Search results for: Substitute teachers
Page 1/1 3 items
In this article, the authors interviewed twelve expert teacher educators to explore their understanding of the concepts of meaning-oriented learning and deliberate practice. These concepts may be expected to promote student teachers’ continuous professional development. The authors were also interested to explore the pedagogies which stimulate these experts in teacher education. The experts understood deliberate practice in two ways: an enactment conceptualization focusing on pupil learning, and a regulation conceptualization focusing on teacher learning.
Updated: Jul. 30, 2012
Why Is Finnish Teacher Education Successful? Some Goals Finnish Teacher Educators Have for their Teaching
Previous research has demonstrated that teacher education has often had difficulties in incorporating theory into practice, and that the effects of teacher education on the prior beliefs and views on teaching and learning of student teachers have been weak. The purpose of the present qualitative study was to find out how the Finnish teacher education system deals with these problems by investigating the current goals Finnish teacher educators have for their own teaching in theoretical courses.
Updated: Jan. 31, 2010
The Educational Alumni Support Project (EdASP) indicated that there is an urgent need for the teaching profession to support casual beginning teachers (CBTs). The EdASP that was carried out at the University of New England provided online support for primary and secondary beginning teachers. However, the majority of postings were submitted by CBTs. The analysis of postings by CBTs provides further insight into the difficulties they face.
Updated: Apr. 27, 2009