Section archive - Programs & Practicum
Page 11/37 367 items
This article presents information about the current state of teacher education for gifted pupils in Austria, Belgium, Finland and Slovakia with the focus on sustainability. These countries were chosen because of very different perceptions of the gifted education and teacher training. The review of the issues of teacher training for gifted pupils reveals that despite the great attention provided to the education of gifted pupils, the education of teachers of gifted learners has been neglected.
Updated: Jun. 07, 2017
Key Stakeholders' Attitudes towards Teacher Education Programs in TEFL: A Case Study of Farhangian University in Iran
In this study, the authors aimed at exploring the attitudes key stakeholders in a teacher education program hold toward the appropriateness of English Language Teaching (EFL) teacher education programs at an Iranian teacher education university and their relevance to and sustainable impact in the real teaching context. This study found that the three groups of participants were unanimous in their evaluations of the majority of the courses, while their evaluative perceptions significantly varied for a small fraction of the courses in the program. The findings also revealed that the participants had a positive attitude towards the maintenance of most of the courses addressing teaching methodology and practice. Moreover, they believed that there is a need for inclusion of practical courses like practice- and micro-teachings as well as real classroom observations.
Updated: Jun. 05, 2017
Promoting Well-being and Preventing Burnout in Teacher Education: A Pilot Study of a Mindfulness-Based Programme for Pre-service Teachers in Hong Kong
The aim of this study was to examine the possible effects of a six-week mindfulness programme for student teachers, and the feasibility of implementing the programme in a local community. The results indicate that most students experienced poor well-being and mild anxiety. However, the six-week mindfulness programme significantly increased the mindfulness and well-being of the intervention group. Furthermore, the depression, anxiety and stress scores of the intervention group dropped while those of the control group increased after the six-week mindfulness programme, suggesting that the changes may have been a result of mindfulness training.
Updated: May. 24, 2017
The aim of this study is to investigate how the students’ intercultural competence develops during a three-month practicum placement in Namibia. The authors present findings from a study of Norwegian student teachers before, during and after their international practicum.
Updated: May. 14, 2017
This article explores the ethical, methodological, and practical issues of translating critical theory and research into praxis through a case study analysis of a graduate capstone seminar that explored the familiar, and seemingly benign, concepts common to educational discourses. The author argues that while the data demonstrated that the teachers positioned their students as active, engaged, and thoughtful participants in their own learning process, three important points that speak to the seminar’s pedagogical objectives can be pulled from the data analysis. The three themes from the analysis of data stand in contrast to the seminar experience.
Updated: May. 10, 2017
This article uses data from multiple stakeholders to evaluate whether Secondary Dual Educator’s Program (SDEP) candidates and graduates are meeting program goals. The findings suggest that graduates of a merged secondary program developed competency in differentiated planning, assessment, and instruction in content area classrooms and embedded the provision of accommodations into their planning process. These graduates reported that learning a process for differentiated planning and instruction helped them to be successful first-year content-area teachers in diverse inclusive classrooms.
Updated: Apr. 24, 2017
This article aims to describe Singapore’s dual education system as well as teacher preparation in a country that educates many students with disabilities in a separate environment. The focus will be on three of the factors critical to understanding comparative work: the goals and purposes of inclusive education and inclusive policy, the past and present state of Singapore with regard to policy and governance, and teacher training in the context of dual education.
Updated: Apr. 02, 2017
For this study, global content was integrated into one course of an undergraduate special education teacher education program. Results demonstrated that the candidates in the intervention group scored significantly higher than those in the comparison group.
Updated: Apr. 02, 2017
Using edTPA score reports for teacher candidates completing a teacher education program, this study provides data informed evidence of the equivalency of online teacher candidates’ learning outcomes as compared to candidates completing traditional face to face (F2F) programs. Mean and summative performance results suggest that mode of course delivery was not a significant factor in preparing teacher candidates. In general, learning was comparable in either format; however, analyses at the element level offer evidence of differences in achievement outcomes associated with program structure.
Updated: Mar. 29, 2017
This article describes the process used by cross-department faculty to develop the program design and components and how program evaluation led to revisions that strengthened the program. After five years the quest to develop strategic teachers with the versatility to meet the learning needs of all secondary students continues. Next steps include: developing more field placements that support program goals, building a program portfolio of how candidates and graduates in different disciplines meld differentiation with subject-matter pedogogy, and documenting how principals have created hybrid positions to utilize SDEP graduates in school reform. The authors' experience suggests that merging secondary and special education pedagogy into one coherent program that is co-led and co-taught can result in teachers with a different approach to and skill set for secondary teaching.
Updated: Mar. 27, 2017