacher education among Iranian EFL teachers through the use of individual and peer reflection. Data were collected before, during, and after the teacher education program from semi-structured interviews and reflective journals. The analysis of the data showed that while the teachers were not adequately familiar with the principles of reflection before the course, they gradually learned how to use the course content for their personal reflection and use in their classes in relation to their individual and peer reflection. After the course, the teachers showed great interest to be exposed to alternative teacher education programs and learned to situate their course learning within their own engagement in reflective practice. The study provides implications for teacher educators regarding how to include individual and peer reflection approaches in pre-service and in-service teacher education programs so that teachers could become more reflective in their teaching practices.

In this retrospective longitudinal study we examined which characteristics of 114 Dutch adolescents, aged 12–18 years, and their environment, predicted (un)successful completion of a non-residential alternative educational program for adolescents with complex problems, who are at risk for school drop-out or residential placement. The adolescents received care and education in a non-residential alternative educational facility (School2Care) for a mean period of 9.6 months (SD = 5.5 months). 69% successfully completed the program, and 31% unsuccessfully completed the program, ending in residential placement or living at home without school attendance, work or internship. Case file analyses showed that younger age, disruptive behavior disorder and one-parent families predicted unsuccessful program completion. It should therefore be examined whether the alternative educational program can be improved to better meet the needs of younger adolescents, adolescents with disruptive behavior disorder, and from one-parent families.

SUMMARY In recent years teacher education colleges have started to offer more alternative routes to teaching in secondary education. The development is a response to teacher shortages but also to a change in thinking about teaching as a profession, professional learning and the school as site of learning. Three alternative routes were studied. The characteristics of the new students and the way teacher colleges adapt their programmes to these new students are discussed. The alternative teacher education programmes realise characteristics of 'work-based learning' to a certain extent, but not yet fully. Alternative routes are a promising development in teacher education, opening new opportunities to enter teaching, and marking a change in the role of schools as important environment of teachers' professional learning.

The indomitable spirit of higher education paves the way for the growth of a nation in the political, economic, social, intellectual and spiritual dimensions. Teacher education is one of the areas in higher education which trains student-teachers in pedagogy, which in turn helps them to train the young minds of educational institutions. The “Fate of the nation is decided in the classroom,” is a remark made by the Education Commission of India. Such classrooms are created by committed and dedicated teachers. These teachers are trained in teacher education institutions. Teacher education institutions should maintain quality to ensure the academic excellence of trainees who come into the teaching profession. Quality is a comparative standard prescribed for those institutions that are on the quest for output brilliance. Quality assurance in teacher education reflects on the high profile of the institution and the competency of student-teachers. The present study on the application of principals of TQM in teacher education institutions in India has exposed the tangibility of institutions in the perception of teachers based on eleven quality indicators, such as principal as leader, teacher quality, linkage and interface, students, co-curricular activities, teaching, office management, relationships, material resources, examinations and job satisfaction. A total of nine colleges of education was selected to collect data. The exploratory technique under the survey method of research design was used for the study. A tool - ‘Teacher Institutional Profile’ (TIP) - was constructed, standardized and used for data collection. Quantitative and qualitative analyses were made for finding and interpreting results. The findings focus on the strong and weak areas of various teacher education institutions according to the quality indicators. The study recommends further strengthening of quality indicators, which are already strong, and the revamping of weaker quality indicators. It is also recommended that institutions should adhere to the quality standards set by national and international assessment and accreditation bodies. In conclusion, the global scenario expects skilled teachers to produce students with a versatile personality for which teacher education should be strengthened.

