Search results for: Teacher education programs
Page 14/37 364 items
Using a Standardized Video-Based Assessment in a University Teacher Education program to Examine Preservice Teachers Knowledge related to Effective Teaching
The purpose of this study was to analyze the implementation of the Video Assessment of Interactions in Learning (VAIL) as a standardized measure of preservice teacher learning. Based on the Classroom Assessment Scoring System, the VAIL measures participants’ ability to identify effective teaching strategies and interactions related to emotional supports, classroom organization, and instructional supports. The data suggest that the VAIL may be a useful tool in examining preservice teacher learning. However, large variability in preservice teachers’ ability to identify effective teaching strategies and behaviors remains unexplained by this model.
Updated: Dec. 02, 2014
Multilingual Primary Classrooms: An Investigation of First Year Teachers’ Learning and Responsive Teaching
This research explores the perspectives of newly qualified primary teachers (NQTs) who worked in multilingual classrooms in their first year of teaching. The findings indicated that that NQTs were engaged in reflection on pupils’ needs and interests and then try to tailor provision to engage pupils in formative challenging activities. Twenty one NQTs believed that they had begun to develop responsive forms of teaching, aided by support from and collaboration with other colleagues, including teaching assistants, many bilingual.
Updated: Nov. 17, 2014
Educational Equality or Social Mobility: The Value Conflict between Preservice Teachers and the Free Teacher Education Program in China
This research inquires into the values held by the students of the Free Teacher Education (FTE) program which piloted in the top normal universities in China. This study is based on in-depth interviews with 19 students enrolled in the FTE program. The findings exhibit a value conflict between the students’ educational purposes and the goals of the FTE program. While the program aims at educational equality, the majority of the respondents are driven to join the program and to make their career choices primarily by the goal of upward social mobility.
Updated: Oct. 27, 2014
This study examines possible changes in 83 student teachers’ motives for becoming teachers, their professional commitment and their self-efficacy after a year of teacher education. Furthermore, the study addresses the extent to which these changes relate to student teachers’ perceptions of their learning environment. The findings revealed significant changes in their motives and self-efficacy regarding tasks within the classroom and throughout the broader school context.
Updated: Oct. 21, 2014
This article describes a 3-year qualitative study on a English language arts teacher preparation approach that places middle school students at the center and interweaves various technologies into the study of The Outsiders. Using the ever-popular young adult novel, The Outsiders, as a nexus of literature study and an integration of technology and music, the authors created The Outsiders Project. For three years the authors produced, directed, studied, and analyzed The Outsiders Project (TOP) to determine the impact of these experiences on their preservice teachers and to examine what they learned from the middle school students. The findings reveal that the preservice teachers were very surprised to discover that the middle school students really did want to learn. Another lesson the preservice teachers reported they learned about middle school students was that all students can contribute.
Updated: Oct. 20, 2014
The Influence of (Research-Based) Teacher Training Programs on Evaluations of Central Computer Science Concepts
Based on a cross-contextual research paradigm, this study compares the combinations of content and process concepts identified as important in the context of professors with those considered relevant in the context of teachers. The authors found significant differences between computer science professors and teachers. The greatest differences were found in their evaluations of the content concepts algorithm and structure: professors and teachers differed significantly in their evaluations of these concepts’ relationships with five and four process concepts, respectively.
Updated: Oct. 07, 2014
Year One Implications of a Teacher Performance Assessment’s Impact on Multicultural Education across a Secondary Education Teacher Preparation Program
This case study examines the impact of implementation of a standardized teacher performance assessment (TPA) on the infusion of multicultural education across a secondary education teacher preparation program. The findings reveal that teacher candidates exhibited movement toward the TPA’s objectives of supporting culturally and linguistically diverse learners by helping them to access core lesson content. However, at the same time teacher candidates observed a disconnect between the TPA and multicultural education-related topics and expressed desire for the opportunity to make such connections in class. The authors recommend to develop professional learning communities cultivate relational trust and transparent critical reflection on personal background, bias, institutional inequity, and examine the impact of each on the teaching and learning process.
Updated: Sep. 28, 2014
This review seeks to move conceptions of the ways in which cooperating teachers participate in teacher education beyond commonly held beliefs to empirically supported claims. The analysis generate 11 different ways that cooperating teachers participate in teacher education: as Providers of Feedback, Gatekeepers of the Profession, Modelers of Practice, Supporters of Reflection, Gleaners of Knowledge, Purveyors of Context, Conveners of Relation, Agents of Socialization, Advocates of the Practical, Abiders of Change, and Teachers of Children.
Updated: Sep. 22, 2014
In this article, the author has identified five essential ideas that could serve as underpinnings to support the preparation of early childhood educators: 1. Inquiry and reflection into practice are critical for continued teacher learning and development; 2. Learning and development are cultural and constructivist processes; 3. The teacher’s image of the child should be as a strong and capable participant in the culture; 4. The education of young children is a community privilege and responsibility; and 5. The purpose of early care and education is to enhance and support each child’s daily life experience and learning in the here and now, as well as preparing each child for future success. The author presents a conceptual framework for teacher education that incorporates these underlying ideas. She describes the way in which it is interpreted in the early childhood teacher preparation program at Mills College by a core set of principles.
Updated: Aug. 26, 2014
Preparing the Next Generation of Early Childhood Teachers: The Emerging Role of Interprofessional Education and Collaboration in Teacher Education
This article reports on an interprofessional pilot project. This pilot study engaged 2nd-year, preservice, graduate early childhood education and social work students in an interprofessional training and collaborative activity as part of their graduate coursework. This study suggests that graduate early childhood education and social work students recognize the benefits of preservice interprofessional education, but the experience of working across disciplines can be very challenging. The challenges include a lack of clarity around professional roles and responsibilities, differences in understandings of children’s behavior, and a perception that there will be little opportunity for interdisciplinary collaboration in early childhood settings. Despite these challenges, participants expressed how important it was for them to experience firsthand some of the potential benefits and challenges to interdisciplinary collaboration as preservice students.
Updated: Aug. 24, 2014