Search results for: Teacher education courses
Page 1/2 14 items
This paper examines the practice of two novice teacher educators working as instructional coaches in a university-based teacher education program. Previous research suggests that the knowledge and skills required to be an effective teacher are distinct from those required to be an effective teacher educator. Yet novice teacher educators often receive minimal preparation. This qualitative study identifies dilemmas that novice coaches encounter during observation debrief conversations in order to inform coach training. The findings suggest that the process used by the researchers to surface dilemmas may also be a useful intervention in shaping the identity and practice of novice teacher educators.
Updated: Sep. 29, 2020
“It Just Made Me Look At Language in a Different Way:” ESOL Teacher Candidates’ Identity Negotiation through Teacher Education Coursework
This article reports on a case study that examined the teacher identity construction of preservice ESOL (English for speakers of other languages) teachers in a 13-month MATESOL program. The findings point out that the TCs negotiated their teacher identities throughout their teacher learning experiences in teacher education courses: 1) Throughout their teacher learning experiences in the activities offered in the IMP courses, they negotiated and enacted their emerging identities as ESOL teachers; 2) their professional interaction with other TCs through formal or informal conversations presented them with a dialogic space in which they framed and tried on their subject positions as ESOL teachers; 3) their simultaneous internship along with coursework was highlighted and acknowledged by their professors and peers, and the three TCs of IMP were positioned as experts of public school system.
Updated: Jul. 12, 2017
In this article, the authors examined teachers' beliefs and actions concerning the teaching of the seminar course in colleges of education in Israel. As regards the students, they examined self-efficacy, knowledge of the writing process, and the contribution of the seminar course to their writing product. The findings show the lack of a unified method of teaching the seminar course. Analysis of teachers' statements revealed six different perceptions concerning the purpose of the course. However, the common belief of most teachers stated that the seminar work affords an opportunity to combine theory and practice in the field. Results also show strong teacher involvement in the pre-writing stage, for instance, in generating ideas and motivating students to explore and write evidenced-based papers. Most teachers favor creative and reflective thinking at the expense of academic writing conventions.
Updated: Mar. 08, 2016
The Relative Priority of Conceptual and Procedural Knowledge in University Second Language Teacher Education (SLTE) Programs: Perspectives of In-Service Language Teachers in New Jersey
This study examined second-language K–12 teachers' perceptions of the relative priority of conceptual teacher knowledge and procedural teacher knowledge. The data communicate a higher priority for procedural knowledge over conceptual knowledge. As is demonstrated in related studies, in-service teacher perspectives are nuanced on this issue.
Updated: Feb. 28, 2016
Does Training Matter? Comparing the Behaviour Management Strategies of Pre-service Teachers in a Four-year Program and Those in a One-year Program
The purpose of this study was to identify the classroom management strategies that Australian pre-service teachers would employ, their confidence in employing them, and the effectiveness of the strategies. Furthermore, the study aimed to identify significant differences in these variables between pre-service teachers in the final year of a four-year teacher training course and pre-service teachers undertaking a one-year, stand-alone teaching program. The results of this study indicate that the most frequently reported strategies by all the Australian pre-service primary teachers surveyed were rewards and initial corrections.
Updated: Oct. 23, 2013
‘‘I Don't Feel Comfortable Reading Those Books in my Classroom’’: A Qualitative Study of the Impact of Cultural and Political Vignettes in a Teacher Education Course
The current paper reports on a qualitative study of the impact of a pedagogical practice called cultural and political vignettes (CPVs) on graduate students enrolled in a teacher education course. CPVs are cultural and political ‘‘situations’’ that are presented to preservice and inservice teachers, so that they can practice first-hand the decision-making skills that they will use in the diverse classrooms of New York City public schools. The preliminary findings of this qualitative inquiry indicate that responding to, creating, exchanging, and engaging in situated performances of CPVs provide teachers with occasions to practice their written, verbal, and nonverbal communication skills in a supportive classroom environment where they can discuss cultural and political issues that are rarely addressed in teacher preparation courses.
Updated: Oct. 16, 2013
An Analysis of the Factors That Influence Preservice Elementary Teachers’ Developing Dispositions about Teaching All Children
The goal of this study is to determine the factors that influence dispositions. The study examines experiences that influence candidates’ dispositions, the role that teacher education plays in dispositional development, and the ways in which these findings can inform teacher preparation programs in their efforts to prepare candidates to work with diverse students.The authors found that teacher preparation courses were the most influential factor in influencing candidates’ responses to issues of diversity. However, the research suggests that candidates’ field experiences have mixed impacts on their situational responses.
Updated: Oct. 07, 2013
“The Changers and the Changed”: Preparing Early Childhood Teachers to Work With Lesbian, Gay, Bisexual, and Transgender Families
This article is aimed to examine the learning process and transformation of early childhood teacher education students in a course on family equity. The authors present the findings the discussion on how courses on family equity can and should be incorporated into teacher education programs.
Updated: May. 28, 2013
A core question of teacher education—“What can I do?”—plagues courses on race in particular ways. Teachers routinely search for “concrete” applications of “theoretical” ideas about race, question the potential for “everyday” activity to dismantle inequality “structures,” and wrestle with the need for both professional and personal development on racial issues. In this article, the authors discuss how these three core tensions surfaced in one race-oriented teacher education course. The authors suggest that to create inquisitive and efficacious teachers, teacher educators can encourage teachers to keep all three tensions in play for the duration of their careers.
Updated: Jul. 13, 2010
Reflective Development and Developmental Research: Is There A Future for Action Research as A Research Strategy in German-Speaking Countries?
In this paper, the authors want to clarify their concept of action research and to provide arguments for the need to re-evaluate the research potential of this approach. The authors illustrate the arguments by an analysis of one of the most successful in-service education of teachers' courses in Austria, which is based on action research. The paper ends with a theoretical discussion of frequent objections against action research in the German research tradition.
Updated: Jun. 23, 2010