Preservice teachers perspectives about coherence in their teacher education program

Goh, Swee Choo

QR Code Link :
Type :	article
Subject :	L Education (General)
Main Author :	Goh, Swee Choo
Additional Authors :	Wong, Kung Teck Esther T. Canrinus
Title :	Preservice teachers perspectives about coherence in their teacher education program

Place of Production :	Tanjong Malim
Publisher :	Fakulti Pembangunan Manusia
Year of Publication :	2019
Corporate Name :	Universiti Pendidikan Sultan Idris

Abstract : Universiti Pendidikan Sultan Idris

While different countries have inherited different methods of teacher preparation, all countries aim for coherent programs, i.e. universitybased courses are aligned with classroom practice. Yet, most published empirical research is based on data from western countries and focuses on a single feature of coherence (e.g., coherence between campus and internships). Our study examines a Malaysian teacher education university’s effort to increase program coherence, investigating 446 preservice teachers’ perceptions of various features of coherence. The preservice teachers represent six different specialist areas in the Bachelor of Education. Across these areas, the program was generally perceived as coherent. Observed differences between the areas, potentially stem from a dissonance among teacher educators about how to integrate theory and practice. Change efforts require time to implement and teacher educators discuss their beliefs about coherent teacher education to ensure coherent practices and to enable their preservice teachers to create a coherent understanding of teaching.

References

1. Assaf, L. C., R. Garza, and J. Battle. 2010. “Multicultural Teacher Education: Examining the Perceptions, Practices, and Coherence in One Teacher Preparation Program.” Teacher Education Quarterly 37 (2): 115–135.

2. Bartolomé, L. I. 2004. “Critical Pedagogy and Teacher Education: Radicalizing Prospective Teachers.” Teacher Education Quarterly 31 (1): 97–122.

3. Buchmann, M., and R. E. Floden. 1991. “Programme Coherence in Teacher Education: A View from the USA.” Oxford Review of Education 17 (1): 65–72. doi:10.1080/0305498910170105.

4. Cabaroglu, N. 2014. “Re-Visiting the Theory and Practice Gap through the Lens of Student Teacher Dilemmas.” Australian Journal of Teacher Education 39 (2): 89–109. doi:10.14221/ajte.2014v39n2.10.

5. Canrinus, E. T., K. Klette, and K. Hammerness. 2017. “Diversity in Coherence: Strengths and Opportunities of Three Programs.” Journal of Teacher Education. Advance online publication. doi: 10.1177/0022487117737305.

6. Canrinus, E. T., K. Klette, K. Hammerness, and O. K. Bergem. 2019. “Opportunities to Enact Practice in Campus Courses: Taking a Student Perspective.” Teachers and Teaching Theory and Practice 25 (1): 110-124. doi: 10.1080/13540602.2018.1526171.

7. Canrinus, E.T., O. K. Bergem, K. Klette, and K. Hammerness. 2017. “Coherent Teacher Education Programmes: Taking a Student Perspective.” Journal of Curriculum Studies 49 (3): 313-333. doi: 10.1080/00220272.2015.1124145.

8. Capella-Santana, N. 2000. “Voices of Teacher Candidates: Positive Changes in Multicultural Attitudes and Knowledge.” Journal of Educational Research 96 (3): 182–190. doi:10.1080/00220670309598806.

9. Clift, R., and P. Brady. 2005. “Research on Methods Courses and Field Experiences.” In Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education”, edited by M. Cochran-Smith and K. Zeichner, 309–424. Mahwah, NJ: Lawrence Erlbaum Associates.

10. Cochran-Smith, M., D. Davis, and K. Fries. 2004. “Multicultural Teacher Education: Research, Practice and Policy.” In Handbook of Research on Multicultural Education, edited by J. Banks and C. Banks, 931–975. New York: MacMillan.

11. Darling-Hammond, L. 2006. Powerful Teacher Education: Lessons from Exemplary Programs. San Francisco, CA: Jossey-Bass.

12. Darling-Hammond, L. 2014. “Strengthening Clinical Preparation: The Holy Grail of Teacher Education.” Peabody Journal of Education 89 (4): 547–561. doi:10.1080/0161956X.2014.939009.

13. Dillon, D., S. Bullock., K. O’Connor., A. Martin., T. Russell, and L. Thomas. 2014. “Place-Based Teacher Development: Placing Practicum Learning at the Heart of Pre-Service Teacher Education.” In Becoming Teacher: Sites for Teacher Development in Canadian Teacher Education, edited by L. Thomas, 94–120. ON: Canadian Association for Teacher Education. Accessed 7 July 2017. https://www.researchgate.net/publication/292996225_Place-based_Teacher_Development_ Placing_Practicum_Learning_at_the_Heart_of_Pre-service_Teacher_Education Duarte, V., and T. Reed. 2004. “Learning to Teach in Urban Settings.” Childhood Education 80 (1): 245–250. doi:10.1080/00094056.2004.10522807.

