Section archive - Trends in Teacher Education
Page 5/32 316 items
Toward Reconstructing the Narrative of Teacher Education: A Rhetorical Analysis of Preparing Teachers
This article provides a rhetorical analysis of Preparing Teachers publication reveals then critiques’ key assumptions that are shaping policies and current reform efforts in teacher education, including changes in U.S. teacher accreditation.
Updated: May. 04, 2016
This article explores the work of teacher education in England and Scotland. It seeks to locate this work within conflicting sociocultural views of professional practice and academic work. Drawing on an activity theory framework that integrates the analysis of these seemingly contradictory discourses with a study of teacher educators’ practical activities, including the material artefacts that mediate the work, the article offers a critical perspective on the social organisation of university-based teacher education.
Updated: May. 04, 2016
A Narrative of Teacher Education in Canada: Multiculturalism, Technology, Bridging Theory and Practice
This article investigates a number of enduring and emerging themes reflecting teacher education in Canada over the past 40 years, including changes in information and communication technology, bridging gaps in theory and practice, English as a second language, French immersion and multicultural teacher development. The author describes the major changes and reforms that have shaped the past four decades of teacher education in Canada through the lens of a teacher educator.
Updated: Apr. 11, 2016
Since the 1970s, the Chinese political, economic and social sectors have experienced significant transformations, which have caused educational challenges. The quality of education, of the teaching force and of teacher education has become a major concern in educational reform. This article examines the educational reforms conducted in China in the past 40 years. The Chinese Government has conducted a top-down reform of teacher education over the past several decades. This reform has established a relatively stable teacher education system, regulated teacher education programmes and curricula, and provided an opportunity for in-service teachers to be trained and to upgrade their educational credentials.
Updated: Mar. 14, 2016
Re-envisioning the Role of Universities in Early Childhood Teacher Education: Community Partnerships for 21st-Century Learning
In this article, the authors present a framework for collaborative, field-based early childhood teacher preparation, situating birth-though-grade-12 teacher education in diverse community contexts and involving school and community personnel to achieve universal 21st-century goals for the teaching and learning of young children. The authors conclude that effective early childhood teacher education must be firmly grounded in the established theories and standards of early childhood education, but also well-positioned to meet the needs of diverse young children and to adapt to a context of increased accountability and demographic shifts.
Updated: Feb. 17, 2016
In this paper, the authors argue that teacher education needs to make a fundamental shift in whose knowledge and expertise counts in the education of new teachers. Using tools afforded by cultural historical activity theory and deliberative democracy theory, they argue that by recasting who is considered an expert, and rethinking how teacher candidates and university faculty cross institutional boundaries to collaborate with communities and schools, teacher education programs can better interrogate their challenges and invent new solutions to prepare the teachers our students need.
Updated: Jan. 27, 2016
This study is interested to understand the relationship of teacher educational and career experience variables with instructional alignment. The results of the fixed effects models indicate significant, positive associations, though they are generally modest in magnitude.
Updated: Jan. 26, 2016
New Zealand teacher education has been major changes since 1974: to policy, the locus of programmes, quality control measures, entry standards and governance. Teacher education has been part of revolutionary systemic change to the school and tertiary sectors reflecting underlying assumptions about national direction. In 1974, it was believed that successful teaching experience in schools would fully equip new staff to be teacher educators. In 2014, with the bulk of teacher education carried out in universities, teacher educators are now expected to complete doctorates and take part in the Performance-Based Research Fund (PBRF) quality evaluations. New Zealand teacher educators have found a home in the university sector, albeit one that values theoretical research more highly than investigation and improvement of practice and rates international, rather than local, publication as key.
Updated: Jan. 17, 2016
This is the second of a two-part paper intended to offer teacher educators a cohesive overview of the field of research on teacher preparation by identifying, analyzing, and critiquing its major programs. The paper discusses research on teacher preparation for the knowledge society and research on teacher preparation for diversity and equity. The authors describe the multiple clusters of studies comprising each of these programs of research and examine the social practices in which researchers engaged within one cluster selected from each.
Updated: Dec. 28, 2015
This article that aims to chart the contemporary landscape of research on teacher preparation and certification. It is based on a review of more than 1,500 studies published between 2000 and 2012. The framework combines ideas from the sociology of knowledge and research as social practice. The article also examines the practices of researchers who are differently positioned from one another, have divergent purposes and audiences, and who work both inside and outside teacher education.
Updated: Dec. 28, 2015