•Competences for SRB in teaching plans differ from students' training perceptions.•Student-teachers feel they lack the basic competences needed to manage behaviour.•Dual system student-teachers do ...not feel better prepared in SRB than others.Early Childhood degree students are those who best value their SRB competences.•Students specialised in diversity do not feel more prepared in SRB than the rest.
The growing concern in classrooms over the increase in disruptive behaviour and its management poses the need to investigate the teaching competences that can help teachers to promote self-regulation of behaviour (SRB) among children. This requires an inclusive approach that understands behaviour in a holistic way, taking into account the whole context. Therefore, different competences need to be activated that together enable teachers to promote children's SRB. This article identifies which specific competences of 923 teaching plans of the five public Catalan universities would contribute to preparing student teachers to foster children's SRB. The perceptions of 929 final-year student teachers on the training they had received were collected using a questionnaire. The most present competences in the teaching plans are pedagogical, inclusive, teacher reflection and collaboration. Among the least present are communication and classroom management, although they are the most essential for promoting children's SRB. Participants reported that the contribution of university subjects to promoting children's SRB is scarce and is largely limited to external regulation strategies instead of supporting children's SRB. In terms of behaviour management as a fundamental and incipient aspect of fostering children's SRB, student teachers do not feel that they even have the key competences for managing behaviour in the classroom, although there are differences between universities and degrees. The active role of student teachers in children's SRB should be enhanced during initial teacher education, even in the attention to diversity specialisation and in the dual system programme. There is an urgent need for universities to equip student teachers with competences to promote children's SRB. The competence profile should be clarified and unified, so that this set of competences can be worked on in a complementary, cross-curricular and practical way in different subjects, regardless of teaching specialisation.
The Italian school system has a long tradition of inclusive education, starting in the 1970s with the first experiences of integrating students with disabilities into regular schools. Since then, ...legislation has developed to guarantee students with disabilities and other special educational needs the right to individualization and personalization. This article presents the main developments in Italian inclusive education, documenting both positive outcomes and ongoing challenges, especially those which could be of interest for international readers. The article is structured around three relevant themes: the persistent influence of an individual-medical model of disability on school practices; support opportunities and additional resources for inclusion; and monitoring and evaluation mechanisms and their role in the improvement of the quality of inclusion.
This book invites us to critically reflect on the value of research in, on and for teacher education. It explores the nature and role of teacher education research and identifies ways to enhance its ...value for policy and practice. It gathers together studies that deploy a wide range of methodologies, including small-scale practitioner-focused research and large-scale empirical studies, considering the value of both approaches for the development of teacher education research that is meaningful for practice, but also valid and relevant for policy. The studies collected in this book were undertaken in different countries and put forward powerful messages for teacher education research in the 21st century. The ultimate objective is to contribute to the generation of a knowledge base for teacher education, identifying strategies and acknowledging challenges. The various arguments presented here can be utilised by teacher education policymakers, practitioners and researchers wishing to enhance the role of teacher education research in their own countries and contexts. Contributors are: Evi Agostini, Herbert Altrichter, Rinat Arviv, Ilanit Avraham, Tali Berglas-Shapiro, Yvonne Brain, Charalambos Charalambous, Michalis Christodoulou, Ina Cijvat, Gerry Czerniawski, Ricarda Derler, Maria A. Flores, Ulla Fürstenberg, Conor Galvin, Ainat Guberman, Mirva Heikkilä, Tuike Iiskala, Fjolla Kacaniku, Lisa-Maria Lembacher, Joanna Madalińska-Michalak, Aziza Mayo, Jonathan Mendels, Stephanie Mian, Mirjamaija Mikkilä-Erdmann, Hagit Mishkin, Jan Morgenstern, Helma Oolbekkink-Marchand, Nazime Öztürk, Katrin Poom-Valickis, Elena Revyakina, Kari Smith, Marco Snoek, Vasileios Symeonidis, Jullia Tölle, Triin Ulla, Anu Warinowski, Heike Wendt and Cinzia Zadra.
In this article, competencies of teachers for an age of migration where students with refugee and migration background are part of many classrooms are tied to the question why a current reform in ...initial teacher education failed to adjust to an urgent need. The country under scrutiny for this case-study is Austria. The focus is on the curricula of secondary teacher education. It had to be developed along the new Bologna architecture-a top-down requirement-and bottom-up filled with content by the teacher educators of the institutions involved in the reform. First, I will give a short historical and present-day sketch of migration and schooling in Austria in the light of international data and the comparative context integration theory. Secondly, I will discuss relevant topics in initial teacher education and present data from the TALIS 2018 survey. Thirdly, I will describe the reform of the initial teacher education in Austria and discuss four hypotheses why it did not manage to respond to the needs of today's socio-culturally, linguistically and religious highly diverse schools.
