ARTICLE

PERCEPTION OF PROSPECTIVE TEACHERS ABOUT PRACTICES OF SUSTAINABLE COMPETENCIES LEARNED DURING PRESERVICE TEACHERS PROGRAM

  1. HOME
  2. ARTICLE

36 Pages : 485-502

http://dx.doi.org/10.31703/grr.2018(III-I).36      10.31703/grr.2018(III-I).36      Published : Dec 2018

Perception of Prospective Teachers about Practices of Sustainable Competencies Learned During PreService Teachers Program

Abstract

    The quality of teachers and teaching depends on prospective teacher education programs which have been enthusiastic to gain competencies among teachers. Therefore, to attain essential teacher competencies during teacher training programs has great meaning to prepare prospective teachers for the teaching profession. This research focused to explore the pre-service teachers perceptions about practices of competencies they learned during the teacher education program. Through survey research data was collected from B.Ed. Hons student through an instrument. A convenient sampling technique was employed. The result of data shows no significant difference in competencies practices on basis of gender and sector, the only significant difference was seen in in-service teacher competencies, where in-service show high mean score in particular competencies practices as compared to the pre-service teacher. Researchers should focus on these variables and plan their orientations according to the perceived lack of prospective teachers

    Teacher Education, Sustainable Competencies, Quality Education

    (1) Ambreen Siddique
    PhD Scholar,University of Education, Lahore, Punjab, Pakistan.
    (2) Muhammad Anwer
    Assistant Professor,University of Education,Lahore, Punjab, Pakistan.
    (3) Huma Lodhi
    Assistant Professor,University of Education,Lahore, Punjab, Pakistan.
Fulltext PDF

