Search results for: Educational needs
Page 1/1 8 items
What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators
This study investigated the knowledge and experiences of practicing teacher educators and learn from them regarding what they believe they needed to know to do their work well. The authors use Cochran-Smith and Lytle’s theorizing about “relationships of knowledge and practice” to understand knowledge essential to teacher educating. The findings reveal that practicing teacher educators often feel unprepared to assume their role. The implication is that much work is needed in the academy to help both experienced and novice teacher educators become conscious of their own biases and subjectivities, develop skills and sensitivities that can support social justice teaching and researching, and build confidence as advocates for all learners and communities.
Updated: Jan. 13, 2016
This paper offers a critical review of the literature on 21st century knowledge frameworks, with a particular focus on what this means for teachers and teacher educators. The article identifies common themes and knowledge domains in 15 reports, books, and articles that describe the kinds of knowledge that researchers state are integral and important for success in the 21st century. The authors argue that seemingly disparate frameworks converge on three types of knowledge, as necessary for the 21st century: foundational, meta, and humanistic. They argue that the synthesis of these different frameworks suggests that nothing has changed, that this tripartite division between what we know, how we act on that knowledge, and what we value has always been important. This analysis suggests that, though the 21st century is different from previous times, it does not mean that our core roles have changed.
Updated: Jul. 22, 2015
This article presents the results of a mixed-methods study investigated recent graduates’ perceptions of their preparation program. The highest levels of preparation and confidence were found in the areas of professionalism, behavior management, and instruction. The lowest levels of preparation and confidence were noted in transition and teaching students whose first language was not English.Participants reported that early clinical experiences and student teaching were the most beneficial components of the program.
Updated: Feb. 19, 2014
This article describes the process undertaken by a higher education consortium of faculty with expertise in low incidence disabilities from across institutions of higher education in Kentucky to address the challenge of supporting 1st year teachers when assigned mentors and administrators who do not have expertise in this area. This consortium addressed this challenge by creating two documents: (a) an alignment of state standards to professional standards and (b) an addendum to the state internship materials.
Updated: Feb. 19, 2014
Discourse Communities: A Framework from which to Consider Professional Development for Rural Teachers of Science and Mathematics
This article examines aspects of professional development for teachers of science and mathematics in schools in rural Australia. The study identified that rural teachers and principals were strongly focused on teacher PD. In addition, secondary school subject teachers' needs were only partly met by community of practice PD approaches. Finally, it was found that a range of rural context factors limited PD opportunities for subject- based secondary teachers.
Updated: Jun. 26, 2012
The Initial Training of Teachers to Teach Children with Special Educational Needs: A National Survey of English Post Graduate Certificate of Education Programmes
This article outlines initial training in England within an international context. The paper then reports findings of a recent national survey of Programme directors and subject tutors of Post Graduate Certificate in Education programmes (PGCE) for primary and secondary teachers about the initial training provision regarding inclusive education.
Updated: Apr. 04, 2011
Nigerian Inservice Teachers' Self-Assessment in Core Technology Competences and Their Professional Development Needs in ICT
This study was a survey designed to engage postgraduate inservice teachers from selected universities in the south-south geopolitical zone of Nigeria in selfassessment of core technology competence. 238 teachers participated in the study. The study was also designed to determine the professional development needs of the inservice teachers and their preferred mode of professional development. Results revealed that the majority of the inservice teachers lacked competencies in core technology areas.
Updated: Jan. 12, 2010
This survey study investigated high school science teachers’ challenges and needs specific to their growing English language learning (ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central Virginia participated in the survey. Results suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers perceived that appropriate instructional materials and pedagogical training was most needed.
Updated: Nov. 03, 2009