Search results for: Standards
Page 4/4 40 items
What knowledge is needed to teach mathematics with digital technologies? The overarching construct, called technology, pedagogy, and content knowledge (TPACK), has been proposed as the interconnection and intersection of technology, pedagogy, and content knowledge. Mathematics Teacher TPACK Standards offer guidelines for thinking about this construct.A Mathematics Teacher Development Model describes the development of TPACK toward meeting these standards. The standards and model provide structured detail to further the work of various groups.
Updated: Feb. 07, 2010
This article suggests an initial set of multicultural science education standards for science methods course instructors of preservice teachers. These standards include dialogic conversation, authentic activities, reflexivity, ability, committed practice, and knowing.
Updated: Feb. 04, 2009
This paper explains the process that is causing systems of teacher education in the EU, the USA and elsewhere to converge into a form of fewer qualitative distinctions. The authors argue that expansion brought about by processes familiar to globalization is creating wide differences in the cost of information that incentivizes use of standardized patterns for producing teachers. This study identifies institutional scale and the division of information as key factors that link the interaction of institutions across markets.
Updated: Feb. 02, 2009
Professional standards for teacher educators: how to deal with complexity, ownership and function. Experiences from the Netherlands
The Dutch have been studying competencies of teachers at secondary and higher education. The article describes the Dutch standards. Findings are that Dutch educators sharing the content in a professional dialogue with peer assessors or by asking teacher educators to write about authentic situations in which different competencies are integrated and related to one another. The development of the Dutch standard by the teacher educators themselves contributed to powerful feelings of ownership.
Updated: Sep. 11, 2008
Towards the Re-Articulation of the Work of Teacher Educators in Higher Education Institutions in England
The article refers to professional standards for teacher educators for teacher that have develop be the Netherlands and the United States. These standards are used to identify the professional expertise of teacher educators, to analyse their professional development needs, and to provide assessment mechanisms for accreditation. This article outlines the Dutch and American initiative' and draws on three models for developing a similar framework with teacher educators in England.
Updated: Sep. 11, 2008
Rethinking Initial Teacher Education for Further Education Teachers: From a standards-led to a knowledge-based approach
The article criticizes the teacher education program, and the 'standards-led model' in the United Kingdom, since it does not take into account learning in the workplace, the professional dimension of professional practice, and the importance of knowledge. The paper stresses the importance of work-based learning and describes it as a learning zone where different types of knowledge and pedagogy are learned and transformed.
Updated: Feb. 26, 2008
One Authentic Early Literacy Practice and Three Standardized Tests: Can a Storytelling Curriculum Measure Up?
The authors conducted a study to assess the vocabulary and literacy skills of kindergarten and pre-kindergarten children who participated in storytelling curriculum over the course of the school year. The children were assessed utilizing standardized tests, and results revealed that participants in the storytelling curriculum showed significant gains in both vocabulary knowledge and literacy skills.
Updated: Jan. 27, 2008
The article reviews a synthesis of evaluation studies of alternative teacher certification programs that were introduced in the Netherlands between 2000 and 2005. The evaluation studies examined intake assessment, workplace learning, mentoring, and opportunities to qualify in all basic aspects of teaching. Findings raised concern about the alternative certification programs and offered some recommendations for change.
Updated: Jan. 14, 2008
The article examines the impact NCLB has had on teacher education programs and criticizes the increased focus on testing to determine who can teach. The author claims that the current NCLB program pushes out and alienates potential teachers whose strengths and interests do not show op on the tests, and that it has, in effect created a system of privilege and inequality.
Updated: Jan. 02, 2008
This manuscript seeks to share the continuous improvement endeavors by the College of Education faculty and administration at the University of North Carolina at Charlotte from initial preparation and planning through their successful national and state accreditation achieved in November 2005.
Updated: Dec. 04, 2007