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Section archive - Trends in Teacher Education

Page 6/32 311 items
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51
Ten Years of Response to Intervention: Implications for General Education Teacher Preparation Programs
Authors: Barrio Brenda L., Lindo Endia J., Combes Bertina H., Hovey Katrina A.
In this study, the authors conducted a systematic review of the literature to examine research focusing on the teaching, learning, implementation, and evaluation of Response to Intervention (RTI) in general education (GE) teacher preparation during the last decade (2003–2013). Results reveal a longstanding gap in the literature on how GE preservice teachers can understand and apply RTI in their classrooms.
Published: 2015
Updated: Oct. 13, 2015
52
What Do Professional Learning Policies Say about Purposes of Teacher Education?
Authors: Kennedy Aileen
This paper seeks to analyse some key features of contemporary teacher professional learning policies in terms of the underpinning purposes of education, in an attempt to make more explicit the purposes and potential implications of particular policy choices. The analysis draws on literature related to the fundamental purposes of school education, highlighting three broad, but distinct categories of “purpose”: the socialisation function; the development of human capital; and “subjectification” which focuses on individual creativity.
Published: 2015
Updated: Oct. 13, 2015
53
Teacher Preparation in Changing Times: One Program’s Journey Toward Re-Vision and Revision
Authors: Mueller Jennifer, File Nancy
This article aims to describe a major revision process to the early childhood teacher education program at a 4-year university. The authors describe their teacher education program as it was configured 2 years ago and as it exists today after major change efforts, highlighting the purposes and desired outcomes of these changes. They have conceptualized this journey as both a revision of the program and a re-visioning process. They focus on their attempt to integrate the intentions underlying policy and standards changes into their work in preparing teachers for the full range of early childhood program auspices, as well as for any and all of the children who are enrolled in them.
Published: 2015
Updated: Oct. 08, 2015
54
The State of Teacher Research in Early Childhood Teacher Education
Authors: Castle Kathryn
The goal of this study was to describe the extent to which early childhood teacher educators are informed about, engage in, value, teach about, and collaborate with others in teacher research. This study focused on a specific teacher educator group, early childhood teacher educators and their own teacher research and what they say about the importance of teacher research in improving teacher education programs. The findings indicated that teacher educators are informed about teacher research, teach and model it for their students, and collaborate with others in doing it. They share their results in presentations and publications that contribute to the knowledge base in the field.
Published: 2013
Updated: Sep. 20, 2015
55
Countering the Essentialized Discourse of Teacher Education
Authors: Stremmel Andrew, Burns James, Nganga Christine, Bertolini Katherine
The authors engage in a collaborative inquiry illustrative of a dialogical process of meaning making addressing the future of teacher education in times marked by uncertainty, intense public and political scrutiny, changing policy, and imposed learning standards. They urge teacher education programs and teacher educators to reclaim their crucial role in driving education discourses rather than submitting to mandates based on flawed ideological assumptions about teaching, learning, children, and communities. By critiquing and problematizing minimalist and flawed assumptions driving education policy, teacher education programs can shift the focus back to advocating for what is relevant and meaningful to the communities they serve.
Published: 2015
Updated: Sep. 01, 2015
56
“… It’s Like the Immigrants Stick Together, The Stupid Ones, and The Ones Who Want to Learn Something”: Dynamics of Peer Relations, Social Categories, and Dropout in Vocational Educational Training
Authors: Gronborg Lisbeth
This article discusses how student identities are constituted through social categories and how this affects students’ educational trajectories. It demonstrates how dropping out is a long-term process involving social interactions between the students. It is based on a field study in which the author was enrolled as a student at the car mechanic program at a vocational education and training school. The various social categories emerge in contrast with each other and have fundamental influences in defining the students’ scope of action. The discussion calls for awareness of reproducing effects of taken-for-granted logics and discriminatory practices and for including identity-related perspectives on peer relations, when studying dropout.
Published: 2015
Updated: Aug. 18, 2015
57
TESOL and Early Childhood Collaborative Inquiry: Joining Forces and Crossing Boundaries
Authors: Baecher Laura, Jewkes Abigail M.
This article describes a collaboration between early childhood education (ECE) faculty and teachers of English to speakers of other languages (TESOL) faculty at an urban teacher preparation program in an effort to better understand ECE and TESOL candidates’ beliefs about teaching young ELLs. The findings revealed that teacher candidates recognized the importance of focused attention to language development for young ELLs, as well as how collaboration across disciplines may support future teaching of ELLs.
Published: 2014
Updated: Aug. 12, 2015
58
Response to Intervention Preparation for Preservice Teachers: What Is the Status for Midwest Institutions of Higher Education
Authors: Harvey Michael W., Yssel Nina, Jones Ruth E.
This study presents an exploratory investigation of current preparation of preservice teachers related to response to intervention (RTI) in institutions of higher education (IHEs) in the Office of Special Education Program (OSEP) Regional Resource and Federal Centers (RRFCs) North Central Region and Pennsylvania. The authors found special education faculty indicating high agreement on many items related to preservice preparation to implement RTI.
Published: 2015
Updated: Aug. 02, 2015
59
Preservice Teachers’ Social Networking Use, Concerns, and Educational Possibilities: Trends from 2008-2012
Authors: Hughes Joan E., Ko Yujung, Lim Mihyun, Liu Sa
This study investigated preservice teachers’ use of social network services (SNS) in teacher preparation and their disposition toward using it in their future teaching. The results revealed nearly all preservice teachers used a general SNS, but about 40% never read blogs, wrote blogs, or read wikis; about 90% never wrote wiki, and about 80% never read/wrote Twitter. SNS users consumed more content than shared or generated. Use of SNS for professional activities rose from 7 to 22%. Trends indicated general SNS and Twitter use was mostly personal, while reading blogs, wikis, and writing blogs was equally personal and educational, and writing wiki was mostly educational.
Published: 2015
Updated: Jul. 23, 2015
60
What Knowledge Is of Most Worth: Teacher Knowledge for 21st Century Learning
Authors: Kereluik Kristen, Mishra Punya, Fahnoe Chris, Terry Laura
This paper offers a critical review of the literature on 21st century knowledge frameworks, with a particular focus on what this means for teachers and teacher educators. The article identifies common themes and knowledge domains in 15 reports, books, and articles that describe the kinds of knowledge that researchers state are integral and important for success in the 21st century. The authors argue that seemingly disparate frameworks converge on three types of knowledge, as necessary for the 21st century: foundational, meta, and humanistic. They argue that the synthesis of these different frameworks suggests that nothing has changed, that this tripartite division between what we know, how we act on that knowledge, and what we value has always been important. This analysis suggests that, though the 21st century is different from previous times, it does not mean that our core roles have changed.
Published: 2013
Updated: Jul. 22, 2015
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Trends in Teacher Education

Trends in Teacher Education

Assessment & Evaluation

Assessment & Evaluation

Beginning Teachers

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Instruction in Teacher Training

Instruction in Teacher Training

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Multiculturalism & Diversity

Preservice Teachers

Preservice Teachers

Theories & Approaches

Theories & Approaches

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Programs & Practicum

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Mentoring & Supervision

Teacher Educators

Teacher Educators

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