Search results for: Preservice teacher education
Page 6/31 303 items
Development of a Scale to Assess the Demand for Specific Competences in Teachers after Graduation from University
This study provides the information on demands and abilities in teaching graduates for the universities in Germany. A specialised teacher module was developed in the framework of the German Cooperation Project for Graduate Tracer Studies. Overall, the results of the first analyses emphasise the scale’s potential to provide insight into the demands for which students should be prepared by their teaching studies.
Updated: Dec. 23, 2014
Back to the Future: Do Lessons from Finland Point the Way to a Return to Model Schools for Northern Ireland?
This article examines the school-based element of initial teacher education (ITE) and the ways in which it contributes to the professional learning of student teachers in university in Finland and university in Northern Ireland. In particular, the authors seek to assess the potential of Training Schools for Northern Ireland. Teaching/training schools have featured prominently in recent reviews of teacher education in England and Scotland and, while not specifically mentioned in the Northern Ireland (NI) review document, the overall concept could enrich the school-based element of ITE in NI, using existing collaborative networks of schools.
Updated: Dec. 22, 2014
What about Language While Equitably Assessing Science?: Case Studies of Preservice Teachers’ Evolving Expertise
The goal of this article was to explore the ways in which language played a role in the teachers’ evolving expertise and enactment of equitable science assessment. The findings revealed that the teachers became more knowledgeable about the role of language in assessment and incorporated scientific discourse while assessing in their teaching practicum. Yet, the teachers did not adopt a permanent and individualized stance toward how to address language while assessing, instead straddling opposing decisions. The author referred to this straddling as a “tension.” Two tensions emerged.
Updated: Nov. 04, 2014
A Bourdieuian Analysis of Teachers’ Changing Dispositions towards Social Justice: The Limitations of Practicum Placements in Pre-service Teacher Education
The current paper illustrates and theorises change in two Australian teachers’ dispositions towards social justice over time from a Bourdieuian perspective. The interviews with the two participants over a two-year period provide evidence of change in their dispositions towards social justice. By the end of their first year of teaching, there is evidence that both experienced change in their dispositions towards social justice. There is clear movement towards social democratic or difference models of redistributive justice. Within this movement is a growing recognition of the appropriateness of the )re)distribution of different social goods for different people rather than a quest for sameness. This dispositional change took place at the same time as the two participants were developing competence as beginning teachers.
Updated: Oct. 19, 2014
The purpose of this study is to investigate the idiographic roles of mentors who supervise student teachers in distance-learning pre-service teacher education programs during practicum. The findings of the study revealed that the cooperating teachers identified the following tasks as their mentoring responsibilities: ‘Providing facilitative information to enhance classroom performance’, ‘Giving constructive feedback on teaching performance’, ‘Helping student teachers form a professional identity and become aware of their professional development’, ‘Providing moral support’, ‘Facilitating socialization of the student teacher’, ‘Scaffolding lesson planning’, ‘Willingly offering facilitative information’, ‘Helping students to use and understand observation forms’, ‘Preparing for the mentor role’ and ‘Interacting with other cooperating teachers’.
Updated: Sep. 29, 2014
The current article provides an overview of the Australian Federal Government initiatives in the area of early childhood with regard to the provision of early childhood education and care. Recent Australian policies, reforms, and curriculum documents show there is an increasing need for educators to recognise the social, cultural and political influences on teaching and learning. These changes have influenced a Western Australian university to develop an innovative birth to 8 years preservice educator education curriculum. The program redesign at Curtin University is one example of a way in which academics involved in program development at universities can interpret policy, recognize change and act on this change by reforming and implementing appropriate courses of study.
Updated: Jul. 14, 2014
This qualitative study investigates the efficacy of Ideas Videos (or iVideos) in pre-service teacher education. This study explores the experiences of student teachers and their lecturer engaging with this succinct, advocacy-style video genre designed to evoke emotions about powerful ideas in Education. The findings indicate this generative task, involving student teachers as filmmakers, leveraged rich outcomes in relation to their professional knowledge development.
Updated: Jun. 24, 2014
Integration of Technology in Elementary Pre-Service Teacher Education: An Examination of Mathematics Methods Courses
This article describes the answers of 204 instructors of elementary mathematics methods courses, who completed a survey assessing the extent to which they stay informed about research related to effective uses of educational technology and the kinds and numbers of educational technologies they include in their courses. Findings indicate that, while they view educational technology research as important to their field, mathematics methods instructors are neither accessing such research nor using technology in their courses to any great degree.
Updated: Jun. 24, 2014
This article investigates the fraction knowledge of prospective elementary teachers in Taiwan. The findings suggest that Taiwanese prospective elementary teachers’ common fraction knowledge is quite secure. Many of them have developed multiple strategies for solving fraction division word problems and showed flexibility in utilizing them. All three of the major strategies prospective teachers used to solve the number line problem and the jogging problem are built upon multiple pieces of the knowledge package described by Ma (1999). The authors recommend a concerted effort to help prospective elementary teachers develop a level of proficiency on fraction division comparable to their Taiwanese counterparts at the conclusion of their required mathematics courses.
Updated: Jun. 18, 2014
The Affordance of Blogging on Establishing Communities of Practice in a Pre-Service Elementary Teacher Education Program
The current study examines the affordances of blogging on establishing communities of practice within an elementary teacher education program. The authors examined pre-service teacher participation in an online community of practice where pre-service teachers, over the course of their elementary education program. An analysis of the data demonstrated tensions around epistemologies, community and identity development.
Updated: May. 26, 2014