Section archive - Programs & Practicum
Page 11/35 344 items
In this article, the authors argue that teachers have an opportunity to take on leadership roles in technology-rich schools and districts. The findings reveal that teacher leaders emerged as a noticeable and important aspect of what teh authors saw and heard. Therefore, the authors highlight ways teachers and leaders can work together to bring about school improvement and student achievement using technology as a key leverage point; in particular they suggest that teacher candidates should be prepared during their preparation programs to take on the role of teacher leader.
Updated: Jun. 06, 2016
In this explorative study, preparation of pre-service teachers for family–school partnerships (FSP) was examined within three teacher education institutions. Findings indicate that preparation for FSP is integrated in other courses. Attention is mainly focused on communication, there is no attention to models of FSP or to address underlying power relationships or barriers and there is no assessment on this topic. In primary programmes, more attention is paid to FSP then in secondary progammes. In addition, secondary respondents articulated fewer positive opinions than primary respondents.
Updated: May. 23, 2016
Critical Perspectives on Testing Teaching: Reframing Teacher Education for English Medium Instruction
This investigation provides a basis for considering the role of corrective and transformative critiques in producing knowledge through testing teaching for reframing teacher education in response to, and as an expression of, the globalisation of English. This knowledge-producing approach to critique begins with a literature review of prior testing models of content and language integrated learning through English medium instruction (EMI) programmes. Through adopting the practice of critique as a knowledge-producing venture, this study offers a model of EMI testing that can contribute to improvements in the organisation of professional learning and change, as well as certification procedures.
Updated: Mar. 30, 2016
In this article, the authors identified four schools of education in the United States that self-identified as having a fully implemented curriculum for teachers on mobile technology use in PK–12 classrooms. The findings revealed that an institutional commitment to innovation, a belief in the importance of being on the cutting edge, and expectations from local school districts were important motivators for change. Leadership and vision, institutional and administrative support, and the expectation that all faculty members participate in the implementation of the curriculum were important internal characteristics for success. Finally, increasing faculty knowledge about mobile technologies, funding, and finding the correct developmental and instructional approaches were identified as challenges by these institutions.
Updated: Feb. 29, 2016
The current study examines changes in attitudes, teaching efficacy, and concerns about inclusive education in a sample of 2361 teachers in Hong Kong who took a professional learning course about inclusive education. The results indicate that in all three areas of acceptance, teaching efficacy, and concerns about inclusive education, positive improvements were made as a result of training, although generally this improvement was strongest in areas that teachers felt were under their direct control.
Updated: Dec. 07, 2015
This study aims to establish a snapshot of the extent to which teacher educators are preparing teacher candidates to use mobile learning technologies in PK–12 class-rooms, with the goal of drawing more teacher credentialing institutions into the conversations surrounding this initiative.
Updated: Nov. 26, 2015
Towards a Whole-School Approach to the Pastoral Care Module in a Postgraduate Certificate of Education Programme: a South African Experience
This study explores the potential of adopting a whole-school approach to the pastoral care module in a Postgraduate Certificate of Education Programme to ensure that all newly qualified teachers practice effective pastoral care in their classrooms and promote the learners’ academic engagement and performance. A group-administered questionnaire was used to collect the opinion of 59 student teachers’ on the competencies they obtain from the module. The student teachers ranked knowledge first, beliefs and values second and skills third.
Updated: Nov. 09, 2015
This article aims to share preservice teachers’ responses to the iPad initiative. In order to model technology integration, teacher educators at a small university in Texas implemented a one-to-one iPad initiative in a summer-camp setting. The findings will show student-centered interaction with the summer-camp participants, and technology integration, in an effort to prepare teachers for the 21st-century classroom.
Updated: Nov. 03, 2015
This study examines student participation in curriculum design at course and programme levels at three higher education institutes at UK, Ireland and USA. Case study methodology and critical theory provided the framework for the research study. This research has outlined a range of different approaches to co-creating curricula. In these examples, student participation has been reported to increase levels of individual and collective student responsibility for their learning, and enhance student performance and teachers’ satisfaction.
Updated: Oct. 21, 2015
The purpose of this study was to better understand how preservice teachers’ participation in a technology-focused early field experience called Tech Club influenced their perceptions of teaching and learning. Findings highlight the importance of early field experiences and establish a rationale for providing preservice teachers early opportunities to practice with technology in authentic contexts.
Updated: Oct. 13, 2015