Search results for: Teacher education curriculum
Page 2/6 57 items
In this paper, five professors examine the intersection of social foundations and borderland theory and their efforts to move students through resistance to understanding and affirmation of sociocultural diversity. This article is presented in two parts: the first providing examples of using a borderland approach within the classroom and the second providing illustrations moving these borderland strategies beyond the classroom. In each case, authors show the interwoven nature of pedagogy, identity, knowledge, and experience as they work to connect theory and practice.
Updated: Nov. 25, 2013
This paper draws on data from a three-year study of pedagogy in teacher education. The study attempts to disrupt normative structures of reading and being in the teacher education classroom. The author uses Bourdieu’s work to emphasize the ways in which academic fields become ruled by unspoken rules and practices – “nomos”. The author also demonstrates a use of trauma narratives in teacher education that can disrupt such unspoken rules and practices.
Updated: Nov. 20, 2013
This article focuses on the ways in which pre-service teachers use autobiographical inquiry to reflect on the impact of the context of real public schools and K-12 students on their constructions of themselves as teachers. In this work, the author draws on bell hooks’ notion of “talking back” as an overarching framework in analyzing the autobiographical reflections of pre-service teachers.
Updated: Nov. 20, 2013
Facing the Changing Demands of Europe: Integrating Entrepreneurship Education in Finnish Teacher Training Curricula
The current paper describes the ways in which entrepreneurship education is included in the curricula of Finnish teacher training. The current unstable situation in the EU requires not only economic arrangements, but also new approaches in other areas, such as education and its reform. As an implication for practice, the authors propose there could be more support for curriculum design of higher education at both national and EU level.
Updated: Sep. 15, 2013
This article reports on an interview study that explored how teacher educators across different disciplines anticipate the work that must be done to produce critical professionals to teach the new Australian curriculum. The authors summarize the differences indicated across the four curriculum areas sampled: English teacher educators seemed mostly concerned about political interference in educational matters; history teacher educators seemed mostly concerned about the status of knowledge in the proposed curriculum; a maths educators had concerns around the rationale for selection of curricular content; and science educators were concerned about personal relevance and the pedagogical implications of over-selection of content.
Updated: Jul. 01, 2013
One-to-One Laptop Teacher Education: Does Involvement Affect Candidate Technology Skills and Dispositions?
The authors examine differences in student technology outcomes between a pilot 1:1 program with ubiquitous technology use and a more traditional program in which our candidates are expected to complete specific technology requirements in each course. The authors found that after the post-test that the beliefs of laptop candidates about educational uses of technology and skill level with educational technology significantly increased. The results also indicated that teacher candidates who were not given ubiquitous access did not improve in skill level, nor did their beliefs about educational technology change.
Updated: Jun. 05, 2013
The author argues that a (re)turn to a focus on ‘practice’ in initial teacher education programs might allow teacher educators to start to relate and integrate the experience that their students have of their courses. He claims that the challenge for teacher educators is to find a way to allow student teachers to confront the work of teaching as something that must be practised and refined, reflected upon and tried again. The author presents a form of ‘thought experiment’ which designed at Charles Sturt University to investigate what happens when new student teachers encounter a program that focuses on studying and practising ‘core practices’ of teaching that could be practised again and again.
Updated: Apr. 18, 2013
Everyday Life and Everyday Learning: The Ways in which Pre-service Teacher Education Curriculum Can Encourage Personal Dimensions of Teacher Identity
This paper presents and discusses the findings of a research project. The project's main objective is to identify curriculum components that promote personal development as a nuclear part of teacher professional identity formation through pre-service teacher education. The curricula of four different historical periods of pre-service teacher education in Portugal and the professional identity of teachers trained within them were characterised through collection and analysis of documents and biographical narratives. Crossing results from the four periods, the quality of school climate emerges as an important variable to the quality of the teachers’ identity.
Updated: Mar. 20, 2013
The current article examines the major trends in the recent ITE curriculum in the Portuguese context, as a consequence of the Bologna process, which has been in place in European universities over the past few years. The author concludes that there are several issues who need further concern, such as the link between theory and practice and university context and school context, the recruitment and training of mentors and supervisors, and the developing of a training project with and within schools .
Updated: Feb. 06, 2013
A Study of Teacher Candidates’ Experiences Investigating Global Climate Change Within an Elementary Science Methods Course
In this article, the authors investigated the inclusion of a curricular module on global climate change in an Elementary Science Methods course. Findings suggest potential positive impacts on teacher candidates’ content understanding related to global climate change, confidence to teach, and awareness of resources to support their future science instruction.
Updated: Jan. 28, 2013