Search results for: Certification programs
Page 1/2 11 items
Motivation for Attending Higher Education From the Perspective of Early Care and Education Professionals
The purpose of this study was to explore the perceptions of early care and education professionals working in community-based child care and Head Start centers as to their educational goals; hindrances, motivations, and benefits to taking coursework/degree completion; and the impact of the early childhood coursework on his or her everyday work with children and families. The findings reveal that the majority of teachers in for profit and non-profit centers viewed the degree as a personal goal. The possibility therefore of increasing their future income and becoming more knowledgeable and marketable in their career was attractive to these teachers as motivators to go on for higher education. The directors, by contrast saw their coursework as enhancing their self-confidence and self-esteem, which in their opinion could make them a more effective director.
Updated: Oct. 07, 2015
Alternative certification plays a central role in the production of new teachers in many states, yet little is known about the characteristics of an effective program. This paper is based on an analysis of seven alternative certification programs to determine the characteristics of effective programs. It presents findings from an analysis designed to shed light on the effects of personal, program, and contextual inputs on teaching outcomes. Overall, findings suggest that an effective alternative certification program places candidates in schools with strong leadership, a collegial atmosphere, and adequate materials.
Updated: Dec. 15, 2008
Exploring the Relationship between Certification Sources, Experience Levels, and Classroom Management Orientations of Classroom Teachers
This article explores classroom management – learning, social interaction and student behavior. It examines the relationship between the sources of teachers' certification, teachers' experience levels and teachers' classroom management techniques. Findings indicate that teachers with traditional certification and many years of experience exhibit less control over the children's classroom activities than those with alternative certification and novel approaches to education.
Updated: May. 27, 2008
Colleagues’ Roles in the Professional Development of Teachers: Results From a Research Study of National Board certification
The article examines how collegial interaction around National Board Certification influenced teachers' professional development. Data was acquired by qualitative interviews and analyzed using the comparative method. Findings reveal professional development was influenced by reflection on teaching practice, the establishment of a professional discourse community, raising standards for teaching performance and facilitating collaboration.
Updated: May. 18, 2008
Challenges to University Autonomy in Initial Teacher Education Programmes: The Cases of England, Manitoba and British Columbia
The focus of this article is on the preservice teacher education programs that are designed and carried our by universities, and the accreditation and certification that is managed by state and professional organizations. The article reviews challenges to teacher education in England and Canada.
Updated: May. 18, 2008
Mentor Advice Giving in an Alternative Certification Program for Secondary Science Teaching: Opportunities and Roadblocks in Developing a Knowledge Base for Teaching
The article explores mentoring as an important component of alternative certification programs, and what the protégés actually learn about science teaching. Finding of the study which focused on two mentors and their protégés indicate that mentors gave more general pedagogical advice than science specific pedagogical content knowledge. No advice was given about topics of inquiry, the nature of science, or science literacy. The author calls for increased communication between teacher educators and mentors and benchmarks for certification programs.
Updated: Feb. 19, 2008
Meeting Diverse Learning Needs: Differentiating Instruction in Graduate Early Childhood Mathematics Classes
The article examines the diverse needs of early childhood mathematics teacher certification. The study focuses on the diverse needs of graduate initial certification and graduate certified teachers, and analyzes the challenges, learning needs and strategies of each group, utilizing focus groups, surveys, work and assessments.
Updated: Jan. 23, 2008
The article reviews a synthesis of evaluation studies of alternative teacher certification programs that were introduced in the Netherlands between 2000 and 2005. The evaluation studies examined intake assessment, workplace learning, mentoring, and opportunities to qualify in all basic aspects of teaching. Findings raised concern about the alternative certification programs and offered some recommendations for change.
Updated: Jan. 14, 2008
The ETRF, Robust Hope and Teacher Education: Making practical reforms to the senior phase of learning
The article discusses the Australian robust hope initiative as means for enlisting and retaining quality teachers, in response to the influence of global marketplace forces on local communities' education systems. The article reviews recent reforms to 4th -6th grade pupils following Queensland's 'education and training reforms,' and describes schools as brokers of socio-economically aligned learning and earning for young people.
Updated: Jan. 10, 2008
How effectively does the Graduate Teacher Programme contribute to the development of trainee teachers' professional values?
The graduate teaching program (GTP) is a significant contributor to teacher training. The article describes a study to gain insights into the nature and implementation of professional values of GTP trainees. The findings identify that GTP trainees do have well-established values, and high expectations about implementing them, with varying degrees of coherence between these values and their implementation in teaching, learning and classroom management. There is sufficient evidence to suggest that the highly individualised nature of the GTP does potentially lend itself to a coherent relationship between professional values and practice.
Updated: Dec. 25, 2007