Search results for: Teacher education curriculum
Page 4/6 57 items
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
In this article, the authors explore two examples of case method instruction that extend beyond university classrooms to field sites: case report and case study. Both examples were used in special education teacher preparation graduate courses. The authors conclude that they found the case-based methods described here to be invaluable in bridging the gap from the university classroom to the school-based classroom.
Updated: Jan. 23, 2011
The current paper highlights of the improvement and convergence of the goals for education and training systems in the knowledge and learning society. The critical case of teacher education is then analyzed within the European Higher Education Area. The key European priorities of mobility and intercultural, multilingual competences in teacher education have been taken into account within the framework of an integrated, flexible curriculum.
Updated: Jan. 23, 2011
This study aims to understand the differences that exist among programs of study and institutions of varying demographic characteristics in regards to teacher preparation in technology use. The study seeks to gain an understanding of the content included in these experiences and the rationale teacher educators have for selecting topics and methods for these experiences. The findings reveal that eighty percent of respondents indicated all or some of their programs required a standalone educational technology course. Personal productivity and information presentation were the most commonly reported topics taught in all programs.
Updated: Jan. 02, 2011
The number of students taking online courses in K-12 has increased exponentially since the inception of virtual schools in 1996. However, K-12 virtual schooling is a relatively new concept for those involved in teacher education. This article describes several major attempts to form standards and best practices. In doing so, the article also examines the research backing and the need for additional research to support such standards.
Updated: Sep. 27, 2010