Search results for: Bullough Jr. Robert V.
Page 1/2 11 items
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
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
Mentoring and New Teacher Induction in the United States: A Review and Analysis of Current Practices
This article reviews induction and mentoring programs in the three most populous states, California, New York, and Texas, and one of the smallest, Utah. The author describes the trends in mentoring programs in the United States and discusses the results of these programs. Finally, the article identifies the gaps in the research literature.
Updated: Mar. 10, 2014
In this paper, the author reviews a set of articles on ethical and moral matters in teaching and teacher education previously published by Teaching and Teacher Education. The author used several research questions to organize this review. In the end, the author concludes his comments from the review regarding these questions.
Updated: Sep. 27, 2011
Proceed With Caution: Interactive Rules and Teacher Work Sample Scoring Strategies, an Ethnomethodological Study
The author analyzed a set of 10 transcripts of Teacher Work Sample scoring conversations to identify patterns in scorer interaction. Interactive rules and strategies are identified and implications and cautions offered for the use of work samples, particularly for high-stakes assessment.
Updated: May. 25, 2010
In this article, the author suggests parables as means for enlivening teacher education and for stretching understanding. The author starts by offering a definition of parables. Then, the author presents an analysis of three examples—The Storm, The Sower, and The Fish and the Turtle—to illustrate some of the rich interpretative possibilities they offer for thinking critically and imaginatively about teaching and learning. Finally, the author considers a few reasons why parables have potential for enhancing teacher education, including as a means for exploring moral commitments and beliefs and for generating theories about teaching and learning.
Updated: Apr. 27, 2010
In this paper, the authors investigate and critique education and teacher education as disciplines against the backdrop of teaching as a form of human flourishing connected to the virtue of eudaimonia, a kind of happiness.
Updated: Jul. 20, 2009
More than A Place to Teach: Exploring the Perceptions of the Roles and Responsibilities of Mentor Teachers
The goal of this study was to shed light on mentor teachers' perceptions of their roles and responsibilities and to contrast their understandings with a normative view of mentoring (Goldsberry, 1998; Hawkey, 1997). The authors hypothesized that the mentor teachers' perceptions would likely differ from established conceptions of this construct. This difference has significant implications for mentor preparation and university collaboration.
Updated: Feb. 02, 2009
The authors explore how differences in cognitive complexity were related to role expectations, conceptions of teaching problems, and the use of evidence for justifying beliefs. They draw on data from a US study of nine mentors and mentees, including mentee scores on the Reasoning about Current Issues (RCI) Test, which offers a measure of cognitive complexity.
Updated: Jan. 26, 2009
The Paired-Placement of Student Teachers: An Alternative to Traditional Placements in Secondary Schools
The purpose of this study was to test the effectiveness of the paired-placement of student teachers in secondary school settings. Participants were 23 student teachers who were placed as partners, their mentor teachers, and a sample of the pupils in their classes. Results indicated that pair-placed student teachers enjoyed a rich learning experience because of the tensions, dialog, and reflections that grew out of being placed with a peer. The secondary settings allowed for a combination of solo and team teaching. Results also suggested that pupil learning was facilitated by having two student teachers.
Updated: Jan. 21, 2009