Search results for: Teacher education
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In this collaborative self-study, the authors were interested to examine their own transition from doctoral students to assistant professors. Data revealed three turning points highlight the impact of the authors' new roles on all aspects of their practice as teacher educators and their thinking about teaching and teachers. The first turning point speaks to how the authors were challenged to reframe what counts as quality teaching in the academy. The second turning point revealed the authors' feeling that it is important to be strategic about the research they conduct to ensure sufficient opportunities for publication. Finally, the third turning point was an expression of the pressure the authors felt to do an outstanding job at each of the three components of their roles: teaching, research, and service.
Updated: Dec. 10, 2013
This article is part of a larger evaluation study of Reduction of Stigma in Schools (RSIS). The Reduction of Stigma in Schools is a professional development program aiming to empower educators to create affirming environments for Lesbian, Gay, Bisexual, Transgender, Queer and Questioning (LGBTQ) youth. Interview data indicate that though workshops utilized a critical approach, what teachers embraced was a call to understand and “protect” LGBTQ students through the “safety” discourse and investment in one time “visibility” or “celebration” events as symbols of improved school climate.
Updated: Nov. 25, 2013
Losing Our Way? Challenging the Direction of Teacher Education in Australia by Reframing It Around the Socially Just School
In this discursive and wide-ranging article, the author wants to: (1) to interrogate the conditions that led to, and continue to wreak havoc as a result of, the Global Financial Crisis (GFC), and that underpin current policy approaches to teacher education in Australia and other western countries; and (2) to move in the direction of puncturing the status quo by proffering an alternative orientation to teacher education deriving from some of his own research that is informed by what he is calling the Socially Just School.
Updated: Oct. 23, 2013
The Importance of Respect in Teaching and Learning: Perspectives of Final Year Pre-service Teachers in A Regional University in Ireland
The purpose of this research was to examine pre-service teachers (PSTs’) perceptions of respect in educative relationships. This study also investigated the factors that guided the pre-service teachers’ perceptions. The authors conclude that the respect for the role of a teacher by their pupils is bound not solely in their subject knowledge, but can be diminished in their eyes through a perceived humiliation or can be enhanced by a willingness for the teacher to convey ‘interpersonal respect’, by attempting to relate to them. Additionally, the participants stated that balancing ‘interpersonal respect’ and ‘respect in the role of the teacher’ helped them to feel more confident in their teaching abilities and to relate to their pupils.
Updated: Oct. 23, 2013
This article sheds new light on the relationship between theory and practice through an analysis of empirical findings recorded in a subject-oriented action research project. In this article the author is asking whether findings from the project are pointing towards pedagogical approaches possible to categorize on a meta-level, and in which way these detected approaches shed new light upon the relationship between theory and practice in teacher education.
Updated: Aug. 21, 2013
This article describes transformation of the organisation of teacher training in France. The transformation of training and recruitment of teachers results from distinct reforms concerning three interrelated aspects of the organisation of teacher training: the setting of the entrance requirement to the profession at the level of a university Master’s degree (Masterisation of teacher training), the change in the recruitment process, and the integration of teacher training colleges (IUFM) into the universities.
Updated: Aug. 06, 2013
The (Failed) Case of the Winston Society Wikispace: The Challenges and Opportunities of Web 2.0 and Teacher Education
In this article, the authors examine the case of the Winston Society. The authors argue that the participants saw the technological demands of the Winston Society as less threatening than participating in social practices that emphasized more participatory and collaborative knowledge-making, distributed expertise, and less published and individuated kinds of authorship. The authors claim that the data pointed to at least three alternative directions for the use of new literacies in teacher education: teachers’ discomfort with digital epistemologies, the potential of online affinity spaces and of networking social media to mediate teachers’ professional development.
Updated: Jul. 30, 2013
One-to-One Laptop Teacher Education: Does Involvement Affect Candidate Technology Skills and Dispositions?
The authors examine differences in student technology outcomes between a pilot 1:1 program with ubiquitous technology use and a more traditional program in which our candidates are expected to complete specific technology requirements in each course. The authors found that after the post-test that the beliefs of laptop candidates about educational uses of technology and skill level with educational technology significantly increased. The results also indicated that teacher candidates who were not given ubiquitous access did not improve in skill level, nor did their beliefs about educational technology change.
Updated: Jun. 05, 2013
The author explains how the context of New Zealand's historical cultural and political climate affects practice and discusses the current direction of teacher education. Teacher education in New Zealand, as in many countries, has been subject to regular review and calls for reform in recent decades. Two current key documents considered the direction of teacher education in New Zealand: Approval, review and monitoring processes and requirements for initial teacher education programmes of the New Zealand Teachers Council and the other document issued by the Ministry of Education.
Updated: Jun. 03, 2013
This article uses research-based criteria to analyze and compare seven faculty development models for teacher education technology integration. The comparative analysis reveals that some models are distinctly more effective than others. The analysis also shows that not a single study describes a faculty development model that meets all of the fundamental criteria for excellence in faculty development.
Updated: May. 27, 2013