International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Theories & Approaches
Page 5/53
523 items
41
In this article, the authors argue for paying close attention to the materiality of practice in understanding the work of teacher educators; specifically, the meanings of artefacts used by teacher educators in the course of their daily work. They locate this analysis within a dialectical materialist understanding of the development of human activity, providing examples of artefacts-in-use in initial teacher education and the meanings accorded to these artefacts by the teacher educators they observed and interviewed. Their aim is to make a case for what is afforded epistemologically when researchers pay attention to artefacts from a dialectical materialist viewpoint.
Published: 2016
Updated: Jul. 04, 2017
42
This study utilises three dimensions of identity construction (multiplicity vs. unity; social vs. individual; discontinuity vs. continuity) to examine how teachers describe their different roles, how they develop dialogical relations among multiplicity. The findings showed that all participants’ initial identity positions, except one female, have changed, either slightly or radically, during the course of this study. They experienced disequilibrium among different identity positions during the change, which confirms existing research that disequilibrium is considered essential for changes to occur. This study also showed that these teachers’ multiple Identity positions and the conflicts among them are not bounded within the classroom teaching domain or instructional and pedagogical issues.
Published: 2017
Updated: Jun. 27, 2017
43
This study explored whether early childhood teachers were being prepared in coursework and field experiences to meet Washington state and nationally accepted core knowledge and broad competency areas for preparation of the infant-toddler workforce. A review of early childhood degree programs found an overall insufficient emphasis on a deeper understanding of holistic infant early development and intervention, as well as mental health and observable, evidence-based interactions that promote child and family resilience at the level of the individual early childhood educator’s preparation.
Published: 2016
Updated: Jun. 11, 2017
44
In this case study, two teacher educators in urban teacher education programs identify and analyze the components of teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Drawing on the data, the authors offer a pedagogical framework that identifies key features of compassionate, critical, justice-oriented teacher education to inform research and practice. They highlight the contributions of this framework for justice-oriented teacher education and the inherent complexity of attempts to parse such fundamentally messy relational practice.
Published: 2016
Updated: Jun. 11, 2017
45
This article examines the author's efforts to parse teaching practice into lists of discrete procedures. It argues that the teacher educators need to pay less attention to the visible behaviors of teaching and more attention to the purposes that are served by those behaviors. As a way to begin a conversation about parsing teachers’ purposes, the author offers a proposal for conceptualizing teaching as a practice that entails five persistent problems, each of which presents a difficult challenge to teachers, and all of which compete for teachers’ attention.
Published: 2016
Updated: Jun. 07, 2017
46
The present study examines 46 teacher-developers’ motivational experiences, like sources of enthusiasm and interest. It also examined their challenges and organisational support needed in the process of educational innovation, namely integration of RDI and education.
Published: 2016
Updated: Jun. 06, 2017
47
The focus of this paper is on how an induction course on Teacher Well-Being (TWB) infused as part of an exchange programme between one higher education institution, Oslo and Akershus University of Applied Sciences (HIOA) in Norway and three primary schools in South Africa, influence the professional development and resilience of the participating primary school student teachers.
Published: 2017
Updated: May. 14, 2017
48
The authors examined initial licensure polices in special education to determine how these policies support or hinder reform efforts to develop teacher education programs that prepare graduates for the increasingly complex needs of diverse students. Initial special education licensure policies are described with an emphasis on the differences across states on two key options: whether licensure for special education teachers is a stand-alone initial license or whether the state requires a general education license prior to obtaining a second license in special education.
Published: 2017
Updated: May. 11, 2017
49
The present paper argues that research on teacher preparation over the last 100 years can be understood in terms of the major questions that researchers examined. This research focuses on two broad animating questions: “the policy question” and “the learning question.” The authors recommend that future research address questions that link teacher learning with student learning and teacher candidates’ beliefs and practices as well as questions that examine the relationships between research practices and social, economic and institutional power.
Published: 2015
Updated: May. 03, 2017
50
The purpose of this study was to examine how opportunities to learn to teach writing in preservice preparation mediated candidates’ appropriation of tools for teaching writing. In this study, the author compared between tools and processes across two university preparation programs in United States. The author found that while the candidates in the Madrona program demonstrated a fairly sophisticated appropriation of writing workshop tools, the Altavista candidates appropriated a wide array of tools at a surface level. This permeable setting in Madrona program supported candidates to develop habits of thinking about pedagogical tools, habits that facilitated uptake of integrated instructional frameworks. However, methods activity in Altavista program focused almost exclusively on the tools and tasks presented in that setting.
Published: 2016
Updated: Apr. 19, 2017