This chapter discusses an analysis of how action research can be used to develop collaboration between teacher education institutions and the practical field, aimed at enhancing professional relevance in teacher education. The context is an innovation project concerning teacher education schools conducted by the Department of Vocational Teacher Education at Oslo Metropolitan University – OsloMet and three upper secondary schools (the LUSY project). Methodological principles in two central approaches to action research, educational action research and dialogue-based action research, are analysed with a focus on how they can contribute to strengthening coherence and relevance in teacher education. The fundamental principles of each approach and the relationship between them are related to development plans in the LUSY project. Together, the principles and initiatives constitute an action research methodology aimed at professionally relevant teacher education. A core aspect of the methodology is dialogue conferences, which facilitate the exchange of experiences regarding professional and organizational development needs and possible initiatives at each educational institution. This then leads to research-based development projects initiated and carried out in close collaboration between teachers and teacher educators. Regular sharing of experiences from the projects is crucial. The chapter demonstrates how education, development, and research can be anchored in professional work both as a teacher and as a teacher educator, as well as within the operations of each school and teacher education institution. Such anchoring can contribute to creating relevance, cohesion, and continuity in teacher education.

Education systems have a key role to play in preparing future citizens to engage in sustainable living practices and help create a more sustainable world. Many schools around the world have begun to develop whole-school approaches to education for sustainability (EfS) that are supported by national and state policies and curriculum frameworks. In addition, the United Nations Educational, Scientific and Cultural Organization’s (UNESCO) guidelines for teacher education (2005) and the United Nations (UN) Sustainable Development Goals (2015) are setting an agenda and direction that builds on the activity and focus generated by the UN Decade of Education for Sustainable Development (2005–2014). Initial teacher education, however, lags behind in the effort to build the capacity of new teachers to initiate and implement such approaches (Evans, Stevenson, Lasen, Ferreira & Davis, 2017;Steele, 2010). Evidence suggests this is because there is limited or no core environmental or sustainability knowledge or pedagogy being provided in a thorough and systematic fashion through initial teacher education and in-service courses and programs (Bjo rneloo & Nyberg, 2007; Evans, et al., 2017; Ferreira, Ryan & Tilbury, 2007). A major reason for this state of affairs is that teacher education is a complex process and sustainability is a complex concept. Teacher education systems have multiple interconnected, hierarchical levels; institutionalized subsystems; complex rules; and numerous stakeholders and interest groups with competing agendas (Ferreira & Ryan, 2012). Sustainability is also a complex, context-dependent concept with multiple variations and interpretations ranging from ‘weak’ to ‘strong’ (Neumayer, 2013). While teacher educators have a well-developed understanding of education systems, few have the knowledge, skills, and dispositions to incorporate a sustainability orientation into their teaching of teacher education students (UNESCO, 2005). The challenge for teacher education, therefore, is to develop teachers who understand and can employ an EfS framework to inform their future teaching and learning practices (UNESCO, 2005). The initiative discussed in this book sought, over a decade, to address this challenge through implementing a systems approach to embedding sustainability in teacher education institutions in Australia. We provide an overview of the key stages of this initiative, discuss our rationale, and explain the model used to facilitate change. Additionally, we offer descriptive exemplars illustrating changes in teacher education facilitated through the initiative and provide a ‘how to’ guide and key lessons learnt. These are resources to be employed by those seeking to facilitate a system-wide change initiative in their organizations.

The regulation of teacher education is important to promote quality educator preparation across the world, and many countries have regulatory bodies in the attempt to ensure this. Yet, the quality of teacher education in many corners of the globe is falling. Lack of maintenance and deterioration of professional standards are found in various programs and policies, for example, in access or admission policies, appointment of personnel, infrastructure maintenance, and modes or styles of delivering pedagogical skills, among others. Teacher education programs around the world are not governed by a single system. There are various modes though which teacher education is offered, such as departments of education in universities or institutions, independent teacher education universities or institutions, and the like. Regulatory bodies regarding teacher education, which originated after the middle of the 20th century, mainly perform these prime functions: provide recognition or affiliation to the teacher education institutions based on certain criteria; set standards for the infrastructure of the institutions for running the programs; define or regulate the curricula of the programs; and formulate guidelines for the award of certificates, diplomas, and degrees. The nature and functions of regulatory bodies vary from country to country, keeping in mind the contextual demand of teacher education in the respective countries. Teacher education regulatory bodies are more visible in federal or decentralized countries because of the diverse features and complex nature of their teacher education systems. A regulatory body becomes dysfunctional when it deviates from its main concerns and objectives; for example, it is observed in some cases a regulatory body of teacher education performs accreditation-related functions, whereas in other cases the accreditation body of education performs the regulatory function of teacher education. Yet, the regulatory bodies of teacher education should work according to the mandates and objectives entrusted to them. When a regulatory body of teacher education system is free from impediments that affect it and works with zeal to achieve its mandates, it can effectively increase the quality of the teacher education system. The stakeholders of a teacher education system feel better about the system when its regulatory body is transparent, constructive, and trustworthy.