The professional standards for teachers provide the competences needed for this occupation, in function of the level of education and of the career stages. This study aims to discover the most ...important training factors which contribute to the acquisition of teacher competences and to establish the implications for teacher education. We have used a mixed-method design as the procedure for collecting, analyzing, and combining both quantitative and qualitative data. To detect the main agents in the teacher competences’ achievement, we applied a questionnaire and we asked the personal opinion of the teachers regarding their evolution in the career. The findings indicated that the principal factor was the individual study, followed by the continuing professional development, through training courses, the collaborative learning, and, almost on the last place, the initial teacher education. Implications for teacher education: the changes in the future are incalculable, so we have to rethink the teacher education to ensure future teachers able to learn and adapt themselves to different conditions. We appreciate the recommendations to reform teacher education in the context of lifelong learning very useful (Dolan, 2012) and we will study the applicability of them in our university.
The importance of students' learning to learn competence for academic achievement, as well as their well‐being at school and in life, is increasingly emphasised by educators and policy makers in ...national curricula and educational strategies. In an uncertain and complex world, learners need to become autonomous, be able to analyse challenges and apply knowledge in different contexts, address complex tasks, and create new knowledge. This article explores concepts and approaches to the development of students' learning to learn competence in the context of education in Estonia. First, the conceptualisation, model and dimensions of learning to learn competence are described and related challenges for teachers are analysed. Second, an overview of Estonian teachers' current practices, beliefs, knowledge, skills and occupational standards relevant to students' learning to learn competence is provided. We discuss how Estonian teacher education policy may enhance or inhibit the work of teachers when supporting students to develop learning to learn competence. Future directions for teacher educators and how to prepare teachers to support the development of students' learning to learn competence are suggested.
The article presents the content analysis of posts posted on the teachers Facebook group Me, The Teacher. The material comes from two periods: March–June 2020 (the beginning of the COVID-19 pandemic) ...and December 2021 (the last moment when distance learning was common in schools). Teachers’ perspective, the biggest challenges during COVID-19 pandemic and the most popular strands from teachers’ narratives were presented. The article discusses such topics as: preparing schools for remote work, teaching competences related to online work, school rituals, the caring function of the school and the trust of the teaching community in the government and the decisions they make.
This study investigated the effect of online summative and formative assessments on 30 Iranian English as foreign language teachers’ teaching competences. Everything being equal in terms of ...participant homogeneity and classroom video-based teacher induction for 21 sessions, significant differences in teaching competence improvements on three assessment interventions were sought using pretest/posttest time series design. The assessment interventions included online summative assessment (teachers receiving online feedback after their classroom observation), teachers online portfolio writing formative assessment (teachers receiving feedback after content analysis of their portfolios) and online collaborative discussion formative assessment (ECDF) (teachers’ receiving feedback in the discussion forum). Classroom observation, content analysis of e-portfolios, and log analysis of ECDF were used to code indicators of teacher competence improvements according to a scoring schema to fill teacher balanced score card (TBSC). The teacher competences were measured on TBSC in pre- and post-assessment interventions. The results of Paired sample
t
test and ANCOVA (analysis of covariance) indicated improved teacher competences across all-time series measures. Comparatively, teaching competences were more affected in ECDF assessment intervention where collaborative reflection and feedback were exchanged. Implications for education practitioners were provided and suggestions were offered for further research in the light of the limitations of the study.
El artículo que se presenta tiene como objetivo fundamental conocer la opinión de los futuros maestros sobre sus competencias para llevar a cabo prácticas inclusivas. El estudio planteado tiene un ...diseño de carácter exploratorio-descriptivo, donde se elabora y valida un instrumento para recoger información del alumnado en los grados de Educación Infantil y Primaria. La muestra está configurada por 121 estudiantes de los últimos cursos. El cuestionario diseñado ad hoc ofrece propiedades psicométricas altamente satisfactorias, fiabilidad global muy alta (α = .916), y la confiabilidad de las 15 variables que lo configuran se sitúa entre .90 y .92, obteniendo una alta correlación entre ellas. Las variables se agrupan en tres factores que explican el 64,75 % de la varianza. Globalmente las puntuaciones son altas y las diferencias en las valoraciones no son significativas según el Grado, siendo esas diferencias significativas cuando manifiestan conocer algún caso de discapacidad de forma cercana.
PDF
