Search results for: Beck Clive
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Four Spheres of Knowledge Required: An International Study of the Professional Development of Literacy/English Teacher Educators
The purpose of this study was to study in depth a group of literacy/English teacher educators, with attention to their backgrounds, knowledge, research activities, identity, view of current government initiatives, pedagogy and course goals. This study indicates that professional development is important for both new and experienced faculty. Overall, the faculty continued to grow in the four spheres of knowledge: research; pedagogy in higher education; literacy and literacy teaching; and government and school district initiatives. This study reveals the sheer scale of knowledge required to be an effective LTE. All three forms of professional development came into play for all of the participants: each process had value and a place in supporting their development as teacher educators and researchers.
Updated: May. 23, 2016
This article describes an initiative, Becoming Teacher Educators (BTE). BTE is a community specifically designed for doctoral students whose career goal is to become teacher educators. The findings reveal a very high level of satisfaction from the members of BTE. Members frequently commented that the ongoing support from the community was the reason that they continued to learn, grow and share. In addition, the BTE community has provided members with additional educational and professional opportunities outside the basic requirements of their graduate programmes.
Updated: Sep. 10, 2013
We Taught Them about Literacy but What Did They Learn? The Impact of A Preservice Teacher Education Program on the Practices of Beginning Teachers
This article reports a study of literacy instruction in the authors own elementary preservice program. It examines the views and practices of both the preservice faculty who teach literacy and a sample of graduates of the program during their first three years of teaching. The new teachers reported learning many things from their preservice program. However, there were gaps between what was taught and what the new teachers wanted to learn.The authors describe how they are revising their courses in light of these findings, modifying their approach to preservice instruction, and giving priority to certain key aspects of teaching.
Updated: Dec. 08, 2008
The article explores a multi-literacy approach for literacy teaching. The research examined 10 literacies professors, and 22 first year literacy teachers. It found that some of the difficulty was lack of clarity about the nature and purpose of multiliteracies pedagogy.
Updated: Nov. 24, 2008
This article looks at no-tenured instructors, who instruct, but have a limited role in teaching decisions. The authors offer suggestions about how these instructors might be provided with induction, professional development, and other forms of support. These include supporting them with funds for professional development, including them on research teams, and providing opportunities for tenure-line and non-tenure-line faculty to socialise and work together.
Updated: Sep. 04, 2008