Search results for: Teacher education programs
Page 2/36 360 items
Despite their increasing population, many teacher preparation programs have yet to provide adequate preparation for teaching Emergent Bilinguals (EBs). To respond to this situation and to the high demand for effective teachers of EBs, the authors investigated how preservice teachers (PSTs) adapt mathematics lesson plans for EBs. Twenty-one secondary mathematics PSTs, enrolled in two university-based programs, participated in this study and developed lesson plans for EBs. The authors’ analysis revealed that although the PSTs frequently implemented visuals and group work strategies for EBs, they need to better integrate EBs’ funds of knowledge and academic language support.
Updated: Sep. 13, 2020
This article presents a scoping review of the 103 empirical studies focused on coteaching in teacher education to enhance conceptual clarity and heighten understandings of the nature and extent of such research. The authors map the methodological characteristics of these studies that serve to the breadth and depth to which coteaching in teacher education has been examined. Next, they describe the outcomes and phenomena explored by the 103 studies to reveal the intended results as well as points of tension for coteaching in teacher education. Finally, they couple an analysis of coteaching definitions within these studies with an analysis of the ways in which coteaching is implemented in teacher education. Notable findings of this scoping review include the extensive range of ways coteaching is implemented across the preservice teacher education curriculum, the variety of aims for coteaching in these contexts, and the need for continued grounding in frameworks to enhance understandings of coteaching practices and impacts for stakeholders including P–12 students, inservice teachers, teacher candidates, and university faculty.
Updated: Sep. 11, 2020
Pre-service teachers’ job-related perceptions of teaching in rural areas: a study of the free teacher education programme in mainland China
This article examines the development of pre-service teachers’ job-related perceptions of teaching in rural areas in the Free Teacher Education (FTE) programme in mainland China. Drawing on in-depth interviews with 22 teacher educators and 11 pre-service teachers, this study found that pre-service teachers’ perceptions were constructed through relative perspectives, professionality orientation, and realistic expectations during the process of FTE teacher education. Pre-service teachers employed utilitarian concerns to increase access to prestigious universities to the detriment of their academic interests. The professionality orientation of the FTE programme held a profile of isolated curriculum modules, urban-centred approach, and theory-practice divide, resulting in pre-service teachers’ fragmented body of knowledge and weak rural consciousness. Although participants saw significant improvement in living and working conditions of rural schools, their negative perceptions were magnified due to this weak rural consciousness. This study argues that the FTE programme needs to integrate separated courses and embed the components of rural settings in addition to current financial incentives.
Updated: Aug. 29, 2020
Can an outsider become an insider? Analysing the effect of action research in initial EFL teacher education programs
This study focuses on the perspectives of teachers who were recent graduates of two initial English language teacher education programmes in Chile, who had undertaken action research projects as part of their degree programme. It also engaged the university-based supervisors who had overseen this work. These experiences are analysed in the context of the guiding epistemological and political foundations of action research. The outcomes of this research suggest that the use of action research in initial teacher education contexts may be more problematic than it is often assumed; particularly, where student teachers’ work is professionally isolated. From this, it is suggested that action research in initial teacher education needs to be conscious of potential constraints in school-based contexts, as these may act to limit the current and prospective impact of this learning experience.
Updated: Apr. 21, 2020
This case study describes how leaders from three teacher education institutions utilized a technological, pedagogical, and content knowledge (TPACK) leadership diagnostic tool in the design, development, and implementation of technology rich initiatives. Participants were interviewed to find out how the diagnostic tool guided their decision making. Content analysis and a priori coding were used to analyze transcripts along with constant comparative methods to explore elements within the diagnostic tool and identify additional codes. Results indicate that education leaders utilized the TPACK leadership diagnostic tool in different ways to guide the design, development, and implementation of their technology initiatives. Participants also provided recommendations for how the diagnostic tool and its use might be enhanced in order to support change.
Updated: Jan. 05, 2020
A comparison of student teacher learning from practice in university-affiliated schools in Helsinki and Johannesburg
In a comparative study of student teachers in Finland and South Africa, the researchers aimed to capture students’ views of how and what they had learned from practice in two university-affiliated primary schools. With data from survey questionnaires, the authors found that students in the two customized programmes accentuated different domains of teacher knowledge. The newly established teaching practice school in Johannesburg afforded closer integration of university and school practicum experiences for students than the well-established school in Helsinki. The authors conclude that an innovative teacher education model can be re-invented in a significantly different context and also add new dimensions to the original.
Updated: Sep. 12, 2019
Linking Student Achievement to Teacher Preparation: Emergent Challenges in Implementing Value Added Assessment
The authors describe challenges that were confronted around the deployment of Louisiana’s value-added assessment of teacher preparation programs. Their discussion is organized around the challenges emerging from calculation, communication, and change. The discussion provides information that policy makers and teacher education leaders, rather than analysts, might find useful, and focuses on the types of challenges that a state or university system can expect to encounter in developing a value-added assessment. They describe decisions made in response to specific challenges that appear to have been successful and some that in retrospect appear to have been mistakes.
Updated: May. 29, 2019
Teacher preparation programs (TPPs) have received a great deal of policy and research attention of late. And despite the commonsense notion that preparation for formal classroom responsibilities should improve the readiness of teacher candidates, the value of formalized preservice teacher education is unclear. In this review of the quantitative evidence about teacher preparation programs, the author finds that most studies show only minor differences in the value added of teachers who graduate from different programs, and that there are only a few studies that focus on the association between the features of teacher preparation and teacher workforce outcomes.
Updated: May. 26, 2019
This study aimed to learn more about the millennial students, what they felt was important to learn, what resources were most important, and how they would evaluate some of their own skills. The findings reveal that the millennial preservice teachers in this study indicated what they wanted most to learn in their teacher education program was about how to manage student behavior. The findings also suggest that millennial preservice teachers understand that their future students will come from a variety of cultures and backgrounds and have a range of abilities.
Updated: Aug. 30, 2018
Education and Child Poverty in Times of Austerity in Portugal: Implications for Teachers and Teacher Education
This article aimed to examine recent policy documents and other reports on the education sector. It also analysed the ways in which initial teacher education (ITE) deals with poverty issues, within the post-Bologna context, through the voices of student-teachers who have finished their practicum at school. The findings pointed to the deterioration of working conditions at school for teachers. The authors argue that the strategies used by teachers to face poverty situations have made student-teachers more aware of their lack of preparedness to deal with teaching in such a demanding context.
Updated: Jul. 03, 2018