Search results for: Higher education
Page 10/15 142 items
Implementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher Education
This study examined the implementation of a standardized course combining content related to effective teacher–child interactions and language and literacy across three institutions of higher education. The results included instructor perspectives about design and delivery as well as students’ perspectives of content and delivery and their associated changes in beliefs and knowledge. The results indicated that the course was successfully implemented in three institutions, and the course content was viewed positively by instructors and students.
Updated: May. 22, 2013
This article has explored how cultural, social and institutional factors impact on the working lives and identities of teacher educators in Scotland. The author found that four groups constitute the bulk of the academic staff populating the departments and schools of education in Scotland. These four distinctive groups include former college staff, longstanding university staff, newly appointed university staff, and temporary university staff. For each group, there is a range of factors that will have shaped their professional identity as well as a number of choices or decisions they have made that will also play a significant part.
Updated: Feb. 12, 2013
The current article examines the major trends in the recent ITE curriculum in the Portuguese context, as a consequence of the Bologna process, which has been in place in European universities over the past few years. The author concludes that there are several issues who need further concern, such as the link between theory and practice and university context and school context, the recruitment and training of mentors and supervisors, and the developing of a training project with and within schools .
Updated: Feb. 06, 2013
Teacher Educators’ Identities and Work in England at the Beginning of the Second Decade of the Twenty-First Century
This paper reports on part of the study of teacher educators in England which entitled ‘The Academic Tribe of Teacher Educators’ (A3TE). The purpose of A3TE was to examine teacher educators' constructions of their own identities in the academic communities within two university schools of education. The findings reveal that teacher educators in both universities constructed repertoires of identities for themselves. Although entry into the university often triggered a complex and shifting process of the (re)construction of identity around practice as a teacher educator and academic engagement, many of the teacher educators still saw one of their identities as that of ‘once-a-school teacher’.
Updated: Jan. 23, 2013
In this article, the authors examine the career pathways and work experiences of teacher educators in Australia. The findings reveal that the entry of all the teacher educators into teacher education work was often by accident rather than design. Furthermore, many feel resentful that the teaching and administration work that often requires large amounts of time is not recognised as sufficient for career progression. Finally, the role of a significant mentor was critical for many teacher educators in this study.
Updated: Dec. 30, 2012
In this qualitative study, the author examines how authority was negotiated in an undergraduate teacher education course. The findings suggest that constructing relations of mutual interdependence, deriving legitimacy from mutually recognized sources, and communicating about the problem rather than the people present potential frameworks for negotiating authority in teacher education.
Updated: Nov. 28, 2012
The Masters in Teaching and Learning: A Revolution in Teacher Education or a Bright Light Quickly Extinguished?
In summer 2009, the Labour government in England introduced of the Masters in Teaching and Learning (MTL), which was fully funded by the Training and Development Agency for Schools (TDA). The proposed aim of the MTL is ‘to improve teacher quality to raise standards in education. The authors discuss what the MTL might mean both for in‐service teacher education and initial teacher training. The authors also explore issues relating to the structure and delivery of MTL.
Updated: Jul. 24, 2012
This article uses Campbell and Fulford's framework to examine links between research and practice in a collaborative cross-cultural partnership. The article describes a partnership between the School of Education at the Solomon Islands College of Higher Education and the University of Waikato. This paper attempts to develop a greater understanding of how knowledge mobilisation can take place when partners are from different cultures, when much communication has to take place through unreliable information and communication technologies, and when partners meet at intervals only.
Updated: Jun. 06, 2012
In this article, the author focuses on African American undergraduates to illuminate the consequences of situated White academic beliefs, procedures, and traditions on social and academic life at predominantly white institutions (PWIs). The author proposes White institutional presence (WIP) as a framework that can enhance understanding of embedded ideologies of Whiteness and provide a meaningful guide for institutional reflection. The manifestation of WIP can be categorized into four intricately linked attributes: White ascendancy, monoculturalism, White blindness, and White estrangement.
Updated: Apr. 04, 2012
Emotions that Experienced English as a Foreign Language (EFL) Teachers Feel about their Students, their Colleagues and their Work
The current article describes a study that examined what emotions the experienced EFL teachers perceive in their work and the implications this has for their development. Nine university EFL teachers in Tokyo participated in the study. It was found that amongst these experienced teachers the two ‘positive’ emotions of liking and caring for students were especially common. However, the teachers expressed negative emotions regarding their colleagues and institutions.
Updated: Nov. 29, 2011