Search results for: Teacher education programs
Page 7/36 360 items
The present study sought to identify the Asia literacy needs of 54 undergraduate pre-service students in a teacher education programme of study at a regional university. The results indicated that few respondents considered themselves to be Asia literate and most did not believe they were ready to teach about Asia. However, the majority of respondents wanted to know more about Asia prior to graduation. The results indicate that much needs to be done to support students and universities in preparing students to teach about Asia.
Updated: Jan. 17, 2017
This study was conducted to examine whether the teacher training programmes in Belgium (Flanders) and the Netherlands prepare their students for Family–school partnerships (FSP). Findings show that in general, preparation for FSP is considered important and that this topic is integrated into different courses. Most respondents indicated that communication with parents received the most attention. However, a majority of programme managers feel that preservice teacher’s preparation in this area is not sufficient.
Updated: Jan. 11, 2017
Globalisation and Internationalisation of Teacher Education: A Comparative Case Study of Canada and Greater China
This paper begins with a brief overview of the relationship between globalisation and the internationalisation of higher education. This serves as a backdrop for the focus of the article, which is the internationalisation of teacher education. This comparative case study demonstrates how different globalising processes influence various forms of internationalisation. Comparison also sheds light on the importance of attending not only to broader, global processes, but specific, local contextual factors.
Updated: Jan. 02, 2017
This paper presents a study of early childhood and elementary preservice teachers’ perspectives on the peer and faculty related factors that contribute to the success (and lack of success) of their partnerships. It concludes with effective strategies for teacher educators to consider in creating and supporting field-based peer partnerships.
Updated: Oct. 05, 2016
Seven Legitimate Apprehensions about Evaluating Teacher Education Programs and Seven “Beyond Excuses” Imperatives
The purpose of this project is to describe how one of the largest teacher education programs in the nation has taken a lead position toward evaluating itself, and has begun to take responsibility for its impact on the public school system. This research also presents the process of establishing a self-evaluation initiative across the state of Arizona and provides a roadmap for how other colleges and universities might begin a similar process. This work resulted in a set of seven “beyond excuses” imperatives that participants involved in the T-PREP consortium developed and participants at the local level carried forward. The seven key imperatives are important for other colleges of education to consider as they too embark on pathways toward examining their teacher education programs and using evaluation results in both formative and summative ways.
Updated: Oct. 05, 2016
This article aims to use collaborative self-study to analyze and describe the authors' experiences of teaching about teaching in a digital, online environment. The findings indicate that the perceived disembodiment of teaching and learning online affected how the authors fostered relationships with students and responded to problems of practice.
Updated: Sep. 28, 2016
A Comparative Study of Awarding Organisation and HEI Initial Teacher Training Programmes for the Lifelong Learning Sector in England
The central purpose of this research was to ascertain the views of teachers and teacher educators in the lifelong learning sector in England about the comparative ‘value’ of different forms of initial teacher training (ITT). The article reveals that both teachers and teacher educators perceive HEI programmes as superior to other forms of teacher training, in terms of both labour-market currency and the quality of learning provided. Although the majority of respondents regarded awarding body courses as adequate, the data reveal that most believed that HEI provision offers a different learning experience to that provided by alternative awarding bodies. Furthermore, both teachers and teacher educators believed that HEI-validated courses offered a challenging experience combining theory and practice.
Updated: Sep. 19, 2016
The purpose of this study was to discover how colleges with graduate programs in teacher leadership were defining the concept, especially in light of federal emphasis on teacher effectiveness. The investigation identified 21 other graduate programs in teacher leadership. Using criteria developed from the literature on teacher leadership and teacher effectiveness, the authors were able to sort the 21 programs into five distinct categories. This study unpacked the confusion around the conceptualization of teacher leadership and explored how this was reflected in American teacher leadership programs.
Updated: Jul. 20, 2016
In this article, the author argues that we live in a postmodern world in which the pace of the change accelerates daily. The Western world experiences a“crisis of education', in which schools become more irrelevant than ever to real life and teachers lose their authority and influence on the children's lives. This crisis should be addressed by a responsible professional educator, who questions the moral basis of the society and suggests that solidarity and communality are no less significant than individuality, privatization and competition. The author had initiated a teacher education program whose aim is to promote this vision in prospective teachers. ACE [Active-Collaborative-Education] is a teacher education program for post-graduate students conducted in Kaye Academic College of Education in Beer-Sheva.
Updated: Jun. 20, 2016
In this personal essay, the author describes developments within teacher education in the USA over a 40-year period. Beginning with his work within teacher education as a graduate student and moving across time, he describes major movements in teacher education. The author concludes that most teacher educators find themselves working under an ever-present and threatening regulatory gaze. Furthermore, in the USA, filling up expensive and rapidly evolving data management systems to document quality is substitute for the pursuit of quality.
Updated: Jun. 20, 2016