Search results for: Relevance (education)
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This article discusses the importance of community-based field experiences as a feature of teacher education programs. The author uses a qualitative case study to present prospective teachers’ work with homeless youth in an after-school initiative.
Updated: Nov. 25, 2013
This study aimed to identify and analyze the preservice technology training experiences of novice teachers. Furthermore, the author examined novice teachers’ perceptions of how well their teacher preparation program equipped them with the knowledge and skills necessary to fulfill the National Educational Technology Standards for Teachers (NETS•T). Three major themes regarding the Essential Conditions became evident: (a) a disconnect between preservice teachers’ technology training and other aspects of their professional education, (b) a lack of content-area relevance, and c) inadequate retention and transfer.
Updated: Jul. 10, 2013
The paper addresses the widespread claim to make educational research more relevant for practitioners, policy makers, potential users and stakeholders, and proposes a problematisation of the notion of ‘useful knowledge’.
Updated: Apr. 25, 2013
In this article the authors examine the challenges faced by teacher educators who struggle with the emotional and intellectual distance between their work in the university setting and the K-12 classroom. The authors propose the grounded practice model that describes an approach whereby teacher educators not only teach university-based classes but also extend their practice to the K-12 setting, with K-12 students. The authors consider the benefits of this approach. Finally, the authors suggest several models that provide teacher educators with the opportunity to work in both contexts.
Updated: Mar. 14, 2010