Search results for: Teacher education programs

The central purpose of this research was to ascertain the views of teachers and teacher educators in the lifelong learning sector in England about the comparative ‘value’ of different forms of initial teacher training (ITT). The article reveals that both teachers and teacher educators perceive HEI programmes as superior to other forms of teacher training, in terms of both labour-market currency and the quality of learning provided. Although the majority of respondents regarded awarding body courses as adequate, the data reveal that most believed that HEI provision offers a different learning experience to that provided by alternative awarding bodies. Furthermore, both teachers and teacher educators believed that HEI-validated courses offered a challenging experience combining theory and practice.

In this article, the author argues that we live in a postmodern world in which the pace of the change accelerates daily. The Western world experiences a“crisis of education', in which schools become more irrelevant than ever to real life and teachers lose their authority and influence on the children's lives. This crisis should be addressed by a responsible professional educator, who questions the moral basis of the society and suggests that solidarity and communality are no less significant than individuality, privatization and competition. The author had initiated a teacher education program whose aim is to promote this vision in prospective teