The Role of Initial Teacher Training in Secondary School - Literature review Example

The role of the initial teacher training in secondary school: Improving teaching and learning [Date] The role of Initial Teacher Training in Secondary School Introduction In contemporary times, education experts and scholars have focused on incorporating effective learning techniques and strategies in order to enhance the quality of education. With the passage of time quality of Initial Teacher Training in Secondary School has gained attention of researchers and experts to embed effective teaching strategies in the training program. The main objective of improving the quality of teachers training is to anticipate future challenges. Initial Teaching Training has provided a great opportunity for teachers to develop effective teaching skills and techniques and to assess students to acquire competitive knowledge to meet the requirement of current society. In the recent times, high quality education has become a fundamental element to remain compatible (Mohammad & Nayeem, 2012, p. 50). Social and economic dynamism has persuaded educational system to sustain high quality schools. It has persuaded countries and policy makers to attain ways to achieve a better school system. The main focus of schools is to reach higher quality education to meet the requirement of the global educational system (Mohammad & Nayeem, 2012, p. 51). This is one reason why demand and expectations from the teacher have become complex, and pose challenges to the teaching profession. This includes requirements for well-equipped classrooms, multicultural classrooms, demand for more accountability and evaluation, multimedia classroom and teaching equipment and interaction with the community and parents (Newmann, 1992, p. 100). This shows that education and training of the teacher also have to change with the dynamic economic and social environment (Newmann, 1992, p. 101). This is one reason that the initial education of the teachers is also a major aspect that has to be transformed by the time. No matter how effective Secondary teacher training has remained, but it is not sufficient for teachers to meet future challenges throughout their career. Therefore, the educational system seeks opportunities for teachers with ‘in-service professional development’ to maintain high-quality standards and to anticipate the upcoming challenges and improve student outcomes (Newmann, 1992, p. 100). In addition, it is essential for the reformers to carefully identify the role of teacher training as it plays a crucial role in transforming the education system. The reforms should persuade teachers for training to anticipate upcoming challenges and provide motivation for the teacher to carry out their tasks efficiently. According to Williams (2014), during the planning and design of education and teacher training program the different social and cultural situation has given different options that shall be included in the teachers training program (Williams, 2014, p. 56). Educational theories (conservatism, behaviorism, etc.) have been included in the initial educational for the professional development. This report aims to focus on the different countries that have designed their educational system to meet the needs and challenges. It provides a brief understanding of the different combination of the Initial Teacher Training that fits best with the global educational system requirements and challenges. In addition, it illustrates that the different ways teachers in different counties develop understanding and teaching skills throughout their career to anticipate future challenges (Williams, 2014, p. 55). There are two questions that need to be addressed. What are the dynamic educational challenges that have led to the requirement of the different teacher education models? And how to articulate the various ways to stimulate the phases in which teachers learn? This report analyzes different teaching, training approaches, academic policies and literatures in the Secondary Schools in different countries. It provides a typology of the current national system of initial education with the advantages and disadvantages of the different system. It also provides empirical evidences to illustrate the impacts of Initial Teaching Training on the Secondary School’s educational mechanism. The study shall mainly focus the strategies of European and American schools. Rationale and Context This section of the report analyzes the role of Initial Teachers Training in the Secondary Schools. The quality of education and student outcome has been regularly questioned with respect to the quality of the teachers training. The failure of the educational system has been associated with the quality of teachers this is because of the reason that the teachers with high quality education are considered to produce high quality results. Significance of improving teacher quality Throughout the time, the debate on the teacher training has gained importance as the teachers are identified as a critical element for the student outcomes. Therefore, it shall be observed that the quality of the teachers is a significant element to achieve better student outcomes. In the contemporary society, education is one the most essential element in the society that has been to effectively address (Mohammad & Nayeem, 2012, p.51). Scholars and experts believe that the teacher quality impacts the student’s result. For the purpose, several educational policies and reforms have been developed to take under account teacher and students as a variable to determine the student’s achievement (Mohammad & Nayeem, 2012, p.52). In order to sustain high quality educational standards, teacher education has become one of the primary aspects for improving teaching quality. This is one major reason that the most direct and effective way to raise the quality of education and student result is to modify the teacher training and recruitment standards. The development and combination of the both provides a dimension for the improvement of knowledge and pedagogical skills of the teacher that are already engaged in education intuitions persuading their careers in the Secondary schools (Mohammad & Nayeem, 2012, p.52). As the significance and quality of the teacher’s training have been explained above, we shall develop a framework for better understanding of the main components of the teacher’s training and its role in the Secondary School outcomes (Mohammad & Nayeem, 2012, p.55). According to the study of Villegas-Reimers (2003), “the design of the teacher’s training program is dependent on the three parts, Initial Teacher Training, Induction Program and professional development. The combination of these three elements is significant, and, therefore, the professional development of the teachers is the lifelong process that is initially developed with when he or she enters the careers, receives and continuous till the retirement” (p.29). This reflects that the Teacher Training policies have to be structured with a continuum of teacher learning; this means that the beginning of a career as a profession is the own schooling a teacher enters that continuous throughout the career (Newmann, 1992, p.100). The continuum is composed of the formal and informal influences, that is the ‘professional preparation’ the teachers receives and what they learn through their experiences (Ondri & Makori, 2013, p.78). Informal influences may include the teaching approach a teacher adopts with the environment (Newmann, 1992, p.97). This element should be carefully undertaken to articulate to establish high quality education. An integrated approach should be developed to meet the requirements and needs of the educational system. This is one the major reasons that the teacher training has always been one of the most focused and prior in the initial education. Hobsone (2002) defines its importance of Initial Teachers Training as “ phase of specialization institutions with the expectation of full-engagement by the learning teacher” and “the ongoing training is considered to be as a marginal adding on to the practice of teaching” (Hobsone, 2002, p.19). Intense competition and market demand have lead to the requirement to transform the teaching techniques, in order to maintain education standards. Educational experts suggest that the ongoing training of the teachers be necessary to meet the challenges (Ondri & Makori, 2013, p.67). One of the major obstacles is that the teachers training is not perceived an essential element for the policy designers and even by the teachers themselves. The continuum of teachers training provides linkages between the initial teachers training to meet the requirement of the Secondary School standards. The study of Newman (1992) highlights the importance of the continuous teaching training to maintain the standards of secondary schools (Newmann, 1992, p.12). This is one reason that continuous teachers training is suggested and designed to be a part of the larger curriculum that shall be extended throughout the career of the teachers (Mohammad & Nayeem, 2012, p.52). The main emphasizes of the extension of the training throughout the curriculum is based on the need to maintain the pace of the knowledge skills and dispositions of the teaching practice that are up to date and effective (Ondri & Makori, 2013, p.68). Impact of the Initial Teachers Training One of the significant questions is to determine the impact of the Initial Teacher Training on the performance and student outcomes. For the purpose, Bill Mulford (2003) reviews the empirical research reports on the United States, and the study highlights the positive and direct relation with the teacher preparation in terms of subject matters on the performance of the students (Mulford, 2003, p.74). To achieve the effectiveness of the teacher is considered to be more complex phenomena that focus on the requirement of the teacher in various subject matter courses. The initial teachers’ training provides an understanding that the teacher’s practice has a significant impact on the pedagogical preparation and student’s outcomes. Initial