International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Theories & Approaches
Page 7/53
523 items
61
This study was conducted to examine whether the teacher training programmes in Belgium (Flanders) and the Netherlands prepare their students for Family–school partnerships (FSP). Findings show that in general, preparation for FSP is considered important and that this topic is integrated into different courses. Most respondents indicated that communication with parents received the most attention. However, a majority of programme managers feel that preservice teacher’s preparation in this area is not sufficient.
Published: 2016
Updated: Jan. 11, 2017
62
This research focuses on aspirations for an M-level teaching profession within one densely populated government region – the English West Midlands – from the perspectives of key stakeholders. In particular, teachers’ perceptions regarding aspirations for an M-level profession are generally overlooked and neglected in academic literature. This article contributes to addressing this gap in academic literature by highlighting teacher perceptions, alongside the perceptions of HEIs. Findings show that aspirations for an M-level teaching profession in England received an overwhelmingly positive response from these key stakeholders in this government region. Clearly, all respondents were overwhelmingly in favour of an M-level teaching profession. However, there were also concerns around an M-level profession in the manner in which it was being implemented.
Published: 2016
Updated: Jan. 10, 2017
63
The current study examines one ‘educative experience purposefully embedded in meaningful pedagogical experiences’ using the three-level model of teacher learning. Findings indicate preservice teachers derived a range of learning from the educative experience, and most were found to be surfacing, confronting, and beginning to replace naïve notions of teaching, learning, and assessment.
Published: 2016
Updated: Jan. 02, 2017
64
The “Learning in Depth” program is a simple but radical innovation, which was first implemented in Canada in 2008/2009 and is now being used in a dozen countries with many thousand students. The purpose of the program is to ensure that every student becomes an expert on something during schooling.
Published: 2015
Updated: Jan. 02, 2017
65
The current research examines the relative effectiveness of universities and new program types using the diverse market in Texas. The authors examine program effectiveness through a framework integrating certificate pathways, organizational goals, and market incentives. The authors found that independent nonprofits have positive effects on student performance that are not explained by teacher sorting or program selectivity, and these effects only occur in math. Furthermore, independent nonprofits perform well with most high-risk populations but have no advantage with Black students, no presence on rural schools, and negative effects, and designated special education (SPED) students. The authors argue that these findings suggest that policy makers should proceed with caution when advocating for expanding or limiting any particular program type.
Published: 2015
Updated: Dec. 20, 2016
66
The notion of the continuum is applied to special education in diverse contexts across many nations. This article explores its conceptual underpinnings, drawing on a systematic search of the literature to review recurring ideas associated with the notion and to explicate both its uses and shortcomings.
Published: 2015
Updated: Dec. 06, 2016
67
This article proposes a rethinking of intercultural education in teacher education. It argues that discussion of the intercultural education of student teachers tends to have the following two gaps: one, such discussion tends to overlook student teacher education as a context for teaching intercultural education, and two, it tends to ignore the self of the teacher educator. This article aims to address both gaps.
Published: 2014
Updated: Dec. 06, 2016
68
The present study concerns different final thesis models in the research on teacher education in Europe and their orientation towards the academy and the teaching profession. The author found that in scientific journals, 33 articles support the occurrence of three models: the portfolio model, with a mainly teaching-professional orientation; the thesis model, with a mainly academic orientation; and the action research model, related to both orientations. All models had some relationship with both orientations.
Published: 2014
Updated: Dec. 06, 2016
69
How do practicing mathematics teachers continue to develop the knowledge and habits of mind that enable them to teach well and to improve their teaching over time? This article reviews 106 articles written between 1985 and 2008 related to the professional learning of practicing teachers of mathematics. The authors offer a synthesis of this research, guided by Clarke and Hollingsworth’s (2002) dynamic model of teacher growth. Their model emphasizes the recursive nature of teachers’ learning and suggests that growth in one aspect of teachers’ knowledge and practice may promote subsequent growth in other areas.
Published: 2014
Updated: Dec. 06, 2016
70
Over the last two years, a unique model for exploring teaching and learning has been created at Achva Academic College. This model, which is based on brain research findings and is called 'The Achva Neuropedagogy Model', focuses on teachers' teaching processes and on pupils' learning processes. It works toward implementing the brain research findings so as to ameliorate teaching and learning via a dialogue between neuropedagogy and educators, teachers, and principals. The experts, who hail from the fields of psychology, pedagogy, and brain research, present educators with relevant biological-neurological-psychological information, and the educators propose possible applications based on this information.
Published: 2016
Updated: Dec. 04, 2016