Search results for: Preservice teacher education
Page 27/31 306 items
The study examines how people are prepared for professional practice in the clergy, teaching, and clinical psychology. The purpose of the study is to develop a framework to describe and analyze the teaching of practice in professional education programs, specifically preparation for relational practices. : The authors have identified three key concepts for understanding the pedagogies of practice in professional education: representations, decomposition, and approximations of practice. The authors conclude that, in the program they studied, prospective teachers have fewer opportunities to engage in approximations that focus on contingent, interactive practice than do novices in the other two professions.
Updated: Mar. 18, 2009
A New Conceptual Model for Principal Involvement and Professional Collaboration in Teacher Education
Beginning teachers often identify the school principal as a key figure for support and guidance. Few teacher education conceptual models exist that significantly integrate the building principal into the clinical experiences of teacher candidates. The call for more deliberate principal involvement in preservice arises in regard to teacher attrition and retention concerns. Having the principal engage in active mentoring during preservice may positively address these issues by providing a more complete socialization and enculturation process into today’s context of schooling. A new conceptual model of collaboration (three supports for preservice teacher: mentor, university supervisor, and principal) was presented to include the principal with the preservice teacher, university supervisor, and cooperating teacher in a community of practice for teacher preparation.
Updated: Mar. 12, 2009
This article reports on the results of an action research study. The study used reflective teaching of a social studies methods course at a major Southwestern university in 10 course sections over a four-semester period. Throughout the study period, elements of those strategies altered to better meet the needs of preservice teachers and take advantage of technological innovations.
Updated: Mar. 11, 2009
McDonald and Zeichner (2008) argue that multicultural education often pays less attention to societal structures that perpetuate injustice, while social justice teacher education often focuses on these structures. Their commitments to teacher education both celebrate diversity and address structural inequities. Motivated by this concern and drawing on feminist and Buddhist theories, the author argues that many teacher educators would benefit from a renewed consideration of modeling the pedagogy they hope prospective teachers will employ. In this paper, she analyzes and brings together the work on critical, justice-oriented approaches to teacher education.
Updated: Mar. 09, 2009
The article compares and evaluates teacher induction in Canada and Japan, following an overview of each educational system and an assessment of higher education in each region. Based on the author's personal teaching experience and research, suggestions for educational reforms are made to enhance the role of teachers.
Updated: Mar. 04, 2009
This article reports findings from a study focused on the emotional dimension of the practicum for school-based teacher educators as they support preservice teacher colleagues. It adopts a qualitative method informed by feminist post-structural theory in an attempt to give meaning to teachers’ narratives of their personal responses to supporting a less than successful preservice teacher. The study investigates teachers’ shifting sense of agency throughout the experience as they work within apparently intersecting discursive frames.
Updated: Feb. 17, 2009
In 1997, Singapore's Ministry of Education (MOE) committed itself to an ambitious program of pedagogical reform in Singaporean schools in anticipation of the kind of institutional challenges that young Singaporeans were likely to face in the coming decades. Since then, the Ministry has designed and implemented a series of initiatives that will go a considerable distance to achieve its objectives. These initiatives focus on substantial changes in the system of 'instructional governance' in Singapore over the past decade, and efforts to change the pattern of classroom pedagogy. But the authors argue that these initiatives do not go quite far enough to close the gap between policy and practice.
Updated: Feb. 16, 2009
In this article, the authors focus on the way in which politics and policy have impacted on one of the defining features of teacher education provision in England - that of 'partnership'. In particular the authors examine the way in which the concept and practice of partnership has been transformed in line with New Labour's 'Third Way' politics. In order to do this, the authors reflect on their recent evaluation of the National Partnership Project (NPP). This is an initiative established by the Training and Development Agency for Schools to increase the quality and quantity of schools' involvement in initial teacher education.
Updated: Feb. 12, 2009
This article suggests an initial set of multicultural science education standards for science methods course instructors of preservice teachers. These standards include dialogic conversation, authentic activities, reflexivity, ability, committed practice, and knowing.
Updated: Feb. 04, 2009
Student teaching provides an important opportunity for prospective teachers to increase their understanding of mathematics in and for teaching. The authors report on data that is part of a larger study of eight student teacher/cooperating teacher pairs, and the core themes that emerged from their conversations. They focus on two pairs for whom the core conversational themes represent disparate approaches to mathematics in and for teaching.
Updated: Feb. 04, 2009