Search results for: Curriculum
Page 1/3 26 items
Preparing Pre-Service Special Education Teachers to Facilitate Parent Involvement, Knowledge, and Advocacy: Considerations for Curriculum
More than 40 years after passage of the Individuals with Disabilities Education Act (IDEA), some special education teacher preparation programs offer limited coursework on parent involvement, advocacy, or home–school collaboration. For pre-service special education teachers and/or novice special education teachers working with students with disabilities and their parents in practice, prior parent involvement coursework often enhances knowledge and abilities to provide resources, advocacy support, and insight. Yet, for this to occur in practice, special education teacher preparation program faculty should continue to consider how curriculum that instructs and provides resources regarding home–school collaboration, advocacy, conflict resolution, and federal legislation and programmatic support can enhance parent involvement. Therefore, this article examines IDEA parent involvement provisions, IDEA-mandated and federally funded conflict resolution options, and Parent Training and Information Centers that provide parents resources and support. Also, this article offers suggestions for teacher preparation faculty developing or refining parent involvement curricula.
Updated: Aug. 17, 2020
Impact of a Statewide Early Childhood Curriculum Enhancement Initiative on Community College Faculty and Paraprofessional Students
In this article, the authors describe the development and implementation of a collaborative initiative between a major urban research university and a state’s community college system and member institutions to enhance the preparation of paraprofessionals to work with young children with disabilities and their families. The authors report on gains in knowledge and confidence experienced by both faculty and paraprofessional students, and we identify programmatic practices that support adoption, fidelity of implementation, and sustainability of curricular innovations.
Updated: Jun. 11, 2017
This article investigate teacher educators’ views of current trends and their consequences for teacher education futures. The findings reported give voice to the expert participants. The data were then used to develop the discussion which comprised two scenarios. Two major fields of change are identified here and these are used to imagine different futures through the use of a two-dimensional model. The two major fields identified from the discussion are a continuum on location of teacher education, from school based to university based, and a continuum on autonomy and regulation, ranging from high government regulation to self-regulation by the profession.
Updated: May. 07, 2017
The present paper argues that research on teacher preparation over the last 100 years can be understood in terms of the major questions that researchers examined. This research focuses on two broad animating questions: “the policy question” and “the learning question.” The authors recommend that future research address questions that link teacher learning with student learning and teacher candidates’ beliefs and practices as well as questions that examine the relationships between research practices and social, economic and institutional power.
Updated: May. 03, 2017
The authors hypothesized that online professional development might serve not only as a way to gain prerequisite experience but as an important learning venue for preparing future online teachers. Findings of the study suggested that teacher-learners who participated in two online summer courses not only demonstrated mastery of course content but also learned a great deal from that experience about online learning and teaching. Their online learning experiences served as a third curriculum added to that of the courses’ intended curriculum.
Updated: Feb. 22, 2017
The “Learning in Depth” program is a simple but radical innovation, which was first implemented in Canada in 2008/2009 and is now being used in a dozen countries with many thousand students. The purpose of the program is to ensure that every student becomes an expert on something during schooling.
Updated: Jan. 02, 2017
This longitudinal study examined the curricular approaches of 14 student-teachers in training to teach Jewish subjects, from the preservice training stage through the beginning of teaching in secondary schools. This study focuses on the student-teachers’ approaches to curriculum and the differences in their attitudes toward two formal study programs: Jewish Philosophy and Bible studies, that differ in character and essence. The study’s findings identified differences in the curricular approaches held by the participating student-teachers from the beginning of training through professional teaching. Furthermore, it seems that the institutional component was a significant factor in the differences between the two subjects.
Updated: Aug. 28, 2016
Promoting Teacher Learning Through Learning Study Discourse: The Case of Science Teachers in Singapore
This study aimed to explore the influence of Singapore teachers’ beliefs on enacting new curricular content. Furthermore, as an attempt to address the gap in learning study literature, the authors also wanted to explore how the teachers’ beliefs changed and in turn prepared them to deal with new curricular initiatives. The outcome of the analysis resulted in capturing three ways the participating teachers experienced their own learning: (1) increased degrees of student-centered pedagogy and challenges to teachers’ prior assumptions about science pedagogy; (2) increased awareness of possibilities and limitations of their beliefs about science pedagogy; and (3) emergence of new understandings about new curricular content and science pedagogy.
Updated: Apr. 05, 2016
Reforming Teacher Education in the Context of Lifelong Learning: The Case of the BEd Degree Programme in Ireland
This article argues that a reform of the BEd degree programme ought to be informed by the philosophies and practices of lifelong learning. This could be achieved by introducing students to the theories of lifelong learning, by teacher educators modelling best practice in lifelong learning and by student teachers acknowledging that initial teacher education is just the first step in the continuum of professional teacher education.
Updated: Jul. 15, 2015
This article focuses on the knowledge–competencies nexus in the context of ‘twenty-first century learning’. It raises several questions: Does the interest in competencies devalue or undermine knowledge? Does a social constructivist paradigm necessarily dismantle disciplinary knowledge? What is the relationship between knowledge and improving the life chances for the marginalised? Against a critical background discussion of ‘twenty-first century learning’, these questions are addressed by considering and synthesising three perspectives on knowledge in relation to their particular critique of education, what they say about knowledge, and the bearing this interpretation has on how they view pedagogy and curriculum.
Updated: May. 10, 2015