Search results for: Teacher education curriculum
Page 4/7 61 items
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
In this article, the authors examine Finnish teacher educators’ views on research‐based teacher education. The results showed that teacher educators appreciate the research‐based approach to which the university is committed, although they were skeptical about how well this vision transfers to the students.
Updated: Feb. 14, 2012
Emphasizing Collaborative Practices in Learning to Teach: Coteaching and Cogenerative Dialogue in a Field‐Based Methods Course
The current article depicts a field‐based methods course for preservice teachers. The course has been designed to integrate shared teaching experiences in elementary classrooms with ongoing critical dialogues with a focus on highlighting the complexities of teaching. The author describes the structure of the course. Furthermore, the author explores the use of coteaching and cogenerative dialogue as approaches to learning how to teach.
Updated: Feb. 14, 2012
Creating and Facilitating A Teacher Education Curriculum Using Preservice Teachers’ Autobiographical Stories
In this article, the author examines preservice teachers’ autobiographical stories in a literacy methods course as a curriculum for teacher education. The teacher educator’s key role is examined in facilitating a public context of vulnerability.
Updated: Feb. 08, 2012
The current study investigates how entering female preservice teachers position themselves. More specifically, the authors examine the plotlines, obligations, responsibilities and duties these teachers are prepared to enact, the expectations they hold for students, and the implications these have for teacher education.
Updated: Dec. 29, 2011
The current article presents a case for attending to preservice teachers’ beliefs that are relevant to the moral work of teaching within teacher education research and practice. The authors demonstrate how attending to preservice teacher beliefs is particularly critical for the task of preparing candidates for the moral work of teaching.
Updated: Dec. 21, 2011
This paper applies the researcher’s core concept, the zone of proximal development to teacher education. The resulting model for educating teaching candidates within zones of proximal teacher development synthesizes findings from Vygotskyan research into Western models of teacher education. The article recognizes and addresses the powerful influence of prior learning experiences and local teaching practices on candidates’ development.
Updated: Nov. 17, 2011
What Teacher Preparation Programs Can Do to Better Prepare Teachers to Meet the Challenges of Educating Students Living in Poverty
This article highlights the fact that some social issues are excluded from the teacher preparation curriculum. The author argues that if any educational reforms are to be enacted to provide students equal access to quality education, they must place more emphasis on the SES of students, coupled with a determined effort to integrate its impact on socially disadvantaged students. The article points out the necessity for changes to be made to teacher education programs in an effort to better prepare teachers to address the effects of poverty in their classroom.
Updated: Jul. 05, 2011
This paper discusses the gap between theory and practice which has made teacher education a difficult enterprise. Central to the argument of the article is the presentation of a three-level model of teacher learning that helps to frame the relationship between practice and theory in a specific manner. Based on this model, the so-called 'realistic approach' to teacher education is described. The authors conclude that teacher education can make a difference, but that this may require a careful programme design.
Updated: May. 26, 2011
This paper reports a collaborative self-study designed to examine the practices and experiences of a teacher educator and her students with the support of critical dialogue partners. The authors explore the tensions and possibilities that arise as a teacher educator attempts to foster both a pedagogy of care and a pedagogy of inquiry in a mathematics methods course. The authors conclude that a mathematics teacher education course permeated with care and peppered with inquiry has the potential to build preservice teachers' confidence and empowerment as the course develops.
Updated: Feb. 13, 2011