Search results for: Teacher education programs
Page 5/36 356 items
Grade-level Overlap and Standards Mismatch between Nationally Recognized Programs that Prepare Teachers for Grades PreK–3
This study has two purposes regarding programs accredited by the National Council for the Accreditation of Teacher Education (NCATE). First, the study examines what extent NCATE-recognized elementary teacher preparation programs, which have been approved by the Association for Child Education International (ACEI), prepares candidates to teach in grades PreK–3. Second, it investigates the grades that the National Association for the Education of Young Children (NAEYC) considers part of early childhood education. This analysis indicates that ACEI’s standards include far fewer references to terms that capture essential features of early instruction (e.g., family, community, and observation). Further, while the NAEYC’s standards refer to “self-regulation” four times and “play” eight times, the elementary standards mention neither term.
Updated: Jun. 11, 2017
This article presents information about the current state of teacher education for gifted pupils in Austria, Belgium, Finland and Slovakia with the focus on sustainability. These countries were chosen because of very different perceptions of the gifted education and teacher training. The review of the issues of teacher training for gifted pupils reveals that despite the great attention provided to the education of gifted pupils, the education of teachers of gifted learners has been neglected.
Updated: Jun. 07, 2017
Key Stakeholders' Attitudes towards Teacher Education Programs in TEFL: A Case Study of Farhangian University in Iran
In this study, the authors aimed at exploring the attitudes key stakeholders in a teacher education program hold toward the appropriateness of English Language Teaching (EFL) teacher education programs at an Iranian teacher education university and their relevance to and sustainable impact in the real teaching context. This study found that the three groups of participants were unanimous in their evaluations of the majority of the courses, while their evaluative perceptions significantly varied for a small fraction of the courses in the program. The findings also revealed that the participants had a positive attitude towards the maintenance of most of the courses addressing teaching methodology and practice. Moreover, they believed that there is a need for inclusion of practical courses like practice- and micro-teachings as well as real classroom observations.
Updated: Jun. 05, 2017
The Affordances and Constraints of Special Education Initial Teacher Licensure Policy for Teacher Preparation
The authors examined initial licensure polices in special education to determine how these policies support or hinder reform efforts to develop teacher education programs that prepare graduates for the increasingly complex needs of diverse students. Initial special education licensure policies are described with an emphasis on the differences across states on two key options: whether licensure for special education teachers is a stand-alone initial license or whether the state requires a general education license prior to obtaining a second license in special education.
Updated: May. 11, 2017
This study reports on the extent to which teacher education programs in the United States have begun to integrate maker principles and technologies. It also explores the factors which contribute to their decisions to include or not to include maker elements into their programs. Results indicate that approximately half of teacher education programs have at least some opportunities for undergraduates and graduates to learn about teaching and learning with maker technologies and principles.
Updated: May. 10, 2017
A Stance toward Inquiry: An Investigation of Preservice Teachers' Confidence regarding Educational Inquiry
In this article, the authors examined how well the final year of teacher preparation program (TPP) enables preservice teachers (PSTs) to develop a stance toward inquiry. The findings suggest that the PSTs demonstrated increased confidence related to a stance toward inquiry during their final, master’s year in of teacher preparation program (TPP). There were moderate increases in confidence in all three subscales of the PEBD survey. In addition, the findings suggest that while the TPP experiences prior to the completion of the inquiry project supported a beginning stance toward inquiry, there was value added to that stance from the inquiry project and associated master’s year experiences. The results suggest a shift from a more limited, student-oriented, immediate view of inquiry to a more holistic, professional, future-oriented view of inquiry.
Updated: May. 09, 2017
The ABC of Motivation in Teacher Education: Supporting Psychological Needs and Developing Autonomous Motivation for Teaching among Pre-service Teachers
This article points the need to address the issue of pre-service teachers’ motivation from their first year of study. It is important to preserve the positive autonomous motivation to engage in the teaching profession, but also to create the conditions to facilitate internalization processes of the teaching profession, so that the extrinsic motivations typifying some pre-service teachers become autonomous. Self-Determination Theory (SDT) and its educational implications can serve as a platform to lead such processes in teacher education institutions. According to SDT, people have three innate and universal psychological needs, i.e., Autonomy, Belongingness and Competence, which are the ABC of quality motivation. Fulfillment of these needs contributes to students’ optimal development, functioning, and wellbeing.
Updated: Apr. 26, 2017
This article uses data from multiple stakeholders to evaluate whether Secondary Dual Educator’s Program (SDEP) candidates and graduates are meeting program goals. The findings suggest that graduates of a merged secondary program developed competency in differentiated planning, assessment, and instruction in content area classrooms and embedded the provision of accommodations into their planning process. These graduates reported that learning a process for differentiated planning and instruction helped them to be successful first-year content-area teachers in diverse inclusive classrooms.
Updated: Apr. 24, 2017
Finding Possibility in Pitfalls: The Role of Permeable Methods Pedagogy in Preservice Teacher Learning
The purpose of this study was to examine how opportunities to learn to teach writing in preservice preparation mediated candidates’ appropriation of tools for teaching writing. In this study, the author compared between tools and processes across two university preparation programs in United States. The author found that while the candidates in the Madrona program demonstrated a fairly sophisticated appropriation of writing workshop tools, the Altavista candidates appropriated a wide array of tools at a surface level. This permeable setting in Madrona program supported candidates to develop habits of thinking about pedagogical tools, habits that facilitated uptake of integrated instructional frameworks. However, methods activity in Altavista program focused almost exclusively on the tools and tasks presented in that setting.
Updated: Apr. 19, 2017
For this study, global content was integrated into one course of an undergraduate special education teacher education program. Results demonstrated that the candidates in the intervention group scored significantly higher than those in the comparison group.
Updated: Apr. 02, 2017