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International Portal of Teacher Education

The online resource of academic content on teacher training and teacher education

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Section archive - Trends in Teacher Education

Page 9/32 311 items
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81
‘Tuning’ Education for the Market in ‘Europe’? Qualifications, Competences and Learning Outcomes: Reform and Action on the Shop Floor
Authors: Antunes Fatima
This paper examines issues relating to governance and the reform of public policies in the European Union. The author suggests that a managerial agenda for change is developing, seeking to amplify the space for marketisation and control in the educational sphere.
Published: 2012
Updated: Jun. 25, 2013
82
A Practice Turn for Teacher Education?
Authors: Reid Jo-Anne
The author argues that a (re)turn to a focus on ‘practice’ in initial teacher education programs might allow teacher educators to start to relate and integrate the experience that their students have of their courses. He claims that the challenge for teacher educators is to find a way to allow student teachers to confront the work of teaching as something that must be practised and refined, reflected upon and tried again. The author presents a form of ‘thought experiment’ which designed at Charles Sturt University to investigate what happens when new student teachers encounter a program that focuses on studying and practising ‘core practices’ of teaching that could be practised again and again.
Published: 2011
Updated: Apr. 18, 2013
83
Teacher Preparation for Quality Teaching
Authors: Hollins Etta R.
In this article, the author presents a holistic practice-based approach to preparing candidates for quality teaching. This approach integrates academic knowledge of theory, pedagogy, and curriculum across experiences in authentic contexts that are embedded in focused inquiry, directed observation, and guided practice. The discussion of the proposed practice-based approach to learning to teach is presented in two parts. The first part includes the organizing ideas and discursive practices for teaching referred to as essential knowledge, skills, and understandings for quality teaching. The second part includes the epistemic practices and program qualities that support learning to teach.
Published: 2011
Updated: Apr. 02, 2013
84
The Possibility of Cosmopolitan Learning: Reflecting on Future Directions for Diversity Teacher Education in Australia
Authors: Reid Carol, Sriprakash Arathi
In this article, the authors reflect on their design and delivery of a new undergraduate unit offered by the School of Education, University of Western Sydney. The paper offers a critical review of multiculturalism in teacher education and examines theories associated with cosmopolitanism in the education context. The authors examine the ways in which a ‘cosmopolitan imagination’ might have relevance in contemporary contexts of diversity in Australia, and particularly in the western and south-western Sydney region in which they teach.
Published: 2012
Updated: Mar. 24, 2013
85
Global Crises, Social Justice, and Teacher Education
Authors: Apple Michael W.
In this article, the author argues for a broader understanding of globalization and its effects and point to some implications that this has for teachers and teacher educators. The author concludes with nine tasks in which critical analysis in education and teacher education must engage.
Published: 2011
Updated: Mar. 18, 2013
86
Current Issues in Teacher Education: 2006-2009
Authors: Dooley McMunn Caitlin, Dangel Julie Rainer, Farran Lama K.
This study was aimed to examine the current issues published between January 2006 and December 2009 in three leading journals in teacher education. A research team selected three journals: the Journal of Teacher Education, Action in Teacher Education, and Teaching and Teacher Education: An International Journal of Research and Studies. The research team reviewed and analyzed 721 articles from these journals. The findings reveal that the current issues include teacher-focused issues, instructional models for teacher education, multicultural education, field experiences/school partnerships, and mentoring and induction into the profession. The article also discusses the topics which are missing in the current teacher education literature.
Published: 2011
Updated: Jan. 15, 2013
87
Rethinking Recruitment: The Comprehensive and Strategic Recruitment of Secondary Science Teachers
Authors: Luft Julie, Wong Sissy S., Semken Steve
The shortage of science teachers has spurred a discussion about their retention and recruitment. While discussion about retaining science teachers has increased dramatically in just the last few years, science teacher educators have not attended to the recruitment of science teachers with the same tenacity. In this article, the authors initiate this discussion and to focus on secondary science teachers.
Published: 2011
Updated: Oct. 28, 2012
88
There and Back Again: Exploring Teacher Attrition and Mobility with Two Transitioning Science Teachers
Authors: Gilbert Andrew
The current study chronicled the professional journeys of two beginning science teachers. The study documents what brought them to science teaching and investigated their resulting career paths. Implications for science teacher education indicate that some teachers may enter the profession considering teaching to be a transition into a different career path.
Published: 2011
Updated: Oct. 24, 2012
89
A Historical Perspective on the Role of Collaboration in Teacher Education Reform: Making Good on the Promise of Teaching All Students
Authors: Pugach Marleen C., Blanton Linda P., Correa Vivian I.
The current paper provides an analysis of how collaborative teacher education has developed in terms of practice, discourse, and the relationship between general and special education across three historical stages. This article investigates how collaborative teacher education between general and special education has been positioned over time in relationship to larger national reform efforts in teacher education.
Published: 2011
Updated: Aug. 30, 2012
90
Middle- and Upper-Middle-Class Parent Action for Urban Public Schools: Promise or Paradox?
Authors: Posey Linn
This study examines the ways in which middle- and upper-middle-class parent group investments in urban public schooling may mitigate and/or exacerbate existing patterns of inequality in public education. An ethnographic case study research design was utilized. The data reveal that neighborhood parent group members catalyzed community support for their local public school, attracting other middle- and upper-middle-class parents. The research findings suggest that middle- and upper-middle-class parents are in many instances key actors in processes of school and neighborhood change.
Published: 2012
Updated: May. 16, 2012
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Trends in Teacher Education

Trends in Teacher Education

Assessment & Evaluation

Assessment & Evaluation

Beginning Teachers

Beginning Teachers

Instruction in Teacher Training

Instruction in Teacher Training

Professional Development

Professional Development

ICT & Teaching

ICT & Teaching

Research Methods

Research Methods

Multiculturalism & Diversity

Multiculturalism & Diversity

Preservice Teachers

Preservice Teachers

Theories & Approaches

Theories & Approaches

Programs & Practicum

Programs & Practicum

Mentoring & Supervision

Mentoring & Supervision

Teacher Educators

Teacher Educators

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