References

  • Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. journal of Digital Learning in Teacher Education, 134-143.
  • Abell, S. K. (2007). Handbook of Research on Science Education.Mahwah, NJ: Lawrence Erlbaum Associates
  • Bandura, A. (1989). Social cognitive theory. In R. Vasta, Annals of Child Development(pp. 1-60). Greenwich: CT: JAI Press
  • Bellah, R. N., Madsen, R., Sullivan, W. M., Swidler, A., & Tipton, S. M. (1985). Habits of the Heart: Individualism and Commitment in American Life.University of California Press.
  • Bertschy, F., Künzli , C., & Lehmann , M. (2013). Teachers' Competencies for the Implementation of Educational Offers in the Field of Education for Sustainable Development. sustainability, 5068-5080.
  • Boyers, E. L. (1997). Scholarship reconsidered: Priorities of the professoriate.San Francisco: Jossey-Bass
  • Brauer, J. (2010). Teacher creativity and teacher professional competency. Teacher/Mentor, 1-22
  • C, T. S. (2004). Reflective Practice in Action:80 reflection Breaks for Busy Teacher.Thousand Oaks, CA: Corwin Press.
  • Chong, S., Choy, D., & Wong, A. L. (2008). Pedagogical Knowledge and Skills of Preservice Primary School Teachers.AARE Conference
  • Cochran-Smith, M. (2004). Taking Stock in 2004: Teacher Education in Dangerous Time. Journal of Teacher Education, 12(3), 247-256
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education.USA: Taylor & Francis e-Library
  • Darling-Hammond, L. (2006). Constructing 21st Century teachers education. Journal of Teacher Education, 300-314
  • Darling-Hammond, L. (2014). One Piece of the Whole: Teacher Evaluation as Part of a Comprehensive System for Teaching and Learning. American Educators, 4-14
  • Dean, T., & McMullen, J. (2007). Toward a theory of sustainable entrepreneurship: Reducing environmental degradation through entrepreneurial action. Journal of Business Venturing, 22, 50-76.
  • Dean, T., & McMullen, J. (2007). Toward a theory of sustainable entrepreneurship: Reducing environmental degradation through entrepreneurial action. Journal of Business Venturing, 22, 50-76
  • Depaepe, F., Roy, P. V., Torbeyns, J., & Kleickmann, T. (2018). Stimulating pre-service teachersÂ’ content and pedagogical content knowledge on rational numbers. Educational Studies in Mathematics, 197-216
  • Dewwy, J. (1916). Democracy and Education, An Introduction to the Philosophy of Education.New York, Macmillan.
  • Dictionary, O. O. (n.d.). Retrieved February 11, 2020, from https://www.google.com/search?q=meaning of sustainable
  • Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do.San Francisco, CA: Jossey-Bass.
  • Education, M. o. (2017). Generic Teaching Competence.Ankara: Head Office of Teacher Training and Development.
  • Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 1013-1055
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education.America New York: McGraw Hill Companies
  • Fullen, M., & Hargreaves, A. (1992). Teacher Development and Educational Change.New York: The Falmer Press
  • Garet, M. S., Porter, A., Desimon, L., Birman, B., & Yoon, K. S. (2001). What makes Professional Development Effective? Results from a National Sample of Teachers. American Educational Research Journal, 915-945
  • Gay, G. (2005). A synthesis of scholarship in multicultural education.Naperville, IL: North Central Regional Educational Laboratory
  • Gay, G. (2005). A synthesis of scholarship in multicultural education.Naperville, IL: North Central Regional Educational Laboratory
  • Halim, L., M. Meerah, T., & Buang, N. A. (2010). Developing pre-service science teachersÂ’ pedagogical content knowledge through action research. Procedia Social and Behavioral Sciences, 507-511
  • Hawley, W., & Valli, L. (1999). The Essentials of Effective Professional Development: A New Consensus. In L. Darling-Hammond, & G. Sykes (Eds.), Teaching as the Learning Profession: Handbook of Policy and Practice.San Francisco, CA: Jossey-Bass
  • Jumani, N. B. (2007). STUDY ON THE COMPETENCIES OF THE TEACHERS TRAINED THROUGH DISTANCE EDUCATION IN PAKISTAN.Islamabad: Allama Iqbal Open University Islamabad, Pakistan.
  • Jumani, N. B., & Abbasi, F. (2015). Teacher Education for Sustainability in Pakistan.common creativeness attribution, 1-5
  • Karasar, D., & Eggen, P. (2005). Introduction to Teaching: Becoming a professional.Upper Saddle River, NJ: Pearson Education
  • Kervin, L. K., & Turbill, J. (2003). Teaching as a craft: Making links between preservice training and professional practice. English Teaching: Practice and Critique, 22-34
  • Killen, R. (2005). Effective Teaching Strategies: Lesson from Research and Practices.Australia: Thomson
  • L.R.Gay, Mils, G. F., & Peter, A. (2012). Educational Research Competencies for Analysis and Applications.United State of America: Pearson Education, Inc.
  • Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 465-491.
  • Laitsch, D. A., Heilman, E. E., & Shaker,P. (2002). Teacher Education, Pro-Market Policy and Advocacy Research. Teaching Education, 13(3):251-271.
  • Lubanga, F. X. (2011). Competency Profile for the Primary School Teacher in Uganda.Uganda: Ministry of Education and Sports
  • M.S.Bawa, & Nagpal, B. M. (2010). Developing Teaching Competencies.Daryaganj, New Delhi: Vinod Vasishtha for Viva Books Private Limited.
  • Mangin, M. M., & Stoelinga, S. R. (2010). The Future of Instructional Teacher Leader Roles. The Educational Forum, 49-62
  • Mangin, M., & Stoelinga, S. (2009). The Future of Instructional Teacher Leader Roles.The Educational Forum, Kappa Delta Pi
  • MEB. (2006). Generic teacher competencies.Ankara: Turkish Republic Ministry of National EducationGeneral Directorate of Teacher Training
  • MEB. (2008). Öğretmenlik yeterlikleri.Ankara: Oğretmenlik mesleği genel ve özel alan yeterlikleri
  • Medley, D. M. (1982). Teacher competency testing and the teacher educator. Association of Teacher Educators and Bureau of Educational Research in Charlottesville, 1-43
  • Merriënboer, J. J., & KirsChner, P. (2007). Ten Steps to Complex Learning: A New Approach to Instruction and Instructional Design. 244-253
  • Merrienboer, J. J., Clark, R. E., & Croock, M. B. (2002). Blueprints for complex learning: The 4C/ID-model. Educational Technology Research and Development, 39-61.
  • National Academies of Sciences, E. a. (2018). Supporting Mathematics Teachers in the United States and Finland: Proceedings of a Workshop.Washington, DC: The National Academies Pres
  • OECD. (2010). Teacher Professional Development: Europe in international comparison.Office for Official Publications of the European Union
  • Pedro, J. (2006). Taking Reflection into the Real World of Teaching. KAPPA DELTA PI RECORD, 129-132.
  • Ploum, L., Blok, V., Lans, T., & Omta, O. (2017). Toward a Validated Competence Framework for Sustainable Entrepreneurship.Wageningen, Netherlands: SAGE Publications
  • Ranjan, N., & Rahman, N. (2003). Role of Teacher in Enhancing Learning Achievement of Child & Emphasis on Teacher Skill Development, Knowledge Building, and ICT.India: OneWorld South Asia.
  • Richardson, V., & Placier, P. (2001). Teacher Change. In V. R.'s son, handbook of research on teaching 4th ed(pp. 905-47). New York: Macmillan.
  • Rieckmann, M. (2011). Developing Key Competencies for Sustainable Development.Leuphana University of Lüneburg: Institute for Environmental and Sustainability Communication.
  • Rogers, E. M. (2003). Diffusion of Innovations (5th Ed).New York: Free Press
  • Sahito, Z., & Vaisanen, P. (2017). Dimensions of Quality in Teacher Education: Perception and Practices of Teacher Educators in the Universities of Sindh, Pakistan. International Journal of Higher Education, 44-54
  • Schon, D. A. (1983). The reflective practitioner: How professionals think in action.New York: Basic Book
  • Schon, D. A. (1996). Educating the Reflective Practitioner. Toward a New Design for Teaching and Learning in the Professions.San Francisco, CA: Jossey-Bass
  • Selke, M., & Alouf, J. (2004). Position Framework.Association of Teacher Educators
  • Stronge, J. H., Ward, T. J., & Gran, L. W. (2011). What Makes Good Teachers Good? A Cross-Case Analysis of the Connection Between Teacher Effectiveness and Student Achievement. Journal of Teacher Education, 339-355
  • Sturgis, C., & Patrick, S. (2010). When Success Is the Only Option: Designing Competency-Based Pathways for Next Generation Learning. Nellie Mae Foundation Education, 42
  • Subba, D. (2014). Democratic Values and Democratic Approach in Teaching: A Perspective. Science and Education Publishing, 37-40
  • UNESCO. (2005-2014). UN Decade of Education for Sustainable Development.Paris: United Nations Educational, Scientific Cultural Organization
  • UNESCO. (2005-2014). United Nations decade of education for sustainable development.Paris: international implementation scheme, UNESCO, Paris
  • UNESCO. (2012). Education for sustainable development.Paris: United Nations Educational, Scientific and Cultural Organization
  • Vygotsky, L. (1980). Mind in Society: The Development of Higher Psychological Processes.Cambridge: Harvard University Press http://urdu.wordinn.com/sustainable
  • Webster, M. (2020, February 24). .Retrieved from Google Chrome.Yuksel, Ä°., & Saglam, S. (2018). Are pre-service teachers competent enough? Across-sectional analysis of ELT pre-service teachers perceived teacher competencies. European Journal of https://www.merriam-webster.com/dictionary/practice

