International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Instruction in Teacher Training
Page 98/98
975 items
971
The article describes a study conducted in Hong Kong and designed to examine the impact of school based curriculum development.
Analysis of data revealed that the extent to which teachers were involved in the development process, contributed to the positive development of the participating teachers.
The study utilized the PER (the process of planning, experimenting and reflecting).
Published: 2007
Updated: Jan. 09, 2008
972
The article discusses teacher preparation programs. The author proposes a four skills framework that is designed to create a teaching and learning process in the classroom, and a systematic path to becoming an effective teacher over time.
Published: 2007
Updated: Jan. 03, 2008
973
The article describes the compromises made by a preservice teacher in a low performing urban kindergarten setting. The article follows the preservice teacher's strategies of adapting the school climate, while allowing herself to contribute her own interests and goals, despite the high pressures of accountability in the United States.
Published: 2007
Updated: Jan. 03, 2008
974
The article describes the first year's implementation of a project, featuring an enhanced curriculum and field experience in inclusive classrooms. The initiative was developed by Northern Illinois University, and participants of the program receive intensive preparation and assistance, in terms of assistive technologies, behavioral assessment, and development of lesson plans.
Published: 2007
Updated: Jan. 02, 2008
975
This paper reports on an analysis, using a conceptual framework and NUD*IST software, of a cohort of 3rd-year teacher education students' reflections on changes in their mental models following their experiences in a problem-based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self-reflection and peer collaboration for cognitive and professional growth.
Published: 2007
Updated: Dec. 16, 2007