Search results for: Standards
Page 1/5 41 items
Supporting Pre-Service Teachers in Becoming Reflective Practitioners Using Conversation and Professional Standards
A significant goal of teacher education is to support the development of reflective practitioners. This intention, however, is not easily achieved when after-the-fact recall and reporting are key features of pre-service teacher learning rather than critique and contemplation. This research reports on a small-scale pilot study evaluating a novel approach to help pre-service teachers develop reflective skills in order to both understand and address the requirements of the profession. The approach involved a set of Conversation Cards with a series of question-based prompts directly linked to the Australian Professional Standards for Teachers (APSTs) and designed to enhance reflective conversations. Focus group interview discussions unveiled the surprising ways in which the pre-service teachers used the question prompts, not only as tools for reflection but for planning lessons and preparing for professional discussions with mentors. This research provides insight into a creative and meaningful approach for integrating reflection, professional standards and classroom practice through professional experience.
Updated: Jun. 24, 2021
Pre-service teachers’ perception of technology competencies based on the new ISTE technology standards
With a plethora of technology available to support teaching and learning, preservice teachers are expected to become well-versed in technology literacy and competencies through their teacher education programs. This study examined preservice teachers’ perceptions of technology competencies, based on newly issued International Society for Technology in Education (ISTE) Standards for Educators. A mixed-methods design was used to collect data at one of the national universities of education in South Korea. The preservice teachers viewed their current technology education courses as deficient: neither tailored to their technology competency levels, nor strategically aligned with each other. This study suggested that teacher education curricula should be redesigned to offer more and better opportunities for teachers to improve teaching technology skills that can be readily applied to classrooms.
Updated: Jun. 07, 2021
This paper presents an analysis of teacher professional standards from five of the most culturally diverse nations in the English-speaking world. The authors examine how culturally and linguistically diverse learners and culturally responsive pedagogy are positioned, and what the standards stipulate teachers should know, and be able to do, in fulfilling their professional obligations. Based on this analysis, the authors conclude that the teacher professional standards do not acknowledge, let alone make explicit, the complex and specific knowledge and skills needed for culturally responsive teaching.
Updated: Jul. 11, 2018
This study examines the development, description, and illustration of inherent requirement (IR) statements in relation to the professional practice component of an initial teacher education (ITE) course. The authors used consultative group processes with stakeholders involved in ITE to identify seven IR domains. Furthermore, they used interviews with academics to develop first-person narratives and to illustrate pre-service teachers’ performance in complex professional practice scenarios. Then, university staff and pre-service teachers rated the narratives in relation to three of the IR domains. In conclusion, the authors believe that these narratives have potential to exemplify the IR, to develop understanding of professional practice performance requirements for pre-service teachers and to assist the decision-making of teacher educators.
Updated: Feb. 13, 2018
This article explores some of the key issues that emerged in the revision of the professional standards in Scottish education which resulted in a suite of professional standards covering different stages of a teacher’s career. The revision of the professional standards was part of a wider project to build teacher professional learning in ways that had an impact on practice and on pupil learning. The focus then turns to an alternative way of constructing a professional standard in order to foster authentic forms of professional learning. The article concludes by exploring the issues that need to be addressed to facilitate the productive use of professional standards in the career-long professional learning of teachers.
Updated: Dec. 19, 2016
In this article, the authors examine how the extrapolation and examination of one critical incident in the process of conducting self-study research challenged their ethics as researchers and led them to new understanding and knowledge. Their focus is on the initial acknowledgment of what they considered to be an ethical dilemma as it had rattled their cage. The authors conclude that collecting data about critical incidents related to the ethical dilemmas that arise in conducting research is an important aspect of self-study research. Thus, they recommend that self-study researchers: (1) collect data about ethical dilemmas that arise during (and following) research; (2) explore and systematically analyze these dilemmas; and (3) work toward resolving these as an integral part of any self-study research.
Updated: Jun. 21, 2016
Common Pressures, Same Results? Recent Reforms in Professional Standards and Competences in Teacher Education for Secondary Teachers in England, France and Germany
This study examines how cultural influences have characterized the ‘reforms’ in each of the three countries: England, France and Germany. Four common pressures leading to the reform of teacher education in England, France and Germany are identified as professionalisation, the Bologna Process, the Programme for International Student Assessment (PISA) and teacher recruitment.
Updated: May. 30, 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
This article describes the process and outcomes of a project aimed at bringing together a set of diverse experts. The experts should generate a set of design recommendations for what should be considered when creating, sustaining, and assessing professional development systems to support the Common Core State Standards in mathematics.
Updated: Jan. 26, 2016
Teacher Educators' Perspectives on the Implementation of Beginning Teacher Standards for Physical Education in Ireland: Developing and Regulating the Profession?
The current study examined teacher educators' perspectives on how the Beginning Teacher Standards for Physical Education could be implemented. This study also considered the possible impact on the profession within the discourses of power. Participants suggested that the teaching standards could serve as a developmental tool to guide individual teacher education programmes and beginning teachers as well as an assessment function to support quality assurance and to hold programmes accountable.
Updated: Jan. 14, 2015