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International Portal of Teacher Education

The online resource of academic content on teacher training and teacher education

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Section archive - Programs & Practicum

Page 15/37 367 items
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141
Learning to Teach a Blended Course in a Teacher Preparation Program
Authors: Kang Jung Jin
This study presents one instructor’s perceptions of her roles, focusing on her activities in a blended course. The results indicated that the instructor saw her roles primarily as pedagogical, managerial, social, and technical. In addition, the instructor indicated that she needed to change and adapt thoughtfully her previous teaching philosophy and methods to her students and the blended environment. As a result, her experiences with this new blended approach helped evolve her own pedagogy and professional practices both in face-to-face and blended course teaching.
Published: 2014
Updated: Jun. 22, 2015
142
A Networked-Hutong Siwei of Critiques for Critical Teacher Education
Authors: Qi Jing
This article analyses how critical theories’ justification of the goal of emancipation for educational actors hinges on intellectual inequality, the ignorance-knowledge continuum, and the hierarchical perception of social relations. It introduces networked-hutong siwei to reconceptualise critical teacher education that centres on developing teachers’ predispositions and skills to better mobilise and engage the critical capabilities of educational actors.
Published: 2014
Updated: Jun. 14, 2015
143
Constructing A Critical Professional Identity Among Teacher Candidates During Service-Learning
Authors: Dvir Nurit, Avissar Ilana
This article aims to examine the process of critical professional identity development as it was perceived by the teacher candidates who participated in the service-learning programme. This study presents three main processes that took place in the development of a critical professional identity among teacher candidates during service-learning. These processes included the following: (1) Deconstructing stereotypes through engagement with the ‘other', (2) Coping with difficulties, dilemmas or conflicts that arise from dialogue with the ‘other', and (3) Shifting from a hegemonic professional perception to a dialogic one.
Published: 2013
Updated: Jun. 08, 2015
144
Towards Post-intercultural Teacher Education: Analysing ‘Extreme’ Intercultural Dialogue to Reconstruct Interculturality
Authors: Dervin Fred
The author explores the impact of a course on ‘multicultural education’ given to a cohort of ‘local’ and international student teachers studying to become Newly Qualified Teachers. The methodology rests on the use of a documentary on ‘extreme’ intercultural dialogue that the students discussed at the end of the course. The author hypothesises that the documentary, which is often conflictual, would help him to evaluate the students’ learning and how they discuss and problematise such a case of ‘intercultural dialogue’ in education and relate it to their future practice.
Published: 2015
Updated: Jun. 07, 2015
145
Two Roadmaps, One Destination: The Economic Progress Paradigm in Teacher Education Accountability in Georgia and Missouri
Authors: Nichols Jr. Joseph R., Cuenca Alexander
In this article, the authors argue that the national conversation around teacher education accountability in the United States derives from a specific policy paradigm about the utility of teacher preparation. Specifically, they discuss the procedures these states are using to connect P–12 teacher performance with teacher preparation programs. The authors present cases from Georgia and Missouri illustrating how these policy paradigms have resulted in outcomes-based accountability initiatives for teacher education.
Published: 2014
Updated: May. 27, 2015
146
Reconsidering the Local After a Transformative Global Experience: A Comparison of Two Study Abroad Programs for Preservice Teachers
Authors: Dunn Alyssa Hadley, Dotson Erica K., Cross Stephanie Behm, Kesner John, Lundahl Bo
This study utilized a comparative case study design to understand preservice teachers’ views on programmatic elements that led to transformative learning experiences in the areas of global and local diversity. The findings reveal that participants in both programs demonstrated a new or enhanced interest in global issues and a more nuanced understanding of themselves as educators, though the relationship between global issues and their identities as culturally competent teachers of diverse students varied between programs. The findings can be grouped into three primary categories: relevant and interactive assignments, hands-on experiences, and support for personal growth.
Published: 2014
Updated: Mar. 26, 2015
147
New Literacy Studies: An Alternative Frame for Preparing Teachers to Use Assistive Technology
Authors: Naraian Srikala, Surabian Mark
In this article, the authors suggest that New Literacy Studies can serve as a generative frame to stimulate the dispositions necessary for a strong commitment to the use of assistive technology and to increase accessibility in the classroom.
Published: 2014
Updated: Mar. 15, 2015
148
Preparing Mathematics and Science Teachers through a Residency Program: Perceptions and Reflections
Authors: Garza Ruben, Werner Patrice
The purpose of THIS study was to examine preservice teachers’ perceptions about their experiences in the Teaching Residency Program for Critical Shortage Areas program. This program designed to address teacher shortages in mathematics and science in high-need schools. Three themes emerged from the data analysis: (a) the residency framework, (b) a relevant curriculum, and (c) immersion in an authentic school context.
Published: 2014
Updated: Sep. 22, 2014
149
Redesigning Special Education Teacher Preparation Programs With a Focus on Outcomes
Authors: Sayeski Kristin L., Higgins Kyle
As one component of a program improvement grant provided by the Office of Special Education Programs (OSEPs), the authors’ teacher preparation program (TPP) underwent substantial program redesign. In this article, the authors provide a detailed overview of the process they undertook to revamp their program based on the fundamental question, “Upon graduation, what should our graduates know and be able to do?”
Published: 2014
Updated: Jun. 25, 2014
150
Course Delivery: Keystones of Effective Special Education Teacher Preparation
Authors: Vernon-Dotson Lisa J., Floyd Loury O., Dukes Charles, Darling Sharon M.
This article reviews 17 studies, which investigated course delivery methods for preparing special education teachers. This analysis led to the emergence of five themes: (a) established needs, (b) effectiveness, (c) logistics, (d) instructional methods, and (e) critical factors.
Published: 2014
Updated: Jun. 25, 2014
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