14. Falkenberg, T., K. Goodnough, and R. MacDonald. 2014. “Views on and Practices of Integrating Theory and Practice in Teacher Education Programs in Atlantic Canada.” Alberta Journal of Educational Research 60 (2): 339–360.

15. Field, A. 2005. Discovering Statistics Using SPSS. London: Sage.

16. Flores, M. A. 2016. “Teacher Education Curriculum.” In International Handbook of Teacher Education, edited by J. Loughran and M. L. Hamilton, 187–230. Singapore: Springer.

17. Flores, M. A., P. Santos, S. Fernandes, and D. Pereira. 2014. “Pre-Service Teachers’ Views of Their Training: Key Issues to Sustain Quality Teacher Education.” Journal of Teacher Education for Sustainability 16 (2): 39–53. doi:10.2478/jtes-2014-0010.

18. Geoghegan, N., D. Geoghegan., S. O’Neill, and R. White. 2004. “Preservice Early Childhood Teachers’ Self-Efficacy, Teacher Preparedness and Facilitating Children’s Learning of Concepts in Multiple Contexts.” Paper presented at the Australian Association for Research in Education, Melbourne, November 28.

19. Geraedts, C., K. T. Boersma, and H. M. C. Eijkelhof. 2006. “Towards Coherent Science and Technology Education.” Journal of Curriculum Studies 38 (1): 307–325. doi:10.1080/00220270500391589.

20. Goh, P. S., and B. Matthews. 2011. “Listening to The Concerns Of Student Teachers in Malaysia during Teaching Practice.” Australian Journal of Teacher Education 36 (3): 12-23. doi: 10.14221/ ajte.2011v36n3.2.

21. Goh, P. S. C., and D. Blake. 2015. “Teacher Preparation in Malaysia: Needed Changes.” Teaching in Higher Education 20 (5): 469-480. doi: 10.1080/13562517.2015.1020780.

22. Goh, P. S. C., and E. T. Canrinus. forthcoming. “Preservice Teachers’ Perception of Program Coherence and Its Relationship to Their Teaching Efficacy.” Pertanika Journal of Social Science & Humanities

23. Goh, P. S. C., and K.T. Wong. 2014. “Beginning Teachers’ Conceptions of Competency: Implications to Educational Policy and Teacher Education in Malaysia.” Educational Research for Policy and Practice 13 (1): 65-79. doi: 10.1007/s10671-013-9147-3.

24. Goh, P. S. C, and Q. Yusuf. 2017. “Validation of The Malaysian Version of the Teacher Education Program Coherence Questionnaire.” Australian Journal Of Teacher Education 42 (12): 42-59. doi: 10.14221/ajte.2017v42n12.3.

25. Goh, P. S. C., Q. Yusuf, and K. T. Wong. 2017. “Lived Experience: Perceptions of Competency of Novice Teachers.” International Journal of Instruction 10 (1): 20-36. doi: 10.12973/iji.2017.1012a.

26. Hammerness, K. 2006. “From Coherence in Theory to Coherence in Practice.” Teachers College Record 108 (7): 1241–1265. doi:10.1111/j.1467-9620.2006.00692.x.

27. Hammerness, K., and K. Klette. 2015. “Indicators of Quality in Teacher Education: Looking at Features of Teacher Education from an International Perspective.” International Perspectives on Education and Society 27 (1): 239–277. doi:10.1108/S1479-367920140000027013.

28. Hammerness, K., K. Klette, and O. K. Bergem. 2014. “Coherence and Assignments in Teacher Education: Teacher Education Survey.” Accessed 19 December 2018. https://www.uv.uio.no/ ils/english/research/projects/cate/

29. Hatlevik, I. K. R. 2014. Meaningful Coherence. [Meningsfulle Sammenhenger]. Oslo, Norway: Allkopi.

30. Ikhsan, O., and M. S. Norila. 2016. “Relationship between Student Teachers’ Achievement in Professional Education Courses and Their Achievement in Teaching Practices.” Journal of Research, Policy & Practice of Teachers & Teacher Education 6 (2): 5–15.

31. Irvine, J. J. 2003. Educating Teachers for Diversity: Seeing with a Cultural Eye. New York: Teachers College Press.

32. Jenset, I. S., K. Klette, and K. Hammerness. 2018. “Grounding Teacher Education in Practice around the World: An Examination of Teacher Education Coursework in Teacher Education Programs in Finland, Norway, and the United States.” Journal of Teacher Education 69 (2): 184–197. doi:10.1177/0022487117728248.

33. Joos, T. A., A. Liefländer, and U. Spörhase. 2019. “Student Perspective on Coherence in Teacher Training.” [Studentische Sicht auf Kohärenz im Lehramtsstudium]. In Coherence in Teacher

34. Education [Kohärenz in Der Lehrerbildung], edited by K. Hellmann, J. Kreutz, M. Schwichow, and K. Zaki, 51–67. Wiesbaden: Springer.