Professional Learning Community (PLC) is a platform that is recognizable to the development of professionalism among educators as well as the aspects of teaching and learning of educators. A professional learning community, or PLC, is a group of educators that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. Therefore, an initiative has been taken by the Institute of Teacher Education Malaysia (IPGM) to cultivate PLC among teacher educators in all 27 IPGs in Malaysia. One of the collaborative tools recommended for its application is Lesson Study (LS). LS is seen as a collaborative tool that focuses on student learning and is implemented collaboratively. A study was conducted by applying LS in the Teaching and Learning process (PdP) at Raja Melewar Teacher Education Institute to student teachers in the Post -Education Diploma Program (PDPP) for Philosophy and Educational Development in Malaysia (EDUP2072). The students involved are students majoring in History and TESL. A total of two cycles were implemented and the results of each cycle were shared with fellow teacher educators and given improvements before the implementation of the 2nd cycle. Observations were carried out during the TnL process by seven fellow teacher educators as well as one expert. A reflection session was held immediately after the end of each TnL and discussed. The results of the study found that i. LS can provide an impact on student learning towards better understanding and clarity, ii. Collaboration between teacher educators can produce a healthy culture in the organization and iii. Cultivation of LS among teacher educators can promote the cultivation of PLC in Teacher Education Institutes in Malaysia. Overall LS and KPP should be given focus by all instructional leaders in Teacher Education Institutes and The Institute of Teacher Education Malaysia (IPGM) as a culture and in an effort to develop the professionalism of teacher educators.

Aim: to evaluate the level of knowledge about dental trauma injury and first aid skills among teachers of educational institutions by means of a survey in Moscow, Russia. Materials and methods: A questionnaire, consisting of 4 parts and including 20 questions, including questions from the category of own experience in working with this problem, awareness of the problem of complete dislocation of the tooth, first aid skills and motivation for training. Several questions have multiple answers. The survey accepted 56 people from 1 educational institution. Results: the study indicated the knowledge level of teachers to be quite low. Early help reduces the risk of complications. The priority treatment provided within the educational institution will seriously affect the increase in the number of positive outcomes. Timely assistance, which can be provided by teachers from among the teachers of educational institutions, significantly reduces the risk of developing complications that can negatively affect the psychoemotional health of the child in adolescence. Early diagnosis, prophylaxis or treatment of dentate abnormalities at an early age help to avoid further progression of pathologies, save material means and time. Conclusions: the authors identified a lack of first aid skills in working with children who received an acute tooth injury, as a result of this, the need was revealed to train teachers of school educational institutions in theoretical and practical foundations for this group of pathologies, to conduct further clinical studies that will improve the epidemic situation around the world and in Russia in particular.

Despite decades of curricular change and the introduction of language pedagogies emphasising meaning and communication, teachers of English in Chilean schools still tend to favour traditional methods and focus largely on discrete language. Using data from stimulated recalls, interviews and observations with preservice teachers, interviews with teacher educators and schoolteachers and analysis of official documents and materials, the article explores the design of materials by a group of Chilean preservice teachers and identifies why one of the main rationales mediating their materials design is subordinating topics, the content‐related themes guiding lessons, such as culture, historical characters and lifestyles, to discrete language. The preservice teachers' beliefs, their mentoring teachers and contradictions within the national curriculum emerged as pivotal factors reinforcing this phenomenon. Data also suggests that the ways in which teacher education standards are adopted by their teacher education programme could reinforce this subordination of topics, notwithstanding the standards' communicative orientation. The article stresses the need to provide more materials development instruction in teacher education, it highlights the need to re‐evaluate how the standardisation of teacher education is adopted by teacher education institutions and shows that researching materials design can illuminate persisting issues in language education.

