International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: International education
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25 items
11
The purpose of this article is to identify, examine and describe the pre-service teachers’ perceived gains of professional development during an international teaching practicum. The data reveal that the international teaching practicum stint has enhanced the pre-service teachers’ awareness of aspects of language and language teaching-learning. Furthermore, this observational learning has assisted the pre-service teachers to internalize new learning and experiences. Finally, teaching in the Maldivian schools was a new learning experience for the pre-service teachers, who have gained understanding of new world views of education and culture from teaching English in Maldives.
Published: 2013
Updated: Oct. 12, 2015
12
This article presents key findings from the Teaching and Learning International Survey (TALIS) conducted in 2007-2008. The aim was to provide comparative insights into the conditions of teaching and learning at their school, the leadership in their schools, their preparation and professional development, and the feedback and appraisal which they do—or do not—receive. TALIS yields important insights into current teaching practices in secondary school as well as teachers’ beliefs and attitudes. TALIS highlights not only that better and more targeted professional development is an important lever toward improvement but also that systems need to do better in matching the costs and benefit as well as supply and demand for professional development.
Published: 2011
Updated: Jan. 06, 2014
13
This article examined across 15 countries to what extent primary teacher education can be regarded as effective and the possible reasons for inequity. The effectiveness of teacher education was examined by taking two indicators into account: future teachers’ mean achievement on a paper-and-pencil test as an indicator of quality, and the variability of teacher achievement due to background characteristics as an indicator of equity. The authors conclude that none of the TEDS-M countries was successful on both indicators of teacher education effectiveness with respect to background characteristics, gender, and language. Singapore and Taiwan may be regarded as the most effective teacher education systems, with high achievement and gender equity on MPCK and high achievement and language.
Published: 2011
Updated: Dec. 25, 2013
14
The authors investigate the consequences of international comparisons in education on the support of public schooling in the United States. The results suggest that framing educational policy with the goal of enhancing international competitiveness lowers subjective assessments of the quality of local schooling without increasing interest in additional spending to improve the nation’s education system.
Published: 2012
Updated: Sep. 11, 2013
15
The authors analyze the development and role of the Programme for International Student Assessment (PISA) as a ‘cultural product’. They argue the development of PISA is part of a broader transformation of equilibria within the field of knowledge and that the incorporation of PISA at the level of education policy fields transforms their form and shape in two ways: reinforcing a heteronomous understanding of education and extending and dissolving the boundaries of education policy fields.
Published: 2012
Updated: May. 28, 2013
16
The authors present evidence to demonstrate how school-based technology-enhanced support systems impact on classroom practice and help teachers’ professional development. The authors conclude that school-based teachers’ professional development through technology-enhanced learning is contributing significantly to in-service training in a resource-constrained context.
Published: 2012
Updated: Apr. 24, 2013
17
This article reports how the general pedagogical knowledge test was conceptualized in the context of Teacher Education and Development Study in Mathematics. The researchers from the United States, Germany, and Taiwan worked together and used representative samples of future middle school teachers in these countries from a survey which conducted on 2008. Findings revealed that U.S. future middle school teachers were significantly outperformed by future teachers in Germany and Taiwan. Furthermore, the data revealed that U.S. future middle school teachers had a relative strength in generating classroom strategies but a weakness in recalling knowledge and analyzing problems.
Published: 2011
Updated: Apr. 08, 2013
18
In this article, the authors used the Interconnected Model of Professional Growth to identify processes of teacher learning during the collaborative design of curriculum materials in the context of curriculum innovation. Nine published studies from six different countries about teachers’ collaborative curriculum design were analyzed to identify the learning processes that collaborative curriculum design fosters.
Published: 2011
Updated: Jul. 30, 2012
19
The purpose of this study was to examine the Discourse of Human Dignity within teacher education, especially with respect to how Swedish teacher educators make meaning of the concept of human dignity. Findings show that four sub-discourses are involved in the Discourse of Human Dignity within teacher education.
Published: 2011
Updated: Jul. 30, 2012
20
The current study examines the study-abroad experiences of pre-service teacher candidates at the Faculty of Education, York University, using transformative learning theory. Teacher candidates face disorienting experiences while studying abroad; students reported facing racial dynamics, “outsider” status, risk-taking behavior and power relations. This influences their ability to develop empathy for ethnically diverse students.
Published: 2011
Updated: Jul. 30, 2012