Search results for: Teacher education programs
Page 13/37 364 items
The purpose of this study was to identify and explore the challenges that new secondary teachers experienced in the implementation of the Common Core State Standards (CCSS). The challenges include lack of preparedness for teaching CCSS, needs for understanding the CCSS language, the content in the standards, student learning, and the lack of resources. New teachers also reported challenges in collaboration with veteran teachers. They suggested that a collaborative learning community help them implement CCSS effectively. The collaboration should involve collaborative activities through peers, among school administration and teachers, online collaboration, and training workshops.
Updated: Apr. 30, 2015
The purpose of this study was to analyze the researcher's attempt to address the research/practice divide from the position of a teacher educator. The findings revealed that although the university at which this research was conducted offered students practicum placements throughout their time in the teacher education program, the preservice teachers had difficulty making connections between information learned in university classrooms and experiences in area elementary schools. To address the disconnect between methods coursework and the preservice teachers' practicum placements, the author intentionally planned three class field trips to elementary school. This article has implications for both teacher education programs and for the individual methods course instructor.
Updated: Apr. 21, 2015
The main objective of this study was to identify emergent learning aspects of team-based simulations (TBS) among teacher trainees through transcribed videotaped simulations of critical ethical incidents. Findings point to a four-dimensional model of ‘Learning ethical conduct through TBS.’ First, TBS enables trainees to learn to make decisions within a “supportive-forgiving” environment. Second, the use of TBS may increase trainees’ awareness of their responsibility to learn how to develop standards of care for their students. Third, TBS helps teacher trainees to learn how to reduce colleagues’ misconduct. Fourth, TBS helps trainees develop an integrative approach as they have to consider different perspectives simultaneously.
Updated: Apr. 12, 2015
Research Studies and Active Learning Promoting Professional Competences in Finnish Teacher Education
The goal of this study is to investigate how student teachers benefit from authentic researcher experiences as part of their pre-service education. Student teachers regard research studies as an important part of their education.Research studies also affected students' ability to deal with learners' differences and collaborate with different partners in educational questions, and even helped them in their everyday classroom teaching. Furthermore, active learning experiences in teacher education reinforce the research studies' positive effect on professional competences. Student teachers' professional competences were much higher when both research studies and active learning experiences supported them.
Updated: Mar. 31, 2015
This article examines the way the teacher candidates used their understandings of their roles and relationships to construct instances of success. These participants had the same content major, took the same teaching coursework, and had the same programmatic expectations for student teaching. Both deemed their student teaching internship as a successful learning experience, and they received a passing grade. However, the two teacher candidates differed in the ways which they made meaning of everyday events and relationships. One of the participants defined success through the feedback from her cooperating teachers and university supervisors, whereas the other participant drew upon her own internal beliefs.
Updated: Mar. 19, 2015
Pre-service Teachers’ Development of Technological Pedagogical Content Knowledge (TPACK) in the Context of a Secondary Science Teacher Education Program
This study explores pre-service teachers’ TPACK development in a secondary science teacher education program that combined a content-specific technology integration course with extensive field experience. Findings indicated that a content-specific technology integration course offered simultaneously with extensive field experience through careful instructional design can improve pre-service teachers’ understanding of combining technology with science content and pedagogy.
Updated: Mar. 16, 2015
This paper argues that teacher education curricula should include leadership knowledge. The authors discuss the political realities that affect teachers. They also discuss how these realities are best met with teacher leadership knowledge. They claim that knowledge of leadership would enable teachers to label what they see and do. In conclusion, the authors propose opportunities for the teaching profession to reclaim its pedagogical and curricular knowledge and to understand its own acts of leadership.
Updated: Jan. 12, 2015
Promoting Deep Learning in a Teacher Education Programme through Self- and Peer-Assessment and Feedback
The current study examined the impact of a deeper approach to learning on pre-service teachers’ critical thinking and metacognitive skills. The study also examined the impact on student learning outcomes within a project based module with a significant design element. The findings reveal that the quality of students’ reflections through peer feedback and overall satisfaction with the module remained high despite students’ citing a preference for instructor feedback.
Updated: Jan. 11, 2015
Multiculturalism in Teacher Education Institutes - The Relationship between Formulated Official Policies and Grassroots Initiatives
The current study examined the multicultural policies advocated and the actual practices in two teacher education colleges in Israel. The main findings reveal a gap between multicultural discourse and policies in two colleges, as manifested in the activity patterns of both teacher education colleges. Furthermore, the difference between the colleges in terms of multicultural discourse and practice is related to the difference in the colleges’ organizational structures and target populations. The authors recommend that there is room for grassroots developments. Finally, the authors recommend that every teacher-education institute in any multicultural country must include the topic of multiculturalism in the curricula.
Updated: Jan. 06, 2015
A Case Study Exploring the Use of Garageband™ and an Electronic Bulletin Board in Preservice Music Education
This study was designed to examine whether the integration of digital learning technologies in teacher education programs enhances a larger educational mission to foster preservice teachers’ understanding of music and digital literacy. The findings reveal that the majority of participating preservice teachers subscribed to an understanding of music literacy based upon traditional values of developing students’ notation skills. Although a framework for learning was in place, the process was designed as organic, developing with each exchange of musical selections and accompanying reviews and responses. For those accustomed to teacher-centered instruction, this created a measure of initial anxiety.
Updated: Dec. 17, 2014