<p><span style="font-family: Times New Roman;"><span style="color: #131413; font-size: medium;">This paper draws on the findings of a recent and extensive literature review to examine the efficacy of pull-out education programs (alternative programs) in schools in relation to student learning, well-being, and pathways. It synthesises the research on alternative education programs and their contribution to student outcomes using three main conceptual categories: how sustainable these programs are — their </span><span style="font-size: medium;"><span style="color: #131413;"><em>stickability</em>; how effective these programs are in achieving their stated purpose of improving and enhancing vulnerable students’ learning, well-being, and pathways — their <em>transformability</em>; and how these programs may be used successfully in other locations and contexts — their <em>transmittability. </em>It concludes with recommendations for future practice, suggesting that school systems should prioritise prevention and early intervention in providing support to vulnerable students in ways that take account of students’ own reasons for why they are disengaged from schooling.</span></span></span></p>

The paper discusses the international scenario of teacher education,drawing from the systems and practices prevalent in various countries of the world,including in Europe,North America,Japan,Latin America,and in India.It highlights how teacher education scenario and its priorities have evolved and changed over time,with changing perceptions of the role of the school teacher,the differing priorities attached to education (in general) and teacher education specifically by the various Governments across different points in time, and manner in which pre-service teacher education has metamorphized over time in terms of course content, course duration, role of Universities, the differing levels of autonomy to teacher education institutions, and how government policies have shaped teacher education systems. Of particular significance is the various phases and waves of teacher education which evolved over time across countries (particularly in Europe),the evolution of two models of teacher education – the Consecutive model and the Concurrent model and their adoption in different countries,the impact of education policy initiatives on teacher education systems, such as those in the USA, and how recommendations of the various commissions/committees on education shaped teacher education environment, as in India.The paper also discusses the heterogeneity of practices in terms of course duration,entry level qualifications,etc.,both across countries and even within a country (such as in India,Japan,England, Latin America).The paper also highlights how changing perceptions of the quality of the teacher education institutions led to regulatory challenges and the statutory and other instrumentalities which were used to meet such challenges.In respect of India,the paper discusses in brief the recent developments impacting teacher education environment in the country, including the recommendations of the Justice Verma Commission on Teacher Education (August, 2012) and National Education Policy, 2020, the development of the Integrated Teacher Education Programme (ITEP), and how the National Council of Teacher Education (NCTE), the statutory body on teacher education, has risen up to meet the expectations arising of these recommendations.

Purpose The purpose of this paper is to identify challenges in education for sustainable development (ESD) implementation in teacher education institutions (TEIs) in Vietnam and propose some appropriate solutions to advance ESD in training teachers toward sustainability. Design/methodology/approach The authors interviewed ten lecturers and 75 students in five TEIs across Vietnam and organized focus groups to obtain qualitative data which were coded to identify themes and provide quantitative results for analysis. Findings ESD-related topics were included in both formal and non-formal education. However, there remains a wide gap between ESD cognition and ESD teaching capacity among teacher trainees due to the prevalence of top-down pedagogy, large classes and poor facilities. Through strengthening collaboration among multiple stakeholders, TEIs should achieve more effective ESD approaches. Research limitations/implications Future research is required to examine the role of non-formal educational educators, NGOs, for instance, in training teachers about ESD. Practical implications Low-cost initiatives generating from the paper may be applied in higher education institutions, particularly in training teachers across developing countries. Social implications The paper analyses the key role of lecturers in ESD implementation and promotion which should be useful for ESD educators. Originality/value The paper points out current challenges in ESD implementation in TEIs in Vietnam and suggests some solutions which may be applied in ESD teaching education in other developing countries.