Section archive - Programs & Practicum
Page 18/37 367 items
Implementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher Education
This study examined the implementation of a standardized course combining content related to effective teacher–child interactions and language and literacy across three institutions of higher education. The results included instructor perspectives about design and delivery as well as students’ perspectives of content and delivery and their associated changes in beliefs and knowledge. The results indicated that the course was successfully implemented in three institutions, and the course content was viewed positively by instructors and students.
Updated: May. 22, 2013
Creating Expansive Learning Opportunities in Schools: The Role of School Leaders in Initial Teacher Education Partnerships
This paper analyses the learning opportunities afforded pre-service teachers when participating in a primary school placement in London, England as part of their university teacher education course. The study integrates developmental work research into an initial teacher education school/university partnership, and considers the role of the school leader in this.
Updated: Mar. 20, 2013
Everyday Life and Everyday Learning: The Ways in which Pre-service Teacher Education Curriculum Can Encourage Personal Dimensions of Teacher Identity
This paper presents and discusses the findings of a research project. The project's main objective is to identify curriculum components that promote personal development as a nuclear part of teacher professional identity formation through pre-service teacher education. The curricula of four different historical periods of pre-service teacher education in Portugal and the professional identity of teachers trained within them were characterised through collection and analysis of documents and biographical narratives. Crossing results from the four periods, the quality of school climate emerges as an important variable to the quality of the teachers’ identity.
Updated: Mar. 20, 2013
Mathematics Teacher Education Quality in TEDS-M: Globalizing the Views of Future Teachers and Teacher Educators
This article seeks to explore teacher education quality in terms of effectiveness among various countries. This study shows that future teachers report that they benefit from both academic and school-based instructors in every participating country. Data indicate that United States have well-organized programs and the most synchronized teaching in TEPs at both the lower secondary and primary levels.
Updated: Feb. 18, 2013
The current article examines the major trends in the recent ITE curriculum in the Portuguese context, as a consequence of the Bologna process, which has been in place in European universities over the past few years. The author concludes that there are several issues who need further concern, such as the link between theory and practice and university context and school context, the recruitment and training of mentors and supervisors, and the developing of a training project with and within schools .
Updated: Feb. 06, 2013
Field-Based Teacher Education in Elementary Media Literacy as a Means to Promote Global Understanding
This article describes a university-school partnership that supports the professional development of preservice teachers and elementary teachers. The authors introduced the instructional principles and practices of media literacy education. The authors wanted to support children's critical thinking and communication skills while deepening their understanding of the peoples and cultures of the Middle East. This case study of a university-school partnership shows how a partnership between preservice teachers and elementary educators may help combat stereotypes, support critical thinking about media and technology, develop composition and creative skills, and promote children's global understanding of the people and cultures of the Middle East.
Updated: Jan. 14, 2013
Master's Programs in Israeli Colleges of Education: A New Learning Opportunity in Early Childhood Education
The goal of this article is to highlight the importance of advanced studies for the professional staff working in the field of early childhood education (ECE). The program is unique in its category in the state of Israel and has been authorized by the Council for Higher Education.
Updated: Dec. 27, 2012
It's Not About Logic, It's About Logics of Practice: A Case Study of Teacher Education Reform in New Zealand
This article focuses on the anticipations, experiences and reflections of a group of teacher educators during a period when the colleges of education were being merged into the universities in New Zealand. The group was consisted of five experienced, curriculum-specialist teacher educators from a former college of education, and three faculty leaders. The actions of the group were monitored over a period of three and a half years.
Updated: Dec. 25, 2012
This article presents a theoretical framework for citizenship education grounded in historical, philosophical, theoretical, and practical experience foundations. This '4E framework' for citizenship education provides a way for educators to actualize goals for civic empowerment with their students. The 4E model proposes a four-part process for student learning: educate, equip, engage, and empower.
Updated: Dec. 19, 2012
The Mathematics Education of Future Primary and Secondary Teachers: Methods and Findings from the Teacher Education and Development Study in Mathematics
The current paper reports on the Teacher Education and Development Study in Mathematics (TEDS-M). The TEDS-M surveyed selected samples from four populations in teacher education systems: future primary teachers; future secondary teachers; teacher preparation institutions; and teacher educators. TEDS-M shows that it is possible to design sampling plans for teacher education that are sensitive to local conditions and meet high technical quality standards for comparative research. In conclusion, the authors recommend that teacher educators and policy makers should pay attention to the emphasis, kind, and depth of the opportunities to learn provided to future teachers.
Updated: Oct. 29, 2012