Teacher Education Programs (287 items)To section archive
Impact of an In-service Training in Neurocognitive Insights on Teacher Stress, Teacher Professionalism and Teacher Student Relationships
The present study explores the impact of a training in neurocognitive insights on teachers’ stress. The authors found that the training had a significant impact on the stress experienced by teachers in their professional and personal functioning. The participants experienced less stress, more confidence and less impulsiveness. Furthermore, the participants showed a greater awareness of functioning, state of mind and stress, as well as clear prefrontal attitudes. The participants also mentioned changes within themselves and their professional environment. They indicated that teacher–student relationships were improved and unwanted or problematic students’ behavior was decreased.
Updated: Mar. 11, 2018
Motivation and Commitment: Pre-Service Teachers from Hong Kong and Mainland China at a Training Institute in Hong Kong
This study examined the motivation to teach and the commitment to teaching among prospective student teachers from mainland China and their Hong Kong counterparts. The findings suggest that the individuals’ commitment to teaching was mediated by immediate contextual factors, closely related to their imagined teaching identity. These factors were also shaped by their socio-economic backgrounds, and constructed by social discourses on teachers and the teaching profession. The authors conclude that this research sheds lights on how to sustain non-local prospective student teachers’ motivation to teach and commitment to teaching. This study also highlights how to ensure their full participation in teaching practices after graduation, and how to retain young qualified teachers in the teaching profession, in educational settings elsewhere.
Updated: Feb. 22, 2018
Social Studies Teacher Education in the Early Twentieth Century: A Historical Inquiry Into the Relationship Between Teacher Preparation and Curriculum Reform
The present study examines how teacher education programs contributed and/or responded to the emergence of social studies as a school subject in the early part of the twentieth century. The authors argue that the data reveal some longstanding assumptions about the development of the social studies field. For instance, there was little agreement among subject matter and education specialists regarding what constituted the social studies curriculum. Hence, there was little agreement on what social studies teachers and students needed to know. However, this little agreement suggests that disarray in the social studies field may have been as much a function of disorder in the realm of teacher education as it was of conflict among national committees. The authors conclude that the current study represents first efforts in a pursuit of understanding the historical connection of teacher education and curriculum reform.
Updated: Feb. 22, 2018
The Effect of Teacher Education Programs on Future Elementary Mathematics Teachers’ Knowledge: A Five Country Analysis Using TEDS-M Data
This study examined the associations between teacher preparation components and the knowledge of teaching candidates based on data from the TEDS-M study. The findings reveal that the number of mathematics content courses taken has an effect on teaching candidates’ level of MCK in three countries. Specifically, the authors found that taking courses in discrete structure and logic had an effect on MCK in Chinese Taipei, Spain, and Switzerland. Furthermore, they found that taking courses in continuity and functions had an effect on MCK in Chinese Taipei, Switzerland, and the USA.
Updated: Feb. 14, 2018