Section archive - Trends in Teacher Education
Page 6/32 313 items
Responding to Teacher Shortages: Relationships among Mobility Experiences, Attitudes, and Intentions of Dutch Teachers
This study examines how the experience with mobility and the attitude towards mobility of Dutch secondary school teachers shape their intentions to be mobile. The findings reveal that attitudes towards mobility were linked to past experience with mobility and there is a strong relationship between the attitude towards mobility and the intention to be mobile.
Updated: Dec. 07, 2015
The prime focus of the article is on presenting changes in teacher education from 1974 to the present day, against the backdrop of key political and social forces. It reviews the long attempt to transform teacher education in Thailand. The author concludes that at present, Teaching and Teacher Certificates, together with their respective approval processes, have been operated under the Teacher Council of Thailand (TCT)’s close supervision throughout Thailand. The author argues that to be effective as a Thai teacher, one must not only yield uncritically to TCT’s standards, but must also be able to engage wholeheartedly in the field research that relates their knowledge on pedagogic principles to the understanding of Thai education and social issues.
Updated: Nov. 17, 2015
Ten Years of Response to Intervention: Implications for General Education Teacher Preparation Programs
In this study, the authors conducted a systematic review of the literature to examine research focusing on the teaching, learning, implementation, and evaluation of Response to Intervention (RTI) in general education (GE) teacher preparation during the last decade (2003–2013). Results reveal a longstanding gap in the literature on how GE preservice teachers can understand and apply RTI in their classrooms.
Updated: Oct. 13, 2015
This paper seeks to analyse some key features of contemporary teacher professional learning policies in terms of the underpinning purposes of education, in an attempt to make more explicit the purposes and potential implications of particular policy choices. The analysis draws on literature related to the fundamental purposes of school education, highlighting three broad, but distinct categories of “purpose”: the socialisation function; the development of human capital; and “subjectification” which focuses on individual creativity.
Updated: Oct. 13, 2015
This article aims to describe a major revision process to the early childhood teacher education program at a 4-year university. The authors describe their teacher education program as it was configured 2 years ago and as it exists today after major change efforts, highlighting the purposes and desired outcomes of these changes. They have conceptualized this journey as both a revision of the program and a re-visioning process. They focus on their attempt to integrate the intentions underlying policy and standards changes into their work in preparing teachers for the full range of early childhood program auspices, as well as for any and all of the children who are enrolled in them.
Updated: Oct. 08, 2015
The goal of this study was to describe the extent to which early childhood teacher educators are informed about, engage in, value, teach about, and collaborate with others in teacher research. This study focused on a specific teacher educator group, early childhood teacher educators and their own teacher research and what they say about the importance of teacher research in improving teacher education programs. The findings indicated that teacher educators are informed about teacher research, teach and model it for their students, and collaborate with others in doing it. They share their results in presentations and publications that contribute to the knowledge base in the field.
Updated: Sep. 20, 2015
The authors engage in a collaborative inquiry illustrative of a dialogical process of meaning making addressing the future of teacher education in times marked by uncertainty, intense public and political scrutiny, changing policy, and imposed learning standards. They urge teacher education programs and teacher educators to reclaim their crucial role in driving education discourses rather than submitting to mandates based on flawed ideological assumptions about teaching, learning, children, and communities. By critiquing and problematizing minimalist and flawed assumptions driving education policy, teacher education programs can shift the focus back to advocating for what is relevant and meaningful to the communities they serve.
Updated: Sep. 01, 2015
“… It’s Like the Immigrants Stick Together, The Stupid Ones, and The Ones Who Want to Learn Something”: Dynamics of Peer Relations, Social Categories, and Dropout in Vocational Educational Training
This article discusses how student identities are constituted through social categories and how this affects students’ educational trajectories. It demonstrates how dropping out is a long-term process involving social interactions between the students. It is based on a field study in which the author was enrolled as a student at the car mechanic program at a vocational education and training school. The various social categories emerge in contrast with each other and have fundamental influences in defining the students’ scope of action. The discussion calls for awareness of reproducing effects of taken-for-granted logics and discriminatory practices and for including identity-related perspectives on peer relations, when studying dropout.
Updated: Aug. 18, 2015
This article describes a collaboration between early childhood education (ECE) faculty and teachers of English to speakers of other languages (TESOL) faculty at an urban teacher preparation program in an effort to better understand ECE and TESOL candidates’ beliefs about teaching young ELLs. The findings revealed that teacher candidates recognized the importance of focused attention to language development for young ELLs, as well as how collaboration across disciplines may support future teaching of ELLs.
Updated: Aug. 12, 2015
Response to Intervention Preparation for Preservice Teachers: What Is the Status for Midwest Institutions of Higher Education
This study presents an exploratory investigation of current preparation of preservice teachers related to response to intervention (RTI) in institutions of higher education (IHEs) in the Office of Special Education Program (OSEP) Regional Resource and Federal Centers (RRFCs) North Central Region and Pennsylvania. The authors found special education faculty indicating high agreement on many items related to preservice preparation to implement RTI.
Updated: Aug. 02, 2015