Search results for: Teacher education programs
Page 19/37 365 items
In this article, the author presents a holistic practice-based approach to preparing candidates for quality teaching. This approach integrates academic knowledge of theory, pedagogy, and curriculum across experiences in authentic contexts that are embedded in focused inquiry, directed observation, and guided practice. The discussion of the proposed practice-based approach to learning to teach is presented in two parts. The first part includes the organizing ideas and discursive practices for teaching referred to as essential knowledge, skills, and understandings for quality teaching. The second part includes the epistemic practices and program qualities that support learning to teach.
Updated: Apr. 02, 2013
In this article, the author argues for a broader understanding of globalization and its effects and point to some implications that this has for teachers and teacher educators. The author concludes with nine tasks in which critical analysis in education and teacher education must engage.
Updated: Mar. 18, 2013
This article examines the intensification and complexity associated with modern accountability systems in education. The article then focuses on the politics of accountability embedded within efforts of Pennsylvania Department of Education to redesign the accreditation process for teacher education programs in Pennsylvania. The Pennsylvania case illustrates some of the ways in which proponents of accountability-based reform have framed the issues and used formal authority to move their agenda forward. However, these policy makers disregard a variety of well-known negative consequences faced by Pennsylvania's public schools, as well as the nature of the proposed solutions. This case study points toward the need for greater openness and cooperation in the policy process.
Updated: Mar. 17, 2013
Mathematics Teacher Education Quality in TEDS-M: Globalizing the Views of Future Teachers and Teacher Educators
This article seeks to explore teacher education quality in terms of effectiveness among various countries. This study shows that future teachers report that they benefit from both academic and school-based instructors in every participating country. Data indicate that United States have well-organized programs and the most synchronized teaching in TEPs at both the lower secondary and primary levels.
Updated: Feb. 18, 2013
In this article, The authors identify half a dozen challenges that confront the schooling of children and youth and appeal for teacher educators to lead efforts to address each of these needs. The authors recommend that teacher educators should rethink continually the content of programmes, the way courses are delivered, the suitability of the clinical component and the student teaching experience, and the best ways to assess the impact of the programme.
Updated: Feb. 06, 2013
In this study, the authors identify the complexity of the transitioning identities of four STEM career changers to better inform teacher education programs on how to be more mindful of the needs of this population as they return to the life of a student again on their path toward a new career in teaching.
Updated: Jan. 28, 2013
The current article draws upon data from a larger study of teacher preparation in New York City which is engaged in examining the features of both alternative and traditional pathways into teaching. The authors found that less than half of the traditional programs required any coursework in classroom management. Early entry candidates were more likely to have had a course in classroom management.
Updated: Jan. 28, 2013
Testing Candidates' Basic Reading Skills to Ensure Teacher Quality: Promising Practice or Problematic Policy?
This study investigates the relationship between teacher candidates' reading abilities and their performance on the Texas Examination of Educator Standards and Pedagogy and Professional Responsibilities. The participants were 150 undergraduate students enrolled in the teacher education program of a university in south Texas. Based on the results, the authors claim that teacher candidates' success on the standardized teacher certification exams is, in part, a measure of their reading and analytical skills. The authors also claim that the colleges of education in Texas could still maintain a very high pass rate on the exiting licensure exam even if they dropped the required score on the THEA Reading exam below 260.
Updated: Jan. 16, 2013
Master's Programs in Israeli Colleges of Education: A New Learning Opportunity in Early Childhood Education
The goal of this article is to highlight the importance of advanced studies for the professional staff working in the field of early childhood education (ECE). The program is unique in its category in the state of Israel and has been authorized by the Council for Higher Education.
Updated: Dec. 27, 2012
The current study compared the child development content knowledge gains of two classes of undergraduate preservice early childhood teachers. Some of the preservice teachers taught child development with case-based instruction and some of them taught the same content with traditional didactic instruction. The study also sought to determine if students' level of prior knowledge interacted with the type of instruction they received.
Updated: Dec. 27, 2012