Search results for: Reynolds Ruth
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Just Add Hours? An Assessment of Pre-service Teachers’ Perception of the Value of Professional Experience in Attaining Teacher Competencies
In this study, the researchers compared pre-service teachers’ perceptions of their professional competencies at two campuses of a large regional teacher education university. Students who had experienced more hours in schools and such settings were more positive about their, ability to apply their knowledge of students and how they learn, classroom management, professional knowledge and practice, and community engagement; however, when students felt well supported during professional experience, such differences diminished. Additional hours were not associated with pre-service teachers’ perceptions of their ability to apply subject content and teaching; plan, assess and report; and effective student communication.
Updated: Jul. 09, 2017
This article outlines what is at stake in the framing of the problem of professional experience and how constructions of the problem make it difficult to find enduring solutions. It is argued that teacher educators must simultaneously work on tactically resolving issues whilst also engaging in a more strategic, evidence-based dialogue on the purpose of professional experience, its models of delivery, and evidence of outcomes.
Updated: Jan. 27, 2016
Dancing in the Ditches: Reflecting on the Capacity of a University/School Partnership to Clarify the Role of a Teacher Educator
The present article examines common themes identified in the roles required and/or perceived for teacher educators by both teachers and teacher educators. Collaboration, discussion and critique enabled personal reflection as teacher educators worked as partners to schools in a state-sponsored teaching and learning skills project. The teacher educators were required to be change agents at the interface of theory and practice and their experiences reflected individual journeys, but their reflections have ongoing implications for clarifying and professionalising the role of teacher educators.
Updated: Oct. 22, 2014
A socially just society is one in which all people are accorded equal worth and opportunity. It is a society incompatible with any form of prejudice or discrimination based on race, class, gender, sexual orientation, age, physical ability or any other factor .This article explores current research into the role of education in combating social injustice. The authors have reconfigured a number of the identified themes from these research papers into four groups of issues of which teacher education programmes must be cognisant if they wish to work towards social justice outcomes.
Updated: Apr. 17, 2011