teacher training does not merely provide importance to developing awareness to how to teach; perhaps it has provided a positive effect on the student achievements and academic results. Several researches and case studies have also found coherent linkage between initial teacher education and student performance. Moreover, the studies have found that the education and qualification of the teachers and student performance are interdependent variables. According to the findings and results of research by Ondri & Makori (2013), it was noted that teacher’s qualifications affects student’s academic outcome directly and efficiently (Ondri & Makori, 2013, p.72). This information can be an effective source for the policy makers to modify the current policies and school performance. Furthermore, the study of Hobsone (2002) illustrates that taking a standardized test as an indicator in United States, teachers’ characteristic and student achievement gains. The findings of the study have showed strong interdependence (Hobsone, 2002, p.16). Background One of the most major challenges for education expert is to identify the stimuli; and to address these issues in the educational policies. Competitive social environment and professional requirement of the market has persuaded the education agencies to take considerations to introduce and improve teaching strategies and techniques to ensure the quality of education in Secondary School (Hobsone, 2002, p.16). Different countries have different policies to maintain the quality of education. The Initial Teacher Training is based on different workshop, school based activities workshops, personal teacher development and the individual activities outside the school. In the current times, short workshops have become teachers training trends. It is an extensive approach adopted by the school but studies show that this approach is an ineffective and inefficient approach to meet dynamic educational standards (Koetsier, 1995, p.342). Despite the fact that training has a high potential to enhance the student’s effectiveness in the Secondary schools, teacher illustrates that the Initial Teacher Training is too fragmented, lacks intensity and unrelated to teaching practice (Margaret, 1996, p.230). It has been observed that in many countries, no particular obligation has been made for teachers to engage or continue training. The report of TALIS illustrates that only half of the countries throughout the world have adopted the practice of teachers training effectively; whereas, the rest fifty percent countries have an ineffective teachers training practices as they are more relayed on the short workshop (Probyn, 2001, p.251). Therefore, it is essential to evaluate the different policy option. Due to the difference in the teacher’s quality the student results in the Secondary Schools have been great influences. Different policies and obligation have improved student outcomes in certain schools; the rest school outcome has remained ineffective. The different policies of Initial Teachers Training in a different region have created a gap (Margaret, 1996, p.231). According to the different teaching theories and techniques, a legitimate Initial Teacher Training should be designed to incorporate the challenges faced in the different regions. On the base of different theories and methods, this report presents teaching training policies and procedures that are effective at a global level. Teaching is one of the most of complex and intellectual work; therefore, adequate preparation is required to accomplish to meet educational objectives. Teacher education plays a vital role to remain competent and motivated. Williams (2014) highlights the significance of teacher education stating that the "way to raise education quality is to modify teacher education and recruitment and to develop means to train teachers" (Williams, 2014, p.23). This reflects that the teacher’s skills and education has a significant impact on the student’s outcome. Role of Initial Teachers Training in Secondary School According to the study of Hobsone (2002), Initial teaching training provides pathways for teachers to enhance their skills and experience (Hobsone, 2002, p.17). It provides a brief understanding about the new skills and professional understanding of the teaching profession (Margaret, 1996, p.143). It highlights that the training of a teacher is an undergoing process that provides coherent platforms to teachers for the educational preparation (Koetsier, 1995, p.343). In addition, the Initial Teachers Training is an effective tool to develop skills and techniques that a teacher may adopt to achieve higher student outcomes. The role of the Initial Teacher Training can be identified through two visions 1) teacher as the information transmitter, that is, the one who provides the correct answers to the students 2) Teacher as a facilitator, that is, to assess and help students for problem solving (Margaret, 1996, p.143). It has been questioned throughout what should be included in the course in the initial teachers training that