Search results for: Teacher education programs
Page 15/37 364 items
Curriculum Orientations of Pre-service Teachers in Jordan: A Required Reform Initiative for Professional Development
The primary purpose of this study was to identify the curriculum orientation profiles of pre-service teachers participating in the teacher education programs at the Hashemite University in Jordan. Rigorous translation procedures were utilized to validate an Arabic version of the Curriculum Orientation Inventory (COI) for use in Jordan. The results of the factor analysis indicated that five latent factors with 29 items emerged from the Jordanian data highly consistent with the English version of the COI. Results also indicated that pre-service teachers valued all the curriculum orientations to various degrees. Specifically, they highly valued the Cognitive Process orientation followed by the Social Reconstruction orientation and the Humanistic orientation.
Updated: Jun. 10, 2014
This study examines the characteristics, advantages and shortcomings of the educational approaches used by Israeli students, who have developed and taught curricula on the intelligent use of the Web. Most of the students chose balanced approaches for developing and teaching curricula on the subject, relating both to the benefits and the dangers of using the Web. Quite a few, however, chose a negative critical approach focusing on the dangers and harmful effects of the Internet. A marginal minority chose a positive approach stressing only the beneficial uses of the Web.
Updated: May. 26, 2014
The Affordance of Blogging on Establishing Communities of Practice in a Pre-Service Elementary Teacher Education Program
The current study examines the affordances of blogging on establishing communities of practice within an elementary teacher education program. The authors examined pre-service teacher participation in an online community of practice where pre-service teachers, over the course of their elementary education program. An analysis of the data demonstrated tensions around epistemologies, community and identity development.
Updated: May. 26, 2014
Research Engagement as Identity Construction: Hong Kong Preservice Teachers’ Experiences of a Compulsory Research Project
This study examined the experiences of a group of six preservice English language teachers in Hong Kong as they prepared for, engaged in, and reflected upon a compulsory research project during the final year of their Bachelor of Education degree program. The article discusses the experiences of these preservice teachers in terms of the construction of their teacher identities. The findings illustrate the identity conflicts the preservice teachers experienced as their research engagement required that they cross institutional and educational boundaries to confront, question, and reject various identity positions, including ‘student teacher’, ‘full-time teacher’, and ‘teacher-researcher’. The article concludes that the lens of teacher identity can provide insights into how student teachers’ perceptions and experiences of research shape and are shaped by their understandings of themselves as teachers.
Updated: May. 07, 2014
Making Learning the Object: Using Cultural Historical Activity Theory to Analyze and Organize Student Teaching in Urban High-Needs Schools
In this article, the authors are interested to articulate what preservice teacher's account suggests about the struggles of teacher educators to provide sufficient and sufficiently strategic support for PSTs’ field-based learning. The authors conclude that conceiving of student teaching as an activity system requires that they think of student teaching in contextually sensitive ways, set clearer learning goals, and remediate in relation to them so that preservice teachers will be able to do the same for the students they serve.
Updated: Apr. 09, 2014
This article considers the impact of recent political decisions on the provision of teacher education and the continuing development of teachers in England. The author tracks how successive governments have changed the requirements necessary to become a teacher as circumstances have changed in the country. The author also considers the impact of these changes on higher education institutions.
Updated: Mar. 25, 2014
The Context of the Demand for Special Education Faculty: A Study of Special Education Teacher Preparation Programs
This article describes the results of a survey completed in fall of 2009 by special education and teacher education coordinators. The survey requested information about past, present, and future concentrations or programmatic offerings. It also asked questions about projected need for new faculty resulting from attrition, program expansion, and expanded faculty roles. In addition, the survey gathered information about current staffing patterns at these college and university preparation programs. Results indicate that the roles of special education faculty and the programs they offer will expand greatly in the upcoming 5 years.
Updated: Mar. 19, 2014
The present study examines performance of students who took a basic skills test (Praxis I) between 1999 and 2005 and one of the four large-volume licensure tests (Praxis II) between 2002 and 2005. The findings of this study reveal that individuals who pass basic skills tests at borderline levels are far less likely to pass licensure tests than are candidates who meet the median state-level basic skills test requirements. Thus, the authors claim that students who have difficulty writing would very likely have difficulty in writing-intensive curricula like English and social studies, which would then be reflected on their licensure exams.
Updated: Mar. 04, 2014
This work aims to present an alternative vision of teaching, one that the authors call “Teacher as Civic Agent.” This term marks an important theoretical shift from viewing quality teaching and learning as that which prepares students to succeed economically to that which prepares students to become self-actualized and critically empowered civic agents. The authors explore the “Teacher as Civic Agent” through the analysis of the Council of Youth Research. The study seeks to provide a new rationale for democratic teacher education and a revitalization of the civic purposes of schooling. The authors argue for new paradigm of teacher education in which teachers engage with local communities, become producers of knowledge, and work collectively in solidarity with their students to create social change.
Updated: Mar. 03, 2014
In this article, the authors examine how teacher training can play an active role in inculcating teachers with sociopolitical awareness and the resultant image of this transformative teacher training. The authors present a conceptual and practical model for training teachers as involved intellectuals in the society and in the community. The model was built in light of educational challenges in the global, technological, and competitive world in general and in Israeli society with its schisms and violence in particular. The article also describes findings from pilot studies which have been done to assess the teacher training program at the Kibbutzim College of Education in Israel.
Updated: Feb. 26, 2014