Search results for: Teacher education programs
Page 36/36 360 items
This study investigated accommodations provided to teacher candidates with learning disabilities in teacher education programs. Accommodations at the knowledge level were considered acceptable, while accommodations in field experiences were less common and more likely to raise ethical concerns.
Updated: Jul. 28, 2008
A large portion of teachers will be teaching with more than one level. The professional knowledge and skills that are relevant and necessary to teaching effectively in single-grade contexts are also relevant and necessary for effective multigrade teaching. The paper makes a comparison between multigrade and single-grade teaching in terms of outcomes and teaching practices and highlights the importance of effective teacher education programmes that cater for the needs of teachers in a broad rather than a narrow sense.
Updated: Jul. 27, 2008
Are We There Yet?: The Power of Creating an Innovation Configuration Map on the Integration of Technology into Your Teacher Education Program
The incident from my earlier teaching career came to mind after listening to different comments made by colleagues in the college of education where I teach regarding the effective use of technology in our teacher education programs. I began to wonder if we were all operating from the same working definition when we talk about integrating technology into our teacher education program.
Updated: Jul. 14, 2008
The Process of Finding a Shape: Stabilizing New Research Structures in Swedish Teacher Education, 2000-2007
This article explores the development and effects of Swedish post-war policies on the emergence of a research base for teacher education. From 2001 onwards, it is possible to undertake research and postgraduate studies within teacher education in Sweden, which prior to the 2001 reform was not possible.
Updated: Jun. 11, 2008
This study examined the teacher work samples of 197 student teachers to determine their level of technology integration during student teaching. Findings indicated that most student teachers planned to use some kind of technology, although only 40% planned to include computers and less than 20% planned for the use of computers by students.
Updated: Jun. 01, 2008
Rethinking Initial Teacher Education for Further Education Teachers: From a standards-led to a knowledge-based approach
The article criticizes the teacher education program, and the 'standards-led model' in the United Kingdom, since it does not take into account learning in the workplace, the professional dimension of professional practice, and the importance of knowledge. The paper stresses the importance of work-based learning and describes it as a learning zone where different types of knowledge and pedagogy are learned and transformed.
Updated: Feb. 26, 2008
The article calls for 'caring' teacher education programs in order to foster the development of care in preservice early education teachers. The ability to care for oneself, others, animals, plants and human made objects is thought to be the antidote for violence in many forms. The authors emphasize the importance for teachers facilitating this development in children.
Updated: Jan. 27, 2008
The article discusses changes to teacher education programs due to the growth of alternative route programs, the development of corporate professional development programs and the entrance of for-profit institutions to the market for higher education. Although challenges to social justice have been discussed, their relationships to the other alterations have not yet been explored.
Updated: Jan. 02, 2008
The article examines teacher education programs in England, utilizing mathematics in post compulsory education schools. The author investigates the application of Bernstein's theories to teacher education, catering to diversity of the prospective teachers, incorporation of recontextualization into the course, strategies of learning teacher education coursework, and perception of prospective teachers regarding their weaknesses.
Updated: Dec. 30, 2007
Autonomy or control: discussion of a central dilemma in developing a realistic teacher education in Norway
The article describes the introduction of a collaborative partnership model in initial teacher education at the Norwegian University of Science and Technology. The model has led the way for professional training closely related to the field of practice and meets the need for 'hands-on' oriented teacher education program. The author suggests that educational theory should precede autonomy in the teaching profession, and that only after acquiring educational theory should students be exposed to other teacher education fundamental issues such as control, an important element of the school system.
Updated: Dec. 18, 2007