Search results for: Hammerness Karen M.
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Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. This study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different countries (Norway, Finland, United States [California]) and compares these candidates’ perceptions of the coherence of their teacher education programs. Candidates from a program that has explicitly been working on constructing a coherent program over a period of 15 years do report significantly more coherence, yet, across the programs, there remains room for improvement regarding the coherence between field placement and campus courses. The authors conclude with the suggestion that potential improvement of program coherence lies within greater communication and collaboration between the various stakeholders within teacher education.
Updated: Feb. 10, 2020
The current article draws upon data from a larger study of teacher preparation in New York City which is engaged in examining the features of both alternative and traditional pathways into teaching. The authors found that less than half of the traditional programs required any coursework in classroom management. Early entry candidates were more likely to have had a course in classroom management.
Updated: Jan. 28, 2013
In this paper, the authors argue that teacher educators need to add pedagogies of enactment to an existing repertoire of pedagogies of reflection and investigation. In order to make this shift, teacher educators will need to undo a number of historical divisions that underlie the education of teachers. Finally, the authors propose that teacher education be organized around a core set of practices in which knowledge, skill, and professional identity are developed in the process of learning to practice during professional education.
Updated: Jul. 20, 2009
Constructing Coherence- Structural Predictors of Perceptions of Coherence in NYC Teacher Education Programs
The article explores the concept of coherence. The authors investigate the relationship between students' perceptions of coherence and a number of structural features of teacher education programs to help develop a stronger definition of one important dimension of coherence—the relationship between fieldwork and coursework,
Updated: Oct. 26, 2008