Search results for: Teacher education programs
Page 10/36 360 items
In this paper, the authors review the approaches taken in several states that have already estimated the effects of teacher preparation programs (TPP) and analyze the proposals for incorporating students’ test score gains into the evaluations of TPP by states that have received federal Race to the Top funds. They developed a framework to focus on three types of decisions that are required to implement these new accountability requirements: selection, estimation and reporting.
Updated: Nov. 22, 2015
The prime focus of the article is on presenting changes in teacher education from 1974 to the present day, against the backdrop of key political and social forces. It reviews the long attempt to transform teacher education in Thailand. The author concludes that at present, Teaching and Teacher Certificates, together with their respective approval processes, have been operated under the Teacher Council of Thailand (TCT)’s close supervision throughout Thailand. The author argues that to be effective as a Thai teacher, one must not only yield uncritically to TCT’s standards, but must also be able to engage wholeheartedly in the field research that relates their knowledge on pedagogic principles to the understanding of Thai education and social issues.
Updated: Nov. 17, 2015
Towards a Whole-School Approach to the Pastoral Care Module in a Postgraduate Certificate of Education Programme: a South African Experience
This study explores the potential of adopting a whole-school approach to the pastoral care module in a Postgraduate Certificate of Education Programme to ensure that all newly qualified teachers practice effective pastoral care in their classrooms and promote the learners’ academic engagement and performance. A group-administered questionnaire was used to collect the opinion of 59 student teachers’ on the competencies they obtain from the module. The student teachers ranked knowledge first, beliefs and values second and skills third.
Updated: Nov. 09, 2015
This article has examined the case of one particular learning activity and the design, development and implementation of that activity to address the particular needs of pre-service teachers in one teacher education programme in New Zealand. The authors considered three core principles which adopted in the design of the docudrama activity: (a) to provide pre-service teachers with an experience of educational technology as an integral part of the learning; (b) for students to experience an example of what ‘student centred learning’ might look like; and (c) to highlight the value of authentic contexts for learning. Results from the evaluation survey indicate that the design of the docudrama activity contributed to participants’ learning about how educational technologies help support alternatives to traditional teaching and learning practices.
Updated: Nov. 09, 2015
In this article, the authors are interested to measure the preservice teachers' Pedagogical Content Knowledge (PCK) and their personal constructs of teaching about mathematics lesson plans during their teacher education program. The results of the content analysis show that the constructs of the pre-service teachers have a wide variation and could be summarized within different themes. TELPS could also indicate whether there is a difference between first semester pre-service teacher students’ PCK and final semester pre-service teachers’ PCK. The authors conclude that the development of PCK is an important element of any teacher education program, and TELPS appears to be useful in determining pre-service teachers’ PCK.
Updated: Nov. 09, 2015
Pedagogical Approaches to Exploring Theory–Practice Relationships in an Outdoor Education Teacher Education Programme
In this article, the authors have discussed pedagogical approaches to exploring theory and practice with pre-service teachers within an an Australian outdoor education teacher education (OETE) course. The authors have highlighted the importance of four key pedagogical elements in terms of helping pre-service teachers understand and negotiate theory–practice relationships: the promotion of self-awareness; guided reflection; experience; and the fostering of a strong, safe community of learners. These elements are relevant to other areas of teacher education besides OETE pedagogy, although they may be embodied differently in different areas. The authors suggest that these elements are made possible through flexibility within courses, face-to-face contact, and opportunities for observing, participating in, and reflecting on/in relevant practice.
Updated: Nov. 04, 2015
Ten Years of Response to Intervention: Implications for General Education Teacher Preparation Programs
In this study, the authors conducted a systematic review of the literature to examine research focusing on the teaching, learning, implementation, and evaluation of Response to Intervention (RTI) in general education (GE) teacher preparation during the last decade (2003–2013). Results reveal a longstanding gap in the literature on how GE preservice teachers can understand and apply RTI in their classrooms.
Updated: Oct. 13, 2015
This article aims to describe a major revision process to the early childhood teacher education program at a 4-year university. The authors describe their teacher education program as it was configured 2 years ago and as it exists today after major change efforts, highlighting the purposes and desired outcomes of these changes. They have conceptualized this journey as both a revision of the program and a re-visioning process. They focus on their attempt to integrate the intentions underlying policy and standards changes into their work in preparing teachers for the full range of early childhood program auspices, as well as for any and all of the children who are enrolled in them.
Updated: Oct. 08, 2015
The goal of this study was to describe the extent to which early childhood teacher educators are informed about, engage in, value, teach about, and collaborate with others in teacher research. This study focused on a specific teacher educator group, early childhood teacher educators and their own teacher research and what they say about the importance of teacher research in improving teacher education programs. The findings indicated that teacher educators are informed about teacher research, teach and model it for their students, and collaborate with others in doing it. They share their results in presentations and publications that contribute to the knowledge base in the field.
Updated: Sep. 20, 2015
Extended Business Work Placements for Teachers: Between Lived Experience and Barriers to Professionalisation
This paper focuses on professional work placements for teachers of business and management. Two perspectives are articulated. On the one hand, a didactic perspective will examine the reconstruction of ‘business’ as an object to be taught by the teachers. On the other hand, the professionalisation dynamics point of view will examine the shifts in teachers’ perceptions.
Updated: Sep. 02, 2015