35. Kennedy, M. M. 2006. “Knowledge and Vision in Teaching.” Journal of Teacher Education 57 (3): 205–211. doi:10.1177/0022487105285639.

36. König, J., A. Bremerich-Vos, C. Buchholtz, S. Lammerding, S. Strauß, I. Fladung, and C. Schleiffer. 2017. “Modelling and Validating the Learning Opportunities of Preservice Language Teachers: On the Key Components of the Curriculum for Teacher Education.” European Journal of Teacher Education 40 (3): 394–412. doi:10.1080/02619768.2017.1315398.

37. Korthagen, F., J. Loughran, and T. Russell. 2006. “Developing Fundamental Principles for Teacher Education Programs and Practices.” Teaching and Teacher Education 22 (8): 1020–1041. doi:10.1016/j.tate.2006.04.022.

38. Leinhardt, G., K. McCarthy Young, and J. Merriman. 1995. “Integrating Professional Knowledge: The Theory of Practice and the Practice of Theory.” Learning and Instruction 5 (4): 401–408. doi:10.1016/0959-4752(95)00025-9.

39. Liou, Y-H., E. T. Canrinus, and A. J. Daly. 2019. “Activating The Implementers: The Role of Organizational Expectations, Teacher Beliefs, and Motivation in Bringing about Reform.” Teaching and Teacher Education 79: 60-72. doi: 10.1016/j.tate.2018.12.004.

40. MacDonald, S., S. Colville-Hall, and L. Smolen. 2003. “Program Ownership and the ‘Transformative Agenda’ in Colleges of Education: Teachers of Teachers Working Towards a More Equitable Society.” Multicultural Education 10 (4): 7–14.

41. McQuillan, P. J., M. J. Welch, and J. Barnatt. 2012. “In Search of Coherence: “Inquiring” at Multiple Levels of a Teacher Education System.” Educational Action Research 20 (4): 535–551. doi:10.1080/09650792.2012.727640.

42. Moolenaar, N. M., and A. J. Daly. 2012. “Social Networks in Education: Exploring the Social Side of the Reform Equation.” American Journal of Education 119 (1): 1–6. doi:10.1086/667762.

43. Naylor, D. A., G. Campbell-Evans, and C. Maloney. 2015. “Learning to Teach: What Do Pre-Service Teachers Report.” Australian Journal of Teacher Education 40 (11): 120–136. doi:10.14221/ajte.2015v40n11.7.

44. Nurulhuda, A. R., M. Azwani., M. T. Nor’ain, E. T. Ong, and A. Mazlini. 2016. “Validation of Teaching and Learning Guiding Principles Instrument for Malaysian Higher Learning Institutions.” Malaysian Journal of Learning and Instructions 13 (2): 125–146.

45. O’Neill, G., R. Donnelly, and M. Fitzmaurice. 2014. “Supporting Programme Teams to Develop Sequencing in Higher Education Curricula.” International Journal for Academic Development 19 (4): 268–280. doi:10.1080/1360144X.2013.867266.

46. Porter, B. E. 2005. “Time and Implementing Change.” British Journal of Educational Technology 36 (6): 1063–1065. doi:10.1111/j.1467-8535.2005.00576.x.

47. Rahimah, J. I., R. Abu., H. Ismail, and A. Mat Rashid. 2014. “Teachers’ Self-Efficacy in Teaching Family Life Education.” Pertanika Journal of Social Science & Humanities 22 (3): 775–784.

48. Raudenbush, S. W. 2008. “Advancing Educational Policy by Advancing Research on Instruction.” American Educational Research Journal 45 (1): 206–230. doi:10.3102/0002831207312905.

49. Rogers, G. 2011. “Learning to Learn and Learning to Teach: The Impact of Disciplinary Subject Study on Student-Teachers’ Professional Identity.” Journal of Curriculum Studies 43 (1): 249–268. doi:10.1080/00220272.2010.521262.

50. Samaras, A. P., T. J. Frank, M. A. Williams, E. Christopher, and W. H. Rodick III. 2016. “A Collective Self-Study to Improve Program Coherence of Clinical Experiences.” Studying Teacher Education 12 (2): 170–187. doi:10.1080/17425964.2016.1192033.

51. Tatto, M. T. 1996. “Examining Values and Beliefs about Teaching Diverse Students: Understanding the Challenges for Teacher Education.” Educational Evaluation and Policy Analysis 18 (2): 155–180. doi:10.3102/01623737018002155.

52. Timperley, H. S. 2005. “Distributed Leadership: Developing Theory from Practice.” Journal of Curriculum Studies 37 (1): 395–420. doi:10.1080/00220270500038545.

53. World Bank: Worsening Obstacle to Malaysia’s high-income hopes. 2013. “Malay Mail Online, December 11.” Malay Mail Online. http://www.themalaymailonline.com/malaysia/article/worldbank-worsening-education-obstacle-to-malaysias-high-income-hopes

This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page