should address academic obstacles in different countries (Mohammad & Nayeem, 2012, p.53). For the purpose there should be a strong guideline for the teachers that shall include a strong subject matter, pedagogical skill, competitive skills to work collectively with the different students, colleagues and administration, and developing a sense among teachers for continuous training (Ondri & Makori, 2013, p.68). The study of Ondri and Makori (2013) highlights a very interesting note, countries like Australia, Denmark, Finland, Ireland, Israel, Norway and Sweden have included initial teacher training in the research skills to develop a conceptual foundation to the behavioral, social science and knowledge of child development (Ondri & Makori, 2013, p.59). There should be a teacher training that shall overcome all the difference to contribute toward a better teaching performance and methods (Newmann, 1992, p.128). This shall provide all Secondary Schools teachers’ uniformity in the teaching methods, providing them sophisticated tools and in depth understanding about the school they are teaching and to gain initial information that allow them to deal with the changing settings (Probyn, 2001, p.249). Draw on Theories and Researches Initial Teacher Training also known as Initial Teacher Education takes placed after Higher Education (Mohammad & Nayeem, 2012, p.50). It can be classified under two basic models (Mulford, 2003, p.225). It can be listed under the ‘consecutive model’ this is because of the reason that the teacher is required to qualify in one or more subjects as an undergraduate degree and than research of a further period and gain qualification in teaching (Koetsier, 1995, p.53). The other is the consecutive model, in which the teacher research in one or more subjects that are an undergraduate bachelor’s degree and then it can further persuade to a combined degree and teaching credential, in order to qualify as a teacher in a particular discipline (Jarvis & White, 2012, p.63). According to the study of Ondri and Makori (2013), the existing Initial Teacher Training is classified into one or two groups that are the traditional models and the modern models (Ondri & Makori, 2013, p.69). Traditional Models It has been seen that the most of the Initial Teacher Training is based on the practical training, that is, it is based on the time of training of the teachers in the schools (Ondri & Makori, 2013, p.72). On the contrary, it has been recognized that the program lack the elements of educational theory, in the educational, scientific and research based teaching experience and practices (Ondri & Makori, 2013, p.72). It provides limited knowledge and understanding of the problem solving capacities of teachers in order to meet the rapid change in the tasks and teaching (Koetsier, 1995, p.344). The ‘academic traditions’ emphasizes in terms of the curriculum focuses on the scientific information about a particular academic discipline, problem solving capabilities and the learning skills for information (Mulford, 2003, p.123). But one of the major drawbacks of the academic theory is that it provides less importance to education, methodology and teaching practice (Jarvis & White, 2012, p.98). It is because the teacher is specifically specialized in particular or a small number of academic disciplines (Jarvis & White, 2012, p.98). One of the strong features for the Initial Teachers Training is that the teacher is educated through this model is a problem solving skills that provide them to deal with the situation in different classrooms (Jarvis & White, 2012, p.99). Due to the new models old teaching techniques and traditions have been replaced by new and dynamic conceptual framework that is more focused on professional autonomy (Ondri & Makori, 2013, p.251). Professionalization of teaching Professionalization of teaching incorporates both effectiveness and efficiency shortcoming of the traditional models (Jarvis & White, 2012, p.89). It provides a new dimension for the Initial teacher training that provides the teachers competitive knowledge and understanding of teacher’s work through the new information and communication technologies, as it provides comprehensive research based information and valid teaching practices (Jarvis & White, 2012, p.89). In addition, it promotes complex learning through developing problem solving capabilities professional code of ethics and strong critical sense (Jarvis & White, 2012, p.93). The model provides an opportunity for teachers to develop their expertise in a particular field, professional and tool kits that effectively correspond with the skills and expertise. Moreover, it equips the teacher with leadership and improvement skills (Jarvis & White, 2012, p.89). Minimum competency model The upcoming challenges and problems in the Secondary School, studies and researches, have presented a new model that is ‘Minimum competency model’ (Jarvis & White, 2012, p.90). This design incorporates that traditional and specialize model of teaching training. It has currently developed in the regions of