Search results for: Teacher education programs
Page 32/37 365 items
Research suggests that substantial pre-service student teaching is essential for the preparation and retention of special educators. The purpose of this study is to contrast the effects of length of pre-service student teaching received against other variables that exist within a pre-service preparation program. It was found that substantial pre-service student teaching experience has a strong effect on the probability that a beginning special educator will remain in the field 1 year. In addition, none of the effects of aspects of teacher pre-service preparation or teacher or school demographics analyzed had an impact on attrition, when controlling for the number of weeks of student teaching.
Updated: Nov. 24, 2009
The article examines an assessment initiative for reviewing and developing student dispositions to address faculty concerns about the issue, as well as attend to programmatic needs. The authors created a conceptual framework which was the foundation for the development of the categories included within the dispositions model. This model is part of a collegewide initiative for gathering, reviewing, and analyzing data in a central assessment system that is used for examining measures of students' dispositions connected to an institutional conceptual framework, program goals, and external accreditation performance data.
Updated: Nov. 23, 2009
The Use of Self-Assessment to Foster Students' Learning in Teacher Education: An Experience in Teaching Practice
This study examined the effectiveness of self-assessment during teaching practice and determined whether the students, after engaging in the self-assessment process, exhibited changes in their learning and teaching. Participants comprised 47 students who were enrolled in an in-service teacher education program. Questionnaire and focus group interviews were employed to examine the usefulness of the self-assessment and the possible changes in students' learning. Analysis of the results indicates that students found that self-assessment enhanced their learning during teaching practice, especially in the area of reflective thinking.
Updated: Nov. 18, 2009
Providing Qualified Teachers for Urban Schools: The Effectiveness of the Accelerated Collaborative Teacher Preparation Program in Recruiting, Preparing, and Retaining Teachers
In this article, the authors examine the effectiveness of the ACT program over a 6-year period in providing qualified teachers for urban schools. The program was designed to restructure teacher education as a shared school-university responsibility and to reflect best teacher preparation practices that address the diverse needs of students in urban communities. Demographic and survey data were gathered from 6 years of program graduates. Overall, graduates reported satisfaction with their preparation and teaching careers.
Updated: Nov. 18, 2009
The Challenge of Change: Digital Video-Analysis and Constructivist Teaching Approaches on A One Year Preservice Teacher Education Program in Ireland
This project created a stimulating and professionally relevant way for pre-service teacher education to build student teachers’ skills in critical reflection, collaboration and communication. Initial concerns about collaborative group work and technology were replaced by a positive appreciation of their relevance for teaching. The assessment methods were valued by the students.
Updated: Nov. 16, 2009
This study examined the benefits and difficulties that graduate student teachers perceived while participating in online collaborative group activities during their first year of a masters program. The study discovered the three most prominent perceived learning outcomes. The article describes the difficulties encountered while attempting to achieve these online collaborative tasks.
Updated: Nov. 11, 2009
This article traces some of the systemic challenges and opportunities for educational research capacity building that arise from Northern Ireland being uniquely positioned as a small polity. It also critically appraises how initiatives elsewhere to build capacity in teacher education, while providing valuable exemplars, are unlikely to transfer readily to this context.
Updated: Nov. 09, 2009
The study presents a historical background of teacher education in Jordan. It also outlines the components of the present teacher education program at Hashemite University. Based on the discussion of the current teacher education program and the revision of related educational literature, this article attempts to present a reform plan that will take into account the gaps and shortcomings in the current teacher education programs and the views of researchers in the field.
Updated: Oct. 28, 2009
In-Service Early Childhood Teachers Reflect on Their Teacher Training Program: Reconceptualizing the Case of Cyprus
This article describes a study that examines the views of in-service Early Childhood teachers concerning their teacher training program. Ninety in-service teachers were interviewed and asked to reflect on their teacher training. The focus of this article is on two major issues: 1) the challenges teachers have faced and are facing during their years of teaching experience; and 2) the suggestions they have in improving teacher training programs.
Updated: Oct. 27, 2009
The use of electronic portfolios is increasingly becoming popular in teacher education programs. Whereas many teacher education programs have adopted electronic portfolios in order to meet accreditation requirements, others use electronic portfolios to develop and improve on students’ technology skills. Using a qualitative research design, the current study examined teacher candidates’ attitudes toward electronic portfolios and the differences that electronic portfolios bring to their profession.
Updated: Oct. 18, 2009