Cite this article

APA

    APA : Siddique, A., Anwer, M., & Lodhi, H. (2018). Perception of Prospective Teachers about Practices of Sustainable Competencies Learned During PreService Teachers Program. Global Regional Review, III(I), 485-502. https://doi.org/10.31703/grr.2018(III-I).36

CHICAGO

    CHICAGO : Siddique, Ambreen, Muhammad Anwer, and Huma Lodhi. 2018. "Perception of Prospective Teachers about Practices of Sustainable Competencies Learned During PreService Teachers Program." Global Regional Review, III (I): 485-502 doi: 10.31703/grr.2018(III-I).36

HARVARD

    HARVARD : SIDDIQUE, A., ANWER, M. & LODHI, H. 2018. Perception of Prospective Teachers about Practices of Sustainable Competencies Learned During PreService Teachers Program. Global Regional Review, III, 485-502.

MHRA

    MHRA : Siddique, Ambreen, Muhammad Anwer, and Huma Lodhi. 2018. "Perception of Prospective Teachers about Practices of Sustainable Competencies Learned During PreService Teachers Program." Global Regional Review, III: 485-502

MLA

    MLA : Siddique, Ambreen, Muhammad Anwer, and Huma Lodhi. "Perception of Prospective Teachers about Practices of Sustainable Competencies Learned During PreService Teachers Program." Global Regional Review, III.I (2018): 485-502 Print.

OXFORD

    OXFORD : Siddique, Ambreen, Anwer, Muhammad, and Lodhi, Huma (2018), "Perception of Prospective Teachers about Practices of Sustainable Competencies Learned During PreService Teachers Program", Global Regional Review, III (I), 485-502

TURABIAN

    TURABIAN : Siddique, Ambreen, Muhammad Anwer, and Huma Lodhi. "Perception of Prospective Teachers about Practices of Sustainable Competencies Learned During PreService Teachers Program." Global Regional Review III, no. I (2018): 485-502. https://doi.org/10.31703/grr.2018(III-I).36