United States (alternative route into teaching) and United Kingdom (school based teacher training). According to this model the teachers are considered as information providers they are the providers and transmitters to the teachers (Vishwanath, 2006, p.217). Rationale for choice of strategies In order to establish a strong and effective relationship between students and teachers, Initial Teachers Training can be organized in two ways that include adoption of the Concurrent model and Consecutive model. According to the concurrent model, the academic subjects the professional and education studies are collectively studied throughout the degree. The program can be an effective to overcome several issues in the Secondary school. Moreover, it shall enhance the effectiveness and improve the quality of education. As it provides integrated learning and special training and subject matter training, both take place at the same time. This can provide secondary school teachers to perform academic research and specialization. The consecutive model provides a better approach for Initial Teacher Training in the secondary school; this is because of the reason that the specialization in the programs is only possible if the degree is completed. The advantage of the Initial Teacher Training program that follows consecutive model is that it provides flexibility for the graduate to enter in the field of education, besides of this teacher has the degree of the other discipline due to which they have the opportunity to change the labor market (Ball & Cohen, 1999, p.50). One of the limitations of this model is that it has a weaker knowledge about the training techniques because they have studied in two different disciplines and aspects of the professions. This makes the process fragment rather than promoting integrated courses (Baginsky & Hodgkinson, 1999, p.179). Based on the significant role of the Initial Teacher Training plays in the development and student outcomes, it is important to have a flexible choice of the model for the entry of an individual in the teaching profession (Hutchinson, 1994, p.310). As a teacher in the European countries have a civil service status and can serve as a lifetime employment as a teacher, therefore, the selection process of the teachers in the education field consider the results of the university research (Hutchinson, 1994, p.310). Considering the example of the selection process in Finland, it entry to the initial teacher program is based on the result of the secondary high school, with experience in the relevant field (Carney & Armstrong, 1996, p.66). On the other hand, in certain countries education program are considered to be ‘fallback option’ due to which the graduates that were not able to enter the program of their choice, they enter to initial teacher training. In certain countries, the Initial Teachers Training is long program (3 or more years), whereas some countries offers relatively short initial teacher training programs. The prolongation length of the Initial Teacher Training is three years, in some countries like France and Portugal it is four years, and in certain countries it is more than four years. Studies show that the long initial teacher training can even low the esteem of the teachers or discourage the potential of individual to enter the teaching profession, leading to the shortage of teachers (Aquino, 1998, p.56). Therefore, the Policy maker should carefully consider the social, economic factors to decide the length of initial teacher training (Minaya-Rowe, 2002, p.267). In order to improve the quality of education and teachers in the Secondary school, it is essential to develop a particular model that is competitive for the future challenges. Therefore, state and policy makers should provide a general practice of the models in the Initial Teachers Training. In order to overcome the gap, the state agencies collectively accept a particular model for the Initial Teacher Training to centralize the education authority. Through this, equivalent and effective teachers will be produced in the market (Jarvis & White, 2012, p.123). For the Secondary School teachers, Initial Teacher training should carefully consider the potential and limitation of the teachers (Aquino, 1998, p.67). It can allow teachers to focus on a particular profession and make an effort to improve it rather than switching the profession (Lavoie & Roth, 2001, p.264). The policy makers should take in account the effective model for designing Initial Teacher Training that offsets the diversity and divergence in the education, social and economic context to make decisions. Special Programs such as Teacher Training Agencies should be developed to attract talented people to the profession (Lang & Evans, 2006, p.76). The existence of such programs and models can allow talented people in the profession; it can identify the pathways for the profession more effectively (Mohammad & Nayeem, 2012, p.56). This means that talented teachers enrolled in the initial teacher training will provide high quality teaching, reducing the