Section archive - Programs & Practicum
Page 37/37 367 items
Researching Teacher Education Practices: Responding to the Challenges, Demands, and Expectations of Self-Study
The article explores the topic of self-study, and how it is conducted and reported. The authors make an argument for the need for learning through self-study and its documentation, so that it may be accessible to others and meaningful for other preservice teachers and teacher educators. Although the term self-study suggests singular and individual research, the data, research methods, and ideas may contribute greatly to a deeper understanding of the relationships between teaching about teaching and learning about teaching.
Updated: Jan. 07, 2008
The article describes how preservice teachers responded to community-based activities located in the home communities of their students. Analysis of work samples, interviews, and observations revealed challenges faced by the preservice teachers regarding stereotypical beliefs and misconceptions about the home communities. In addition, through community-based learning, the teachers were able to build relationships with their learners, and potentially impact student achievement.
Updated: Jan. 07, 2008
School improvement, pre-service teacher education and the construction of social networks in New Zealand and England
The article examines the issue of networking and knowledge transfer as ways to facilitate school improvement. The networking idea is based the economic concept of the formation of social relationships between individuals, based on collaboration, spreading best practice, and driving innovation.
Updated: Dec. 31, 2007
Shaping A New Professional Identity by Building A New Personal Concept of Leadership through Action Research
The author of this article, who is the head of the Elementary School Department in a teacher education college, describes a study in which three action cycles were identified. The author changed from being a 'top-down' manager to working collaboratively with colleagues by relinquishing overall control. The author also changed her perception of leadership: from a transactional model through a transformational model to a distributed leadership.
Updated: Dec. 23, 2007
Developing teacher competences for education for sustainable development through reflection: the Environment and School Initiatives approach
The authors introduce an overview of the Environment and Schools Initiatives (ENSI) perspectives on teaching competences. Since change is a primary element of sustainable development, the ability to adapt educational practice to a continuously developing world is of paramount importance for every educator dealing with that issue. The article offers two examples from ENSI activities in the field of developing teacher reflection regarding education for sustainable development ESD in teacher education: An action research, and project supporting workshops.
Updated: Dec. 18, 2007
Since 2001, two teacher educators from distinctive mid western universities have been engaged in partnerships with two local urban school districts that resulted from their personal relationships with educators and school leaders.By applying Macedo and Freire's (2001) framework of analysis, this article shares their dialogic reflection and assessment of the impact of their roles, intentions, and modes of operandi as qualitative researchers and the effectiveness of pursuing contextually relevant transformative agendas within these partnerships.
Updated: Dec. 16, 2007
This manuscript seeks to share the continuous improvement endeavors by the College of Education faculty and administration at the University of North Carolina at Charlotte from initial preparation and planning through their successful national and state accreditation achieved in November 2005.
Updated: Dec. 04, 2007