Trends in Teacher Education (302 items)To section archive
During MOFET's study day “A Corner Stone: Building Education and Teacher Education Systems in Times of Crises and Change” that took place online on June 30, 2020, we addressed the following questions: (1) What common difficulties did we face? (2) What solutions were found? (3) What sustainable changes can we make, in order to work better even in routine days? (e.g. hybrid instruction, multicultural Collaboration, reflection and professional judgment) Lecturers from England, Ireland, USA, Hong Kong, Portugal, Finland, and of course, from Israel, participated in this day of collaborative learning. They spoke about their lessons, learned as teachers, teacher educators, administrators, education ministry officials and third sector members.
Updated: Jul. 14, 2020
In the post-COVID context, individuals, communities and cultures are learning to change their ways of living in response to the challenges that the Anthropocene poses for human security and the biosphere. In this artice Alex Lautensach claims that only if teachers are adequately empowered can curricula be sufficiently repurposed towards Deep Adaptation and its agenda of resilience, relinquishment and restoration. The author suggests that teachers must learn to critically analyse their curriculum, including its hidden and null elements. The agenda for this transformative education are subsumed under six overarching aims: redefine progress as achieving sustainability; replace anthropocentrism with ecocentrism; remedy skill gaps; reorient education towards the future; eliminate parochialism from education; and empower learners to take action. Teachers will need to develop multicultural skills and non-violent ideals, transcending possible boundaries and predispositions imposed by their own native cultural environment.
Updated: Jun. 14, 2020
Lesson Study and Learning Study are popular teacher professional development models across the world. Drawing on an extensive review of research and literature, this paper aims to identify the features of the two models to contrast and establish their similarities and differences particularly with regard to their application in practice. The paper focuses on their impact on teaching and learning as well as the rationale behind the process of Lesson Study and Learning Study. Four major distinctions between the two models are revealed: ways of identifying a topic for teaching, views and methods for understanding student learning, the focus of teacher collaboration on lesson design and implementation, and the overall instructional design. The paper concludes that the two models appeal to different practitioners depending on their aims and objectives in teaching and learning as well as their broader perspectives on education. In addition, this paper suggests that the two models could complement each other to improve the effectiveness of teaching and learning in different contexts.
Updated: Apr. 19, 2020
The purpose of this study was to understand how writing teacher educators, who used research-based practices, make connections to K-12 classrooms for their preservice teacher candidates. A team of eight literacy researchers and educators from institutions across the United States collaborated to conduct a qualitative interview study of 15 writing teacher educators. This study is grounded in literature on effective writing instruction as well as university and K-12 connections, and it is framed by Kolb’s experiential learning theory. Findings suggest several themes related to how writing teacher educators make connections to K-12 classrooms including intentional field experiences, spending time in the field themselves, connecting their teaching of writing assessment to actual classrooms and students, and engaging in consistent reflection and revision of their courses. Implications and future directions for research are explored.
Updated: Feb. 23, 2020