Section archive - Theories & Approaches
Page 5/52 519 items
How Can a Focus on Teacher Well-being in Pre-service Training Promote the Resilience of Primary School Student Teachers?
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.
Updated: May. 14, 2017
The Affordances and Constraints of Special Education Initial Teacher Licensure Policy for Teacher Preparation
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.
Updated: May. 11, 2017
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.
Updated: May. 03, 2017
Finding Possibility in Pitfalls: The Role of Permeable Methods Pedagogy in Preservice Teacher Learning
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.
Updated: Apr. 19, 2017
This article searched in twenty-four English language journals from different countries representing four continents for special education teacher education universals, represented by four broadly defined categories: (a) policy, (b) practice, (c) pedagogy, and (d) teacher preparation/co-curricular activities.
Updated: Apr. 02, 2017
This article reviews the impact of an educational reform in Namibia in the early 1990s called the Integrated Teacher Training Programme (ITTP), which was an outcome of collaboration between the South West African People’s Organisation (SWAPO), the liberation movement and teacher educators from Sweden and other Western countries. Research questions posed concerned: (1) the ITTP’s perceived impact on the participants’ private and professional lives; and (2) the ITTP’s impact on the participants’ views on knowledge and education in relation to democracy. This follow-up study indicates that the ITTP was crucial for the participants’ professional careers and private lives. The majority saw education as a key to democracy and social transformation, and considered themselves as important actors at local, regional and national levels in forwarding these aims.
Updated: Apr. 02, 2017
In this systematic literature review, the authors develop a preliminary model of factors that enhance innovative behavior in educational organizations. Similar to findings of studies in other human behavior fields, self-efficacy plays an important role as well as a variety of individual and environmental factors. Based on this review, the authors urge for more systematic research on teacher innovative behavior to enhance the future quality of education.
Updated: Mar. 27, 2017
Building Adaptive Expertise and Practice-Based Evidence: Applying the Implementation Stages Framework to Special Education Teacher Preparation
In this paper, the authors describe a capstone project that meets these needs and prepares pre-service special educators for their role in the development of practice-based evidence. These aims align well with the Council for Exceptional Children’s Professional Standards. To describe this project and how it meets these aims, the authors used the Implementation Stages framework. Outcomes reflect an increase in pre-service special educators’ ability to research and design usable interventions based on evidence-based practices.
Updated: Mar. 15, 2017
How Can Schools of Education Help to Build Educators’ Capacity to Use Data? A Systemic View of the Issue
The objective of this article is to understand what schools of education are doing to prepare teachers to use data in their practice. The study examined the extent to which schools of education teach stand-alone courses on data-driven decision making or integrate data use concepts into existing courses. It also examined state licensure and certification requirements to determine if and how data use is included in documentation. The analyses yield several key findings. First, schools of education report that they are teaching stand-alone courses on data-driven decision making. The syllabus analyses provide a deeper examination into what actually is being taught in a subset of the courses. The licensure analyses provide a perspective on how education may view data literacy.
Updated: Mar. 13, 2017
The participants were given an exit survey, which measured their estimated attainment of knowledge and experience in the 10 domains of professional activity considered critical for new teachers in the Interstate New Teacher Assessment and Support Consortium (INTASC) standards. The results indicated that the profile of the graduates was uneven, showing low levels of satisfaction in the fields of special education and cooperation but high levels of satisfaction in the fields of reflective practice and planning.
Updated: Feb. 28, 2017