Search results for: Teacher competencies
Page 5/9 82 items
In this article, the author presents a holistic practice-based approach to preparing candidates for quality teaching. This approach integrates academic knowledge of theory, pedagogy, and curriculum across experiences in authentic contexts that are embedded in focused inquiry, directed observation, and guided practice. The discussion of the proposed practice-based approach to learning to teach is presented in two parts. The first part includes the organizing ideas and discursive practices for teaching referred to as essential knowledge, skills, and understandings for quality teaching. The second part includes the epistemic practices and program qualities that support learning to teach.
Updated: Apr. 02, 2013
A Triarchic Model for Teaching “Introduction to Special Education”: Case Studies, Content Acquisition Podcasts, and Effective Feedback
The purpose of this article is to introduce the content acquisition podcast (CAP) method to deliver course content (i.e., characteristics of students with disabilities) in order to maximize limited face-to-face instructional time for hands-on learning experiences.
Updated: Feb. 27, 2013
The author's preservice program prepares both single and dual certification master's students to teach in inclusive classrooms. The current paper provides an overview of the context in which, and for which, the program was designed, and a description of the program, including explanations of key pedagogical and assessment practices that the author leans on to meet her goals.
Updated: Sep. 27, 2012
Confidence or Confusion: How Well Are Today’s Newly Qualified Teachers in England Prepared to Meet the Additional Needs of Children in Schools?
The current paper investigates the perceived confidence levels of student teachers in their final year, prior to entering the profession in regard to meeting the needs of children with a range of complex needs. The research forms part of a three-year project supported by ESCalate.
Updated: Aug. 30, 2012
Teacher Training for Implementation of Teaching Strategies for Students With Autism Spectrum Disorders
In this study, the authors explored training received by teachers of students with autism spectrum disorders in one southern state. Ninety teachers reported training received via an online version of the Autism Treatment Survey. The most common type of training reported was attendance at a full- or half-day workshop; fewer than 15% reported receiving training from teacher preparation programs at colleges or universities.
Updated: Aug. 30, 2012
This article provides an overview of the treatment of classroom management in teacher education and teaching around the world. Six approaches to classroom management are distinguished: classroom management approaches that focus on external control of behaviour, on internal control, on classroom ecology, on discourse, on curriculum, and on interpersonal relationships. This article then presents an analysis of the six approaches across countries and cultures.
Updated: Jul. 30, 2012
Assessment of Teacher Competence using Video Portfolios: Reliability, Construct Validity, and Consequential Validity
In a post-graduate teacher education program, the assessment of video portfolios was evaluated for its reliability, construct validity, and consequential validity. Although video portfolio facilitated a reliable and valid assessment of teacher competencies, procedures to improve assessment quality were also revealed and discussed.
Updated: Jun. 27, 2012
In this article, the author situates contemporary issues in early childhood teacher education within the historical context of the kindergarten movement in the U.S. The author frames the discussion around two central questions that recur in contemporary pre-K expansion discourses: (a) What constitutes a qualified teacher?, and (b) What is high-quality early childhood teaching?
Updated: May. 09, 2012
In this article, the author discusses the challenges globalization may bring to teacher education. Globalization brings many challenges to schools. To meet these challenges, schools need teachers who understand the implications of globalization, are able to effectively work with the increasingly culturally and linguistically diverse student population. The author describes some essential elements of a plan that prepare teachers to teach in the globalized world. The author concludes that in order to prepare this new generation of teachers, we need a teacher education system that is globally oriented.
Updated: Mar. 21, 2012
This study was conducted to identify factors that are predictive of integrating assistive technology into teaching practices among general and special education teachers of students with severe disabilities. It was found that out of seven independent variables, teacher preparedness was determined to be the primary significant predictor of student assistive technology use. Implications of the findings are discussed in light of the way in which teacher preparation can be enhanced to support teachers’ integration of assistive technology.
Updated: Feb. 13, 2012