Search results for: Preservice students
Page 3/3 25 items
Integrating Katz and Chard's Project Approach with Multicultural Education in the University Classroom
The article describes the engagement of a group of early childhood education candidate in a special approach developed to learn about multicultural education. The opportunity for hands-on experiences, gave the, a deeper belief in the program and engaged them in learning. They demonstrated that teaching and learning for themselves and for children can be meaningful when using constructivist theory.
Updated: Jan. 27, 2008
A research regarding the use of case-based methodology is reviewed in this article. The author maintains that commercial case studies do not meet preservice teachers' needs and experiences. The article describes a methodology of instructor developed case-base studies that are tailored to specific groups of students. Results of the more specific case-based studies showed teacher education students implemented higher levels of critical thinking skills and application of course concepts than have been previously shown by commercial cases.
Updated: Jan. 27, 2008
The article reports that teacher educators recommend performance related assessments for teachers over standard tests. The study examined the relation between preservice teachers' scores on authentic measures and their scores on certification exams required by the state of Texas. The authentic measures of evaluation included scores on the Professional Attributes Questionnaire, which measures teachers' dispositions, and on Teaching Performance Portfolios which measure knowledge and skills. Scores on the Professional Roles and Responsibilities (PPR) and the Generalist Elementary Comprehensive (GEC) exams served as the measures for the high-stakes, minimum-competency tests. Findings indicate a significant relationship between the PAQ and both the PPR and the GEC exams. No significant relationship was found between the Teaching Performance Portfolios and either one of the state-mandated tests.
Updated: Jan. 22, 2008
The article explores the reflections of two German native speakers who decided to take a course of initial teacher education in England, only to undertake a second course upon their return to Germany. The author reviews the reasoning behind the two routes in two countries and examines the similarities and differences in the perceived status of trainees in each country, as well as student behavior and collegial support.
Updated: Jan. 14, 2008
The article examines the impact NCLB has had on teacher education programs and criticizes the increased focus on testing to determine who can teach. The author claims that the current NCLB program pushes out and alienates potential teachers whose strengths and interests do not show op on the tests, and that it has, in effect created a system of privilege and inequality.
Updated: Jan. 02, 2008