Search results for: Teacher competencies
Page 3/9 82 items
Preschool Teacher Competence Viewed from the Perspective of Students in Early Childhood Teacher Education
The purpose of this article was to explore dimensions of Swedish preschool teachers’ competence from a student perspective . The findings revealed that students’ definitions of preschool teacher competence were composed of six different dimensions: a general pedagogical competence, specific content competence, distinct teacher competence, play competence, competence of child perspective, and collaborative and social competence. This study contributes to the ambition of seeking out a ‘red thread’ of common understanding of what constitutes early years’ teacher competence.
Updated: Mar. 16, 2016
What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators
This study investigated the knowledge and experiences of practicing teacher educators and learn from them regarding what they believe they needed to know to do their work well. The authors use Cochran-Smith and Lytle’s theorizing about “relationships of knowledge and practice” to understand knowledge essential to teacher educating. The findings reveal that practicing teacher educators often feel unprepared to assume their role. The implication is that much work is needed in the academy to help both experienced and novice teacher educators become conscious of their own biases and subjectivities, develop skills and sensitivities that can support social justice teaching and researching, and build confidence as advocates for all learners and communities.
Updated: Jan. 13, 2016
This study focuses on the specific expertise that science teacher educators (TEs) bring into teacher education. The authors were interested to gain insight into teacher educators' aims for teaching about science teaching, and how their expertise has developed on the basis of their professional background and experiences. The findings reveal similarities among the concerns of these TEs and yet considerable diversity among their approaches.
Updated: Dec. 29, 2015
This paper argues that John Dewey’s discussion of habits offers a theoretical framework that points to answers that respond to mandates and also open avenues for complex educational engagement. It presents a theoretical response to questions about dispositions grounded in Dewey’s conception of habits and then uses that conception to address each of the three proceeding questions in turn. Its central argument is that teacher educators should conceptualize dispositions as being comprised of clusters of habits.
Updated: Dec. 28, 2015
This paper aims to present the new National Science Teachers Association–Standards for Science Teacher Preparation (NSTA–SSTP). The Council for the Accreditation of Educator Preparation (CAEP) is the new national accreditation organization for programs of education. NSTA collaborates with CAEP to establish content specific standards for the evaluation of science education programs.
Updated: Dec. 27, 2015
In this paper, the authors review the approaches taken in several states that have already estimated the effects of teacher preparation programs (TPP) and analyze the proposals for incorporating students’ test score gains into the evaluations of TPP by states that have received federal Race to the Top funds. They developed a framework to focus on three types of decisions that are required to implement these new accountability requirements: selection, estimation and reporting.
Updated: Nov. 22, 2015
This paper offers a critical review of the literature on 21st century knowledge frameworks, with a particular focus on what this means for teachers and teacher educators. The article identifies common themes and knowledge domains in 15 reports, books, and articles that describe the kinds of knowledge that researchers state are integral and important for success in the 21st century. The authors argue that seemingly disparate frameworks converge on three types of knowledge, as necessary for the 21st century: foundational, meta, and humanistic. They argue that the synthesis of these different frameworks suggests that nothing has changed, that this tripartite division between what we know, how we act on that knowledge, and what we value has always been important. This analysis suggests that, though the 21st century is different from previous times, it does not mean that our core roles have changed.
Updated: Jul. 22, 2015
Maximizing ESY Services: Teaching Pre-Service Teachers to Assess Communication Skills and Implement Picture Exchange With Students With Autism Spectrum Disorder and Developmental Disabilities
In this article, the authors supervised and trained pre-service teachers while conducting extended school year (ESY) services for pre-kindergarten and elementary students with autism spectrum disorder (ASD) and other developmental disabilities (DD). One intervention, the Picture Exchange Communication System (PECS™), was taught to three pre-service teachers and staff who implemented PECS™ with four students who lacked functional communication skills.
Updated: Jul. 05, 2015
Development of a Scale to Assess the Demand for Specific Competences in Teachers after Graduation from University
This study provides the information on demands and abilities in teaching graduates for the universities in Germany. A specialised teacher module was developed in the framework of the German Cooperation Project for Graduate Tracer Studies. Overall, the results of the first analyses emphasise the scale’s potential to provide insight into the demands for which students should be prepared by their teaching studies.
Updated: Dec. 23, 2014
This study explored how preservice teachers demonstrate evidence of cultural competence in the work sample. Using the Teacher Work Sample (TWS), a plan for instruction serving as a teacher performance assessment, the research examines the document for evidence of cultural competence. Twenty TWSs ultimately fell into four distinct categories designated as static, reactive, active, and proactive. The author concludes that this study found heavy evidence of recognition and response within the reactive, active, and proactive TWSs; however, teacher educators must take care to use multiple ways to measure the cultural competence of preservice teachers, and we need more research in this area.
Updated: Oct. 06, 2014