Section archive - Trends in Teacher Education
Page 26/32 316 items
Moving towards transdisciplinarity: an ecological sustainable focus for science and mathematics pre-service education in the primary/middle years
This paper explores the theoretical underpinning of this complex approach to undergraduate teaching and reports on how our teaching team has worked collaboratively to structure a sequence of three, one semester integrated, core courses that explicitly uses an educating for ecological sustainability theme as the basis for each course and associated assessment.
Updated: Aug. 27, 2008
The present article examines the influence of teacher preparation on responses to classroom aggression. A sample of 121 teachers employed in 11 public schools across Southwest Virginia completed measures of teaching characteristics and responded to vignettes depicting student aggression. Results confirmed the importance of prior training in supporting classroom management.
Updated: Jul. 27, 2008
A large portion of teachers will be teaching with more than one level. The professional knowledge and skills that are relevant and necessary to teaching effectively in single-grade contexts are also relevant and necessary for effective multigrade teaching. The paper makes a comparison between multigrade and single-grade teaching in terms of outcomes and teaching practices and highlights the importance of effective teacher education programmes that cater for the needs of teachers in a broad rather than a narrow sense.
Updated: Jul. 27, 2008
This article report on the impact of pedagogical training and self-efficacy beliefs on teachers. 200 teachers were divided into groups depending on the amount pedagogical training they had. The results indicated that pedagogical training had an effect on scales measuring conceptual change/student-focused approach and self-efficacy beliefs.
Updated: Jul. 23, 2008
The article explores the relationship between teacher education and graduating teachers. The predictors variables referred to teacher education, integration into teachers, teacher commitment were tested. The perception of mentor teachers was found to be an important element teachers' commitment and other variables.
Updated: Jun. 24, 2008
The article explores how undergraduate preservice teachers participated in a literacy tutoring experience, compared to a preservice of self selected programs. Findings indicate that service–learning is positively influenced with student academic achievement. The elements influencing the positive service learning is the value placed on the service increased student motivation to learn course content.
Updated: Jun. 19, 2008
In this essay, Roni Jo Draper reflects upon her professional journey as a content-area literacy teacher educator, describing how she first became a literacy teacher educator and how she later came to collaborate with a group of teacher educators who specialize in disciplines such as music, theater, and mathematics.
Updated: Jun. 16, 2008
Teacher Preparation in a Post-Totalitarian Society: An Interpretation of Ukrainian Teacher Educators' Stereotypes
There is no doubt that Ukrainians want change for democratic citizenship and European integration. However, Ukraine's educational system, inherited from the Soviet era, remains predominantly authoritarian despite centralized educational reforms. Discussing the challenges of pedagogical re-conceptualization reflected in the interviews of teacher educators, the authors define seven major stereotypes of educating pre-service teachers and suggest recommendations for educational change that would promote the building and strengthening of democracy in this post-conflict society.
Updated: Jun. 15, 2008
Exploring the Relationship between Certification Sources, Experience Levels, and Classroom Management Orientations of Classroom Teachers
This article explores classroom management – learning, social interaction and student behavior. It examines the relationship between the sources of teachers' certification, teachers' experience levels and teachers' classroom management techniques. Findings indicate that teachers with traditional certification and many years of experience exhibit less control over the children's classroom activities than those with alternative certification and novel approaches to education.
Updated: May. 27, 2008
The relationship between academics and practitioners are examined through a qualitative study of theory versus practice, propositional versus procedural and knowledge producers versus knowledge translators. The study aims at defining the space between the two groups to create partnerships and close the gaps between theory and practice in teacher education.
Updated: Apr. 30, 2008