10 SES 13 B, Preparing Pre-School Teachers for Family School Partnerships: International perspectives
“Quality teachers make a quality system” (Tan, Liu, & Low, 2017, p. 4). As such, teacher education institutions aim to equip teachers not only with the knowledge and competence to teach well but also to develop strong commitment to do the best for their students (Darling-Hammond, 2001). In this symposium, we will present 4 case studies of innovative pedagogies in the teacher education programmes from Switzerland, New Zealand and Singapore.
Dr Carola Mantel and Prof Esther Kamm, from the University of Teacher Education Zug, Switzerland, will be presenting on student teachers’ learning experiences during their international practicum. Student mobility programmes are often believed to be beneficial. Therefore, this study aims to find out more about the quality of the mobility experience among primary school student teachers. A group discussion will be conducted with approximately 10 student teachers who have returned from their international practicum to understand their perceived learning during this journey.
Dr Mirjam Kocher and the team from the Zurich University of Teacher Education will be presenting on the second career teachers’ workplace learning. The shortage of teachers in Switzerland has led to the introduction of the training programmes for candidates over 30 years old with a bachelor’s degree and working experiences. The researchers believed that the knowledge and skills obtained in their first career and life experiences would be transferable to the teaching profession within a short period of time. This training programme is being evaluated longitudinally and the study presented in this symposium includes teachers who started their programme between 2012 and 2014. The findings of this study contribute to the teaching curriculum for second career teachers’ workplace learning.
Next, Mrs Beverly Cooper and Prof Bronwen Cowie from the University of Waikato, New Zealand, will be presenting on two longitudinal research projects that have informed the initial teacher education programme design at the university. In the first project, the presenters will discuss about the Collaborative University School Partnership (CUSP) from 2012 to 2016 - a reframed practicum programme for the first-year student teachers as a result of the collaboration between the university and seven schools. The nature of the collaboration and the decision making processes were investigated and key findings are presented. The second project focused on the Mathematical Reasoning and Thinking in Initial Teacher Education (MARKITE). As teachers are expected to not only be proficient in their mathematical reasoning but also to be able to critically use these mathematical thinking and reasoning across all aspects of their professional role, this study aims to examine how this thinking programme could support student teachers’ mathematical thinking and reasoning not just in the mathematics courses.
Last but not least, Dr Bee Leng Chua will be presenting on the use of e-Portfolio at National Institute of Education (NIE), Nanyang Technological University Singapore. NIE aims to develop teachers who are thoughtful, reflective, and innovative in teaching pedagogies for the best of their learners (Tan, Liu, & Low, 2012). The e-Portfolio was introduced to facilitate students’ aggregation and integration of their learning in the initial teacher preparation programme. Using the e-Portfolio, student teachers build their conceptual map of teaching and learning, by collating and combining diverse forms of artefacts that are meaningful to them. It serves as a platform for student teachers to articulate their teaching philosophy, shares their beliefs on learning and teaching, and inquire into their teaching practices. This study aims to examine (i) the motivational profiles of the student teachers when building their e-Portfolios and (ii) the relationships between these motivational profiles and student teachers’ teacher identity, metacognitive processes, and perceived ability to inquire.
Tan, O. S., Liu, W. C., & Low, E. L. (2017). Teacher education futures: Innovating policy, curriculum and practices. In O. S. Tan, W. C. Liu, & E. L. Low (Eds.), Teacher education in the 21st century: Singapore's evolution and innovation (pp. 1-9). Singapore: Springer. Tan, O. S., Liu, W. C., & Low, E. L. (2012). Educational reforms and teacher education innovations in Singapore. In O. S. Tan (Ed.), Teacher education frontiers: International perspectives on policy and practice for building new teacher competencies (pp. 71-91). Singapore: Cengage Learning Asia.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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