Search results for: Universities
Page 2/3 25 items
The purpose of this article is to describe the authors' iterative design work in teacher education around one authentic scientific practice—namely, the practice of scientific modeling. The authors describe their instructional designs, which they have incorporated into three different teacher education programs, and they present their struggles and successes with the students in these programs, who are tomorrow’s teachers.
Updated: Jun. 18, 2012
The current paper describes a research project developed at the University of Cordoba during the academic year 2007‑8. The participants in this research were 2414 students studying courses included in a pilot scheme for the implementation of European Credit Transfer System credits. The purpose of this paper was to ascertain the opinions of students in relation to their grasp and working level of the transversal competences encompassed in the Tuning Project.
Updated: Mar. 12, 2012
This article provides a conceptual framework for university supervisors. The author uses care, thoughtfulness, and tact as a conceptual framework. The author argues for an interactive and responsive pedagogy of field-based teacher education grounded in the university supervisor's concern for the development of the student teacher.
Updated: Jun. 13, 2011
When You've Only Got One Class, One Chance: Acquiring Sociocultural Knowledge Using Eclectic Case Pedagogy
This article describes the creation of an eclectic case pedagogy. This pedagogy is based on case-based methods, sociocultural learning theory and visual studies successfully used in a university teacher education course designed to help students acquire sociocultural knowledge about schooling and teaching. Students highlight three specific kinds of learning opportunities afforded to them when engaging with the eclectic case pedagogy including: guided participation, dismantling and building connections and close in(tro)spection of schooling and society.
Updated: Jun. 13, 2011
Reflecting on the Bologna Outcome Space: Some Pitfalls to Avoid? Exploring Universities in Sweden and the Netherlands
Europeans have tried for decades to find a way to take a mutual stance on issues of higher education and its development. In terms of taking on the challenge of such a mutual commitment with respect to higher education, the Bologna process is a giant step for the European Union. The purpose of this article is to explore both mainstream and more tangential issues in order to cast a more critical spotlight on the outcomes of the Bologna process and its construction(s).
Updated: Jun. 29, 2010
Increasing Parent Involvement Knowledge and Strategies at the Preservice Level: The Power in Using A Systematic Professional Development Approach
This study describes various strategies used by a university educator to integrate parent involvement curriculum into pre-existing teacher preparation courses. This is a case study of a curriculum-based design built from feedback of preservice teachers over a three-semester period and the development of modules based on an analysis of curricular syllabi from teacher preparation courses. Third semester interns perceived a higher degree of preparation in using parent involvement strategies. This curriculum infusion was effective in increasing preservice teacher knowledge. It was also effective in raising course instructors’ level of awareness about the importance and necessity of parent involvement in student learning.
Updated: Oct. 26, 2009
University Teacher Roles and Competencies in Online Learning Environments: A Theoretical Analysis of Teaching and Learning Practices
The aim of this article is to clarify the university teacher roles and competencies in online learning environments, with a view to assisting in the design of professional development activities. This referential framework results from an extensive review of the literature and from analyzing professional development designed in different European universities.
Updated: Oct. 13, 2009
The researcher examined the experiences of student tutors, on the periphery of the university teaching community, and reports on the support they need. The findings indicate that faculty and administrators should recognize student tutors' lack of pedagogical and subject expertise, while nurturing their energy, understanding, and closeness to the undergraduate student experience.
Updated: Jun. 24, 2009
The article explores technology and how it allows for new social arrangement by connecting preservice teachers, university faculty, and school-based personnel. The authors recommend specifically that technology be used in teacher education to strengthen professional practice.
Updated: Oct. 26, 2008
Learning through boundary-crossing: further education lecturers learning in both the university and workplace
This article reports on research on the deeper understanding that the universities contribute to professional learning of teachers. The claim was made is that the learning that takes place across the boundary of the workplace and university has the possibility of helping learners to resolve issues that the workplace alone does not provide them with the resources to resolve.
Updated: Sep. 11, 2008