Trends in Teacher Education (316 items)To section archive
We are sending you our last newsletter with some of the recent articles published in academic journals focusing on teacher education and professional development of teachers. At the end of fourteen years of fruitful and blessed activity, the MOFET Institute has decided to suspend the activity of the International Portal of Teacher Education, and as of September 1, 2022, it will no longer be updated. This decision was not an easy one as MOFET realizes the value of the portal for teacher educators around the world. Nevertheless, the MOFET Institute has undergone a reorganization process over the last period, involving decisions about the channels of activity on which it will focus and specialize in the coming years. As part of this process, MOFET has decided to focus on other areas of teacher training, professional development, and research. We thank our loyal readers and subscribers for their support, guidance, advice, comments and feedback throughout the years. We especially thank the many researchers, educators and administrators that have shared the fruits of their labor with our community in their articles published in the portal. For the foreseeable future, the corpus of the portal along with its search capabilities will remain online for the further use of the global teacher's community. For now, Farewell, The Portal Team
Updated: Aug. 11, 2022
The Editors’ challenges to the field of teacher education ask us to take stock: what is education for? What is our role in preparing new teachers to educate the nation? In their introduction to the panel discussing these challenges, they asked three questions: “Does ‘the field’ need to be challenged?”; “Can ‘the field’ be challenged?,” and “In which direction(s)?” Their answers were “yes,” “yes,” and “tell us.” Academic journals, of course, cannot change the world, but they can do far more than simply reflect back to us what we are thinking and doing to advance knowledge. Over time they certainly reflect the changes in our thinking, and from time to time they can intervene, as these editors are attempting to do, by taking a stand and asking explicit questions about the directions they believe we should be taking – challenging us, in fact, to think again, and perhaps, change our minds about what we think we should be doing.
Updated: Jul. 17, 2022
Adapting Student Teaching during the COVID-19 Pandemic: A Comparison of Perspectives and Experiences
Elementary student teachers in both a yearlong and one-semester student teaching design were impacted due to the COVID-19 pandemic. This phenomenon forced the closure of placement schools and their universities, and drastically changed the roles and responsibilities of student teachers. This qualitative phenomenology study sought to capture and describe the lived experiences through two different student teaching designs and their student teaching coordinators. This manuscript reports findings from analysis of student teacher and student teaching coordinator surveys that describe both beneficial and disappointing preparation experiences, as they navigated the ever-changing educational environment of student teaching during the initial impact of the COVID-19 pandemic. The lived experiences of these student teachers captured how varying educational learning and teaching experiences were impacted due to the pandemic. Throughout these lived experiences, student teaching coordinators of both student teaching designs became an integral part of the communication chain for student teachers.
Updated: Jan. 04, 2022
Crossing colleges: the impact of an engineering design collaboration on early childhood teacher candidate development
In this study, researchers examined the collaborative process that occurred when early childhood teacher candidates and engineering students partnered to design exhibits to be used in an informal learning setting for young children. The findings present data from 52 early childhood candidates who participated in the study over the course of two fall semesters in consecutive academic years. Utilizing case study methodology, observations, formal interviews, artifact collection, and student self/peer reviews were employed to collect data. The findings reveal that cross-college, project-based learning has the potential to positively impact early childhood teacher candidates’ professional identity and that clinically-based teacher preparation was significant in helping teacher candidates feel successful in the project. The research presents innovative practices for early childhood teacher candidate preparation.
Updated: May. 13, 2021