Search results for: Teacher education
Page 14/47 464 items
The shortage of science teachers has spurred a discussion about their retention and recruitment. While discussion about retaining science teachers has increased dramatically in just the last few years, science teacher educators have not attended to the recruitment of science teachers with the same tenacity. In this article, the authors initiate this discussion and to focus on secondary science teachers.
Updated: Oct. 28, 2012
This paper presents a case study of a beginning science teacher’s year-long action research project, during which she developed a meaningful grasp of learning from practice. An extended action research experience in the second year of induction proved valuable to the teacher in learning how to modify her teaching to reach her goal, using evidence of student learning as her guide.
Updated: Oct. 22, 2012
Language of Learning and Teaching in Schools: An Issue for Research in Mathematics Teacher Education?
In this article, the author presents an analysis of the literature on multilingual teacher education in Africa. Specifically, the author looks at what it is that governments in interested countries are doing in teacher education programs in response to the introduction of local languages in schools.
Updated: Oct. 16, 2012
Effects of Inservice Teacher Training on Correct Implementation of Assessment and Instructional Procedures for Teachers of Students With Profound Multiple Disabilities
A multicomponent training package (live training, video modeling, role playing, and feedback) was used to train teachers to conduct assessment and to instruct students with profound multiple disabilities. The first part of the study involved training seven teachers to conduct assessment in three areas: (a) preference assessment, (b) controlled body movement assessment, and (c) access skill assessment. Four teacher-student pairs from the first part of the study participated in the second part, where teachers were trained to use one of instructional strategies.
Updated: Sep. 27, 2012
In this article, the authors build a framework for studying collaborative teacher education, emphasizing linkages among theory, innovation, and outcomes.
Updated: Sep. 24, 2012
Developing Prospective Elementary Teachers’ Abilities to Identify Evidence of Student Mathematical Achievement
In this study, the authors examined whether a classroom intervention would improve the ability of prospective elementary teachers to identify and evaluate evidence of student understanding of a mathematical lesson. The participants in this study were 192 prospective elementary teachers who enrolled in the first mathematics content course at a Mid-Atlantic University. The prospective teachers completed pre- and posttests individually outside of regular class times, and the interventions were implemented by each of six course instructors during regular course meetings. The results indicate that the intervention was successful in improving at least some of PTs’ analysis skills.
Updated: Sep. 03, 2012
A Historical Perspective on the Role of Collaboration in Teacher Education Reform: Making Good on the Promise of Teaching All Students
The current paper provides an analysis of how collaborative teacher education has developed in terms of practice, discourse, and the relationship between general and special education across three historical stages. This article investigates how collaborative teacher education between general and special education has been positioned over time in relationship to larger national reform efforts in teacher education.
Updated: Aug. 30, 2012
Confidence or Confusion: How Well Are Today’s Newly Qualified Teachers in England Prepared to Meet the Additional Needs of Children in Schools?
The current paper investigates the perceived confidence levels of student teachers in their final year, prior to entering the profession in regard to meeting the needs of children with a range of complex needs. The research forms part of a three-year project supported by ESCalate.
Updated: Aug. 30, 2012
Reflection on the Teaching-Learning Process in the Initial Training of Teachers. Characterization of the Issues on which Pre-service Mathematics Teachers Reflect
The purpose of this article was to highlight the issues of the reflections of pre-service mathematics teachers in their learning portfolio about the teaching-learning process taking place in a university teacher-training classroom. The pre-service teachers referred more to Teaching than to Learning. The pre-service teachers found that the knowledge learned is difficult to apply.
Updated: Aug. 29, 2012
The current study describes the experiences of a group of teacher educators as they worked together in a collaborative research activity investigating theories of literacy and the preparation of secondary teachers. After four years of collaboration, the narratives of the members of the group revealed (a) changes to the practices and identities of the participants, (b) how the group formed a community, and (c) the ways in which the institution supported the work of the group.
Updated: Aug. 22, 2012