cost and provided an opportunity to dedicated people (Jarvis & White, 2012, p.123). Recommendations and Conclusion On the basis of the information, it shall be noted that several studies have should empirical and direct relation between the teacher’s qualification and student’s result. This shows the training of a teacher plays a critical role in the student outcomes and quality of education (Mahapatra, 2004, p.73). In addition, the competitive socio-economic and market demands have intensified that challenges in the times to come, for the purpose the student have to be well equipment and possess competitive knowledge to maintain the edge (Williams, 2014, p.267). This means that the Initial Teacher Training should be carefully designed considering the social and economic aspects of the society (Lang & Evans, 2006, p.162). It has been observed that the output of the student in a different region varies; this is because of the different teaching models and methods of the policy makers. This has immensely affected the results of the Secondary School Student’s outcome. Several policies in the states and countries are the main reason to the different results. This has created a gap, in order to bridge the gap it is important to design a model and policy that overcome divergence that exists in the system (Mohammad & Nayeem, 2012, p.56). The differences and problematic approaches of the theories of practices have declined the level of academic results. Therefore, it is fundamental to take account of the different issues, and policies to attracted and retain the quality of teachers. Initial Teacher training is one of the crucial elements in the educational system, as it represents the potential of the people entering the profession, having a great influence on the quality and quantity of future teachers (Newmann, 1992, p.129). It shall also be noted that the policies and programs should be designed in a manner that the quality of education and teachers should not be compromised; therefore the talented and skillful people should be endorsed in the teaching profession (Hobsone, 2002, p.17). The teachers should be provided with flexible and dynamic training programs that allow them to gain experts in the profession to attain a higher level of teacher quality. List of References Aquino, G.V., 1998. Teaching Models Strategies and Skills. Manila: Rex Publishing. Baginsky, M. & Hodgkinson, K., 1999. Child protection training in initial teacher training: A survey of provision in institutions of higher education. Educational Research, 41(2), pp.173-81. Ball, D. & Cohen, H., 1999. Toward a Practice Based Theory of Professional Education. San Francisco: Jossey Bass. Carney, C. & Armstrong, N., 1996. The provision of physical education in primary initial teacher training course in England and Wales. European Physcial Education Review, 2(1), pp.64-74. Hobsone, A.J., 2002. Student teachers percpetions of school based mentoring in initial teacher training. Mentoring and Tutoring, 10(1), pp.5-20. Hutchinson, D., 1994. Competence-based Profiles for ITT and Induction: the place of reflection. Journal of In-Service Education, 20(3), pp.303-12. Jarvis, J. & White, E., 2012. School based Teacher Training: A Handbook for Tutors and Mentor. New Jersy: SAGE. Koetsier, C.P., 1995. Bridging the gap between initial teacher training and teacger induction. Journal of education for teaching, 21(3), pp.333-46. Lang, H. & Evans, D.N., 2006. Models, strategies, and methods for effective teaching. Michigan: Pearson. Lavoie, D.R. & Roth, W.-M., 2001. Models of Science Teacher Preparation: Theory Into Practice. Boston: Springer. Mahapatra, B.C., 2004. Models of Teaching in Education. New Delhi: Sarup and Sons. Margaret, W., 1996. Initial Teacher Training: the dialogue of idelogy and culture. London: Psychology Press. Minaya-Rowe, L., 2002. Teacher Training and Effective Pedagogy in the context of Student Diveristy. New York: Age Publishing Inc. Mohammad, S. & Nayeem, A., 2012. Challanges to effective leadership of uban secondary schools in Bangladesh. Theories and Practices, 6(2), pp.50-60. Mulford, B., 2003. School Leades: Challenging role and impacts on teache and school effectiveness. Education. London: OCED OCED. Newmann, F.M., 1992. Student Engagement and Achievement. Illustrated ed. New York: Teachers College Pres. Ondri, H. & Makori, A., 2013. Secondary School Principals in Nymira country in Kenye: Issues and Challanges. Educational Research International, 1(1), pp.67-81. Probyn, M., 2001. Teachers Voices: Teachers Reflections on Learning and Teaching through the Medium of English as an Additional Language in South Africa. International Journal of Bilingua Education and Bilingualism, 4(4), pp.249-66. Villegas-Reimers, E., 2003. Teacher professional development: An international review of literature. Paris: UNESCO. Vishwanath, H.N., 2006. Model of Teaching in Enviornment Education. New York: Discovery Publishing House. Williams, A., 2014. Perspectives on Partnership: Secondary Initial Teacher Training. Illustrated ed. New York: Falmer Presss. Read More