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Practicums as part of teacher education are important for teacher students' professional development. Co-operative teachers support students' learning during practicums, but in the early childhood education (ECE) context the work community of the ECE center is also seen as an essential part of the practicum environment. This study investigated ECE teacher students' perceptions of the practicum work community's significance for their professional development. The data were collected by focus group interviews (N = 8) involving teacher students (N = 20) during their final practicum period. The data were analyzed by using qualitative content analysis. The results revealed that students perceived the work community as an environment for their learning and well-being, and as an enabler of students' participation and agency, as well as a form of support for mentoring. These factors were seen to influence the students' perception of an ECE teacher's profession and the versatility of students' opportunities to practice the skills expected of an ECE teacher. In addition, these factors were considered important for building confidence in professional competence and commitment to the ECE field. The results highlight the importance of improving practicum work communities' functioning, interaction atmosphere, and understanding on their significance in practicum in supporting student teachers' professional development. [ABSTRACT FROM AUTHOR]

Finland is committed to inclusive education as many other countries too. In this study, we examined Finnish student teachers' attitudes towards inclusion using an electronic questionnaire. In total, 277 students participated. The open responses were studied as various teacher students', class, subject or special education students' narratives of inclusion. The results showed that student teachers' attitudes, except special education student teachers, were quite negative. The most common narratives told about lack of resources, about pupils and/or teachers suffering in inclusive settings, about good parts of segregation and about a positive attitude, followed by a but, like: yes it's good, but. Full inclusion was not supported, but other forms, like partial inclusion, were more seconded. We conclude that future teachers need more knowledge about and a better understanding of inclusion and diversity. [ABSTRACT FROM AUTHOR]

The main purpose of the study was to explore Chinese student teachers' experience during their practicum and what they reported as ethical dilemmas and how these experiences affected them in terms of professional development as well as emotional well-being. Through the analysis of qualitative data collected from forty-three participants' interviews, this study identified six most commonly reported ethical dilemmas, including: formal curriculum versus informal and hidden curriculum; family agenda versus educational standards; loyalty to colleagues versus school norms; confidentiality versus school rules; conformism dilemmas and red-envelope dilemmas and found that dilemmas about formal curriculum versus informal and hidden curriculum were the dominant workplace ethical dilemma for student teachers. The results also showed that the majority of the student teachers reported experiencing negative emotions or painful memories, which may hinder their development of professional competencies and overall wellbeing. Thus, the study argues that student teachers' frequent encounters with ethical dilemmas highlight the challenges faced by teacher educators in transferring knowledge between university and school environments, and student teachers should be equipped with essential emotional regulation strategies that could benefit them in their future work. [ABSTRACT FROM AUTHOR]

The main purpose of the study was to explore Chinese student teachers’ experience during their practicum and what they reported as ethical dilemmas and how these experiences affected them in terms of professional development as well as emotional well-being. Through the analysis of qualitative data collected from forty-three participants’ interviews, this study identified six most commonly reported ethical dilemmas, including: formal curriculum versus informal and hidden curriculum; family agenda versus educational standards; loyalty to colleagues versus school norms; confidentiality versus school rules; conformism dilemmas and red-envelope dilemmas and found that dilemmas about formal curriculum versus informal and hidden curriculum were the dominant workplace ethical dilemma for student teachers. The results also showed that the majority of the student teachers reported experiencing negative emotions or painful memories, which may hinder their development of professional competencies and overall wellbeing. Thus, the study argues that student teachers’ frequent encounters with ethical dilemmas highlight the challenges faced by teacher educators in transferring knowledge between university and school environments, and student teachers should be equipped with essential emotional regulation strategies that could benefit them in their future work.

A university based on a hundred-year history of teacher training centers was founded in the year 2000 under the name of "Farhangian University that the purpose is to provide, train and empower the teachers and staff of the Ministry of Education to provide exemplary citizenship to the community and nurture Iranian citizens. This study was a correlational and correlational study that was conducted on all students of Yazd Farhangian University. The results showed that half of the statistical population was 20 years old and only 16% were married. Also, the mean scores of religious values ​​indexes (61.6), goal orientation (67.5) and organizational citizenship behavior (82.5) were also between the religious values ​​at work and goal orientation. There is a positive relationship with organizational citizenship behavior. In addition, these two variables accounted for a total of 54% of the changes in organizational citizenship behavior of students at Farhangian University. In this regard, it seems that in order to have future citizens, we need to educate the targeting and spirituality variables in the work and social environment.

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Copyright of Journal of the Association of Arab Universities for Higher Education Research is the property of Journal of the Association of Arab Universities for Higher Education Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to investigate the existing status of technical competencies of student teachers according to UNESCO standards. The method of this research is of descriptive-survey type. The statistical population consisted of students of undergraduate teachers at Tarbiat University, Shahid Rajaee Technical Secretariat. Student research samples were teachers who were graduated in the final semester and were selected by simple random sampling. The final sample size was 65 people according to Klein (2003). The research tools included: a) Student Teacher Technology Competency Questionnaire based on the UNESCO standard; b) Functional Test Questionnaire and Checklist for assessing the status quo. Data were analyzed by descriptive and inferential statistics (Kolmogorov-Smirnov test and single-group t). The results showed that the status quo of the technical qualifications of the student-teacher according to UNESCO standards is in all three components of technology literacy, knowledge deepening and knowledge creation at a moderate to low level. Also, the average of the overall research questionnaire was 2.18. Using t-test, it was in the medium to low range.

The study aimed to preliminary study on science process of science teacher candidates, the environmental conservation based on local wisdom is investigated. Participants were 95 science teacher candidates from Thailand and 71 from Indonesia. Data were collected through scientific literacy questionnaire on Baduy's society. Percentage, mean, standard deviation, and non-parametric statistics were used. Findings showed that Thai science teacher candidates had mean score higher than those Indonesian science teacher candidates at 0.05 level of statistics. Science process on environmental conservation need to be implemented in teacher students due to it can make them to meet real science. [ABSTRACT FROM AUTHOR]

The article deals with the features of promoting and organizing professional pedagogical mobility of educators in the European context. Therefore, theoretical framework of the current research includes relevant documents of the Bologna Process (the Sorbonne Declaration, the Bologna Declaration (1999), the Prague Communiqué (2001), The Berlin Communiqué (2003), The Bergen Communiqué etc.). It was specified that one of the main objectives of the Bologna process was to promote mobility of educators since it is an indispensable condition for the existence and development of the European Higher Education Area (EHEA). It was indicated that professional mobility of educators occupied a prominent place in the Bologna process, determined attractiveness and competitiveness of the EHEA worldwide and improved the quality of higher education and research. It was clarified that the following important aspects of the international dimension of teacher training and professional mobility of educators providing such training should be considered in order to improve the international mobility of teacher students: teachers of the native language for foreigners should have experience of study in the country of the language taught; it is important to encourage HEIs to recognize school work internships related to the teaching subject that were completed abroad in the framework of the study exchange programme; development of international faculties in HEIs should be encouraged. It was found that the following ways could enhance the international dimension of teacher training and support professional mobility of educators providing such training: an acknowledgement of the importance of this particular student group as well as a commitment to improving the framework conditions, such as national regulation which may hinder the mobility of teacher training students. It was concluded that professional pedagogical mobility in the European context was targeted at culminating the personality of teacher students - future educators. Based on the obtained findings, some relevant recommendations were outlined to enhance the quality of professional pedagogical mobility of future educators in Ukraine. [ABSTRACT FROM AUTHOR]

This qualitative article discussed the collaboration skills and pedagogical solutions of Thai teachers and teacher students as those were presented during the academic year 2014–15. Subsequently, the data were produced by teachers’ in-service activities and students’ workshops. Discussion adapted the latest research on topic, addressing two questions: (1) Do student teachers and experienced teachers see the modern collaboration skills similarly? (2) What are the main pedagogical solutions Thai teachers and teacher students tend to rely on? In brief, Thai teachers did not seem to be team workers. Sharing any professional information with colleagues was limited. Teacher students were more collaborative inside their age group. Regarding pedagogical solutions, the main trend was teacher centered. Thai teachers thought that teaching on group level also served individual needs and fostered all students’ motivation to learn. To develop learning environments to a more interactive direction, more surveys of in-service and preservice needs and skills would be needed.