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Section archive - Theories & Approaches

Page 6/53 523 items
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51
What Unites Us All: Establishing Special Education Teacher Education Universals
Authors: Darling Sharon M., Dukes Charles, Hall Kalynn
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.
Published: 2016
Updated: Apr. 02, 2017
52
Postcolonial teacher education reform in Namibia: Travelling of policies and ideas
Authors: Arreman Inger Erixon, Erixon Per-Olof, Rehn Karl-Gunnar
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.
Published: 2016
Updated: Apr. 02, 2017
53
Toward a Model of Explaining Teachers’ Innovative Behavior: A Literature Review
Authors: Thurlings Marieke
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.
Published: 2015
Updated: Mar. 27, 2017
54
Building Adaptive Expertise and Practice-Based Evidence: Applying the Implementation Stages Framework to Special Education Teacher Preparation
Authors: Mason-Williams Loretta, Frederick Jacqueline R., Mulcahy Candace A.
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.
Published: 2015
Updated: Mar. 15, 2017
55
How Can Schools of Education Help to Build Educators’ Capacity to Use Data? A Systemic View of the Issue
Authors: Mandinach Ellen B., Friedman Jeremy M., Gummer Edith S.
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.
Published: 2015
Updated: Mar. 13, 2017
56
Outcomes of Primary Teacher Education in Finland: An Exit Survey
Authors: Saloviita Timo, Tolvanen Asko
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.
Published: 2017
Updated: Feb. 28, 2017
57
Exploring Ethical Tensions on the Path to Becoming a Teacher
Authors: Murphy M. Shaun, Pinnegar Eliza, Pinnegar Stefinee
The article explores the authors', two teacher educators’ and a pre-service teacher’s, understanding of the ethical dilemmas, obligations, and plotlines that emerged in the experiences of a pre-service teacher as she began to develop her identity as a teacher.
Published: 2011
Updated: Feb. 28, 2017
58
Preparing Pre-service Teachers for the Profession: Creating Spaces for Transformative Practice
Authors: Auhl Greg, Daniel Graham R.
This article reports on a programme which applied the conceptual framework of critical transformative dialogue, developed as a part of the health profession to the context of teacher education. The programme applied the processes of critical transformative dialogue in the development of a series of core skills of teaching with first-year pre-service teachers. Participant feedback following professional placement indicated their acknowledgement of the value of engaging in critical transformative dialogues as a tool for professional learning. The participants responses indicated an appreciation of the opportunities provided to rehearse and engage in dialogue and reflection to support the development of core practices. These rehearsed skills were described as making the participants feel more able to contribute to the overall educational experience of the children in the pre-service teachers’ placement classes.
Published: 2014
Updated: Feb. 21, 2017
59
Looking Back and Moving Ahead: A Content Analysis of Two Teacher Education Journals
Authors: Rock Marcia L., Cheek Aftynne E., Sullivan Melissa E., Jones Jennie L., Holden Kara B., Kang Jeongae
The authors conducted a content analysis to examine trends in articles published between 1996 and 2014 in two journals—Teacher Education and Special Education (TESE) and the Journal of Teacher Education (JTE). They analyzed the data using visual inspection, magnitude of trend, and percent of change. Most notably, they confirmed reductions in nonempirical articles, survey research, qualitative inquiries, and program descriptions. By contrast, they observed increases in articles that included P-12 student outcomes and in quantitative research, as well as in topics of in-service, global, and clinical experiences.
Published: 2016
Updated: Jan. 29, 2017
60
Acceptance of Virtual Worlds as Learning Space
Authors: Tokel Saniye Tugba
This study investigated the acceptance of virtual worlds as a learning space. In this study, the effect of perceived usefulness (PU), ease of use and perceived enjoyment on the behavioural intention (BI) of students to use virtual worlds, as well as the relationship among the variables were examined. The findings from this study highlight important issues related to acceptance and adoption of virtual worlds. First, the results contribute to the literature by defining virtual worlds as a mixed system with both utilitarian and hedonic value. Virtual worlds can focus on the productive use of a system to increase learning as well as the prolonged use to provide fun and enjoyment.
Published: 2015
Updated: Jan. 24, 2017
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