Teacher Education Programs (296 items)To section archive

Latest items
In this study, the authors examined the impact of an edTPA professional development workshop designed specifically for cooperating teachers (CT) on cooperating teacher practice and teacher candidate edTPA assessment scores. They found that teacher candidates placed with CTs who have received edTPA professional development can benefit from increased CT knowledge about the edTPA assessment.
Published: 2019
Updated: May. 30, 2019
Teacher preparation programs (TPPs) have received a great deal of policy and research attention of late. And despite the commonsense notion that preparation for formal classroom responsibilities should improve the readiness of teacher candidates, the value of formalized preservice teacher education is unclear. In this review of the quantitative evidence about teacher preparation programs, the author finds that most studies show only minor differences in the value added of teachers who graduate from different programs, and that there are only a few studies that focus on the association between the features of teacher preparation and teacher workforce outcomes.
Published: 2019
Updated: May. 26, 2019
This study examines the effects of a pre-service teacher training on inquiry-based learning (IBL) in history education. This training consisted of a workshop and an assignment that required student teachers to prepare and implement an IBL activity during their teaching internship. The findings reveal that student teachers found the workshop valuable, and afterwards felt significantly more capable to organize IBL activities in the classroom. The authors found that the workshop was also able to convince student teachers of the value of IBL. After its ending, almost all student teachers indicated that they mainly wanted to use sources for conducting full-scale investigations, whereas, previously, about half of them had held a different opinion.
Published: 2017
Updated: Nov. 14, 2018
This article investigates the trajectories of the student teachers’ changing conceptions of teaching and learning approaches throughout their undergraduate programme. The results reveal that all participants agreed that student-centred teaching approaches were the best teaching strategies in both years 1 and 4 of the BEd programme. The findings also indicate that three factors: faculty, learners’ attitudes towards learning and ability to integrate different learning resources, influenced the development of the student teachers’ conceptions of teaching and learning approaches. The authors present three types of trajectories: guided touring, experiential detouring and self-guided touring, as the changes in both conceptions of teaching and learning approaches.
Published: 2016
Updated: Oct. 25, 2018