Search results for: Teacher education
Page 10/47 464 items
Educational Policy or Practice? Traversing the Conceptual Divide between Subject Knowledge, Pedagogy and Teacher Identity in England
This article is framed by concerns about recent UK Government policy regarding the training of mathematics and science teachers in England. It discusses how two cohorts of pre-service teachers negotiated the development of a professional identity while undertaking subject-specific training. The authors take the concept of ‘participation in communities of practice’ as a departure point to explore how trainees demonstrate their development of professional identities as chemistry, maths or physics teachers.
Updated: Jun. 07, 2015
Identity Expectations in Early Childhood Teacher Education: Preservice Teachers' Memories of Prior Experiences and Reasons for Entry into the Profession
This article examines how prospective teachers link their memories of prior experiences to their reasons for entering the profession. Implications from the study's findings suggest that teacher educators : a) attend emotional nature of preservice teachers' memories; b) assist preservice teachers to articulate expectations in teaching; c) address the importance of the role model; and d) attend to the political nature of convictions.
Updated: Jun. 01, 2015
This article seeks to understand how teacher preparation makes a difference in classroom instructional quality that leads to student learning. It reviews the research that has been conducted on the fundamental practices of teacher education and how they affect student learning. It shows repeatedly that the link between teacher education programs, effective teachers, and student learning is missing in research on teacher education. The article indicates the complicating factors of making causal connections between teacher education and student learning. It also focuses on research that attempts to link program characteristics to student learning.
Updated: Apr. 13, 2015
In this article, the authors review literature on humanistic teacher education. They described humanistic characteristics for today's teachers. Selected humanistic dispositions, or the action components that rise from humanistic beliefs, are particularly important for today's teachers and current trends in education. The authors group these dispositions and accompanying pedagogies into three categories: individual, relational, and contextual. They recommend that programs and graduate degrees for in-service teachers should emphasize the teaching and assessing of humanistic dispositions.
Updated: Mar. 22, 2015
The purpose of this study was to evaluate a programme on mathematics teaching carried out using reflective practice. While the study shows that the education programme generates high levels of satisfaction, pedagogical appropriateness and learning, its achievements in effectiveness are moderate. Although, in general, what is learned through teacher education is implemented in the classroom, it is done individually and without becoming a part of the culture of the school. The results show little evidence of the programme's impact on student learning.
Updated: Jan. 14, 2015
The Influence of the Ecological Contexts of Teacher Education on South Korean Teacher Educators' Professional Development
The goal of this study is to explore how the ecological context of teacher education influences affect South Korean teacher educators' professional development. The findings reveal that South Korean teacher educators' main concerns about their professional development are related to conducting research. Furthermore, the global influences on South Korean teacher educators' work are also strong. They need to know global trends in education in order to obtain research topics and need to communicate with foreign scholars and educators actively for the purpose of active scholarship. The author recommends on using reflective methods, such as action research or self-study research to facilitate teacher educators.
Updated: Jan. 11, 2015
The purpose of this article was to derive a set of descriptive themes that pertained to the development of preservice teachers' mental models of learning and instruction. The findings highlight the importance of exploring preservice teachers' cause-effect conceptualizations.The authors point to several areas of potential concern in their mental model development. The authors believe that preservice teachers' mental models can be represented by a two-level structure.
Updated: Dec. 25, 2014
This paper analyzes teacher educators’ constructions of their professionalism and the constituent professional resources and senses of identity on which that professionalism draws. The study is framed by a broadly sociological concern with the (re)production of social patterns and relations through teacher education. The findings show that three modes of professionalism were constructed by educators within the sample group, with each deploying professional resources and senses of identity in varying ways to position individuals as credible and legitimate practitioners within the field of teacher education.
Updated: Dec. 22, 2014
Preservice Teachers’ Perspectives of the Emphasis on Stewardship from Their Initial Teacher Preparation
The current study examined perceptions of future teachers as to the degree to which their teacher preparation program emphasized the idea of stewarding schools. In addition this article outlines specific emerging aspects of the stewardship construct that can be integrated into teacher education curricula. With a theoretical foundation that initial teacher preparation provides the foundation for teacher beliefs and practices, gaining insight how teacher preparation emphasizes the stewardship of schools provides a better understanding of the current milieu in schools.
Updated: Nov. 24, 2014
The author argues that an important task of career-long teacher education is the encouragement of imagination and creativity in experienced teachers. The task implies a reversal of the managerialism that currently afflicts so many European education systems. The article begins by giving an analysis of pedagogical relationships to expose some of the reasons that teaching is an extraordinarily complex activity. Indeed it is so complex that it is not something that can be learnt in advance of experience. However, the author claims that experience is not enough on its own. To become excellent requires a career-long commitment to self-cultivation as teachers.
Updated: Oct. 21, 2014