International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Programs & Practicum
Page 16/37
367 items
151
In this article, the authors are interested to articulate what preservice teacher's account suggests about the struggles of teacher educators to provide sufficient and sufficiently strategic support for PSTs’ field-based learning. The authors conclude that conceiving of student teaching as an activity system requires that they think of student teaching in contextually sensitive ways, set clearer learning goals, and remediate in relation to them so that preservice teachers will be able to do the same for the students they serve.
Published: 2013
Updated: Apr. 09, 2014
152
In this article, the authors are interested to determine what and how student teaching experiences contribute to preservice teachers’ development as future teachers of students in urban and/or high-needs schools specifically. The present article reviews empirical articles published over the past two decades. In addition, the article also considers the implications of student teaching for the schools that play host to it and for the students who attend those schools.
Published: 2013
Updated: Apr. 08, 2014
153
The federal government plays an indispensable role in preparing special education personnel to become teacher educators in higher education. The 2011 Special Education Faculty Needs Assessment study documents a continued supply–demand imbalance of special education faculty. It also documents effectiveness and impact of the Office of Special Education Program’s leadership (doctoral) preparation initiative.
Published: 2012
Updated: Mar. 19, 2014
154
This article describes the results of a survey completed in fall of 2009 by special education and teacher education coordinators. The survey requested information about past, present, and future concentrations or programmatic offerings. It also asked questions about projected need for new faculty resulting from attrition, program expansion, and expanded faculty roles. In addition, the survey gathered information about current staffing patterns at these college and university preparation programs. Results indicate that the roles of special education faculty and the programs they offer will expand greatly in the upcoming 5 years.
Published: 2012
Updated: Mar. 19, 2014
155
The present study sought to add to the knowledge base of the extent and severity of the chronic special education (SE) faculty shortage. The most important finding from this study indicates that although demand markers have improved in the last 10 years, retirements across all SE programs are predicted to increase by 21% per year between 2011 and 2017.
Published: 2012
Updated: Mar. 19, 2014
156
This study evaluates the effectiveness of a modified pyramidal training procedure. The participants in this training procedure were special education program coordinators, who were taught to conduct trial-based functional analyses and then provided support to special education teachers who were taught to conduct trial-based functional analyses and to calculate, graph, and analyze data. After training, the teachers conducted the trial-based functional analysis with over 85% accuracy and demonstrated criterion performance analyzing and graphing data.
Published: 2013
Updated: Mar. 17, 2014
157
The present study examines performance of students who took a basic skills test (Praxis I) between 1999 and 2005 and one of the four large-volume licensure tests (Praxis II) between 2002 and 2005. The findings of this study reveal that individuals who pass basic skills tests at borderline levels are far less likely to pass licensure tests than are candidates who meet the median state-level basic skills test requirements. Thus, the authors claim that students who have difficulty writing would very likely have difficulty in writing-intensive curricula like English and social studies, which would then be reflected on their licensure exams.
Published: 2011
Updated: Mar. 04, 2014
158
This article reviews the literature on adaptive expertise. The article proposes a conceptual framework, and presents implications for special educator preparation to promote cognitive and metacognitve skills and adaptive dispositions that are critical to professional growth and effectiveness.
Published: 2013
Updated: Feb. 19, 2014
159
This study presents a comparison of lesson plans by teacher candidates in a teacher preparation program before and after universal design for learning (UDL) training. After training, 45 teachers incorporated more differentiated options and varied teacher strategies based on UDL principles into their lesson plans, so that the content was more accessible to all students. The improved multiplicity of options in lesson planning demonstrates a better understanding of UDL principles; however, teachers need more experience in actually implementing the UDL principles in their classrooms.
Published: 2013
Updated: Feb. 19, 2014
160
In this article, the authors are interested to know whether male and female students in the Netherland perceive the curriculum differently. The following research question was guided this study: Can gender-specific student factors be identified in relation to the initial teacher education curriculum that leads to the differences in the dropout rate? The authors found gender differences in student factors as well as in the way male and female students perceive the curriculum. Concerning the student factors, males and females differ in professional motivation and expectations concerning the curriculum at the start of their training and after two-and-a-half years.
Published: 2011
Updated: Feb. 19, 2014