Search results for: Teacher education curriculum
Page 3/6 60 items
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
It's Not About Logic, It's About Logics of Practice: A Case Study of Teacher Education Reform in New Zealand
This article focuses on the anticipations, experiences and reflections of a group of teacher educators during a period when the colleges of education were being merged into the universities in New Zealand. The group was consisted of five experienced, curriculum-specialist teacher educators from a former college of education, and three faculty leaders. The actions of the group were monitored over a period of three and a half years.
Updated: Dec. 25, 2012
Prospective Teachers’ Learning to Provide Instructional Explanations: How Does It Look and What Might It Take?
In this article, the authors trace changes in the explanations offered by a purposeful sample of PSTs before and after a mathematics content/methods course sequence. The study reveals the limitations in PSTs’ explanations at their entrance to the course sequence. It also documents PSTs’ progress in providing explanations, thus providing existence proof that this practice is learnable.
Updated: Oct. 21, 2012
This article describes a project which was designed to examine how teacher preparation programs address LGBTQ-related course content, attitudes toward gender identity and sexual orientation, and their ability to teach about LGBTQ lives and communities. The authors conducted an electronic assessment of all 57 Illinois teacher education programs. The authors found that their report generated a dialogue on campuses among faculty, among teacher education and other departments within the university, and among students, faculty, and administration.
Updated: Oct. 15, 2012
The purpose of this article is to offer a conceptual analysis of empirical research on teachers’ education and outcomes that is linked to the political controversies and policy debates that shape it. The review reveals that there are six distinguishable genres that examine connections between teachers’ education and posteducation outcomes: teacher certification and its correlates, teachers’ educational backgrounds and the teacher workforce, entry pathways into teaching and their consequences, teacher preparation programs and their graduates, teacher preparation and learning to teach in the early career years, and teachers’ life experiences and beliefs/practices.
Updated: May. 28, 2012
This article outlines research on teaching controversial issues in initial teacher education in England and South Africa.This study suggested that obstacles to teaching controversial issues in schools and teacher education persist in schools in England and South Africa. The overall challenge for both societies that are the focus of this study is to ensure that all their teachers and teacher educators have the necessary skills, knowledge and confidence to handle controversial issues in their classrooms.
Updated: May. 22, 2012
Changes in Preservice Elementary Teachers’ Personal Science Teaching Efficacy and Science Teaching Outcome Expectancies: The Influence of Context
The current study explored contextual changes in perceptions of science teaching self-efficacy through pre-, post- and retrospective administrations of the Science Teaching Expectancy Belief Instrument (STEBI-B). Findings revealed that the number of postsecondary science courses completed, and prior school science experiences had a significant main effect on personal science teaching efficacy (PSTE) but not science teaching outcome expectancy (STOE).
Updated: Apr. 22, 2012
In this article, the author argued that the democratic promise of a just and equitable society embodied in the reforms is important; yet the particular principles about school knowledge historically classify and order reflection and action to shape and fashion what is possible and “reasonable” for participation. The notion of alchemy directed attention to the principles that translate and order what is taught. In this sense, the very system of reason that organizes school subjects is the political of schooling.
Updated: Feb. 22, 2012