Section archive - Trends in Teacher Education
Page 4/32 311 items
This article aims to provide a concrete illustration of a practice-based teacher education strategy. This strategy applied to the preparation of high school biology teachers learning to enact lab lessons that enhance opportunities for students to engage in reasoning with scientific concepts. The authors conclude that the tools of the bridging approach presented in the article—the heuristic goal system and the teaching impact analysis— allow teachers to construct their own authentic representations of the components of their practice and the values and goals that hold their practice in place. As a result, the path to improvement can be made both concrete and attainable.
Updated: Nov. 01, 2016
Service Learning: A Promising Strategy for Connecting Future Teachers to the Lives of Diverse Children and Their Families
This paper provides a description of service learning implemented in a course entitled 'Working With Socioculturally Diverse Families' for teacher education candidates. Students participated in 30 hours of service learning in which they provided support and service to diverse mentor families and implemented family events at participating schools. Students reported learning about the dynamics of family diversity, how family resources and backgrounds influence children's school success, and how family involvement should be viewed as a continuum given the diverse priorities and resources of families.
Updated: Oct. 05, 2016
Toward Professionalisation or De-Professionalisation? Teacher Education Over the Past 40 Years: A Japanese Retrospection
In this article, the author discusses how to enhance Japanese teacher education. After sketching teacher education from the mid-1940s to the 1960s, he sums up the main topics people discussed through each decade of the 1970s, 1980s, 1990s. The author concludes by proposing an ideal network for promoting teaching expertise. He proposed establishing education networks in which universities, junior colleges, schools, education authorities, youth and children, teachers, parents and communities could join together with equal partnership to discuss almost all of local education plans. The author hopes that in such ways, all teachers could be educated, trained and recruited as independent intellectuals who could serve education within the national–international–global contexts of higher education-based teacher education.
Updated: Sep. 14, 2016
In this personal essay, the author describes developments within teacher education in the USA over a 40-year period. Beginning with his work within teacher education as a graduate student and moving across time, he describes major movements in teacher education. The author concludes that most teacher educators find themselves working under an ever-present and threatening regulatory gaze. Furthermore, in the USA, filling up expensive and rapidly evolving data management systems to document quality is substitute for the pursuit of quality.
Updated: Jun. 20, 2016
In this article, a short history of Finnish teacher education has been presented and the main developments during the last 40 years discussed. The status of the teaching profession has remained very high in Finland during all these years. Teachers are trusted and respected, and the profession attracts good students year after year. This is a unique advantage to teacher education in Finland by comparison with other countries. The ethical role of a teacher has changed from that of a religious and moral example to a principled professional who needs moral competence in pedagogical encounters.
Updated: May. 25, 2016
Toward Reconstructing the Narrative of Teacher Education: A Rhetorical Analysis of Preparing Teachers
This article provides a rhetorical analysis of Preparing Teachers publication reveals then critiques’ key assumptions that are shaping policies and current reform efforts in teacher education, including changes in U.S. teacher accreditation.
Updated: May. 04, 2016
This article explores the work of teacher education in England and Scotland. It seeks to locate this work within conflicting sociocultural views of professional practice and academic work. Drawing on an activity theory framework that integrates the analysis of these seemingly contradictory discourses with a study of teacher educators’ practical activities, including the material artefacts that mediate the work, the article offers a critical perspective on the social organisation of university-based teacher education.
Updated: May. 04, 2016
A Narrative of Teacher Education in Canada: Multiculturalism, Technology, Bridging Theory and Practice
This article investigates a number of enduring and emerging themes reflecting teacher education in Canada over the past 40 years, including changes in information and communication technology, bridging gaps in theory and practice, English as a second language, French immersion and multicultural teacher development. The author describes the major changes and reforms that have shaped the past four decades of teacher education in Canada through the lens of a teacher educator.
Updated: Apr. 11, 2016
Since the 1970s, the Chinese political, economic and social sectors have experienced significant transformations, which have caused educational challenges. The quality of education, of the teaching force and of teacher education has become a major concern in educational reform. This article examines the educational reforms conducted in China in the past 40 years. The Chinese Government has conducted a top-down reform of teacher education over the past several decades. This reform has established a relatively stable teacher education system, regulated teacher education programmes and curricula, and provided an opportunity for in-service teachers to be trained and to upgrade their educational credentials.
Updated: Mar. 14, 2016
Re-envisioning the Role of Universities in Early Childhood Teacher Education: Community Partnerships for 21st-Century Learning
In this article, the authors present a framework for collaborative, field-based early childhood teacher preparation, situating birth-though-grade-12 teacher education in diverse community contexts and involving school and community personnel to achieve universal 21st-century goals for the teaching and learning of young children. The authors conclude that effective early childhood teacher education must be firmly grounded in the established theories and standards of early childhood education, but also well-positioned to meet the needs of diverse young children and to adapt to a context of increased accountability and demographic shifts.
Updated: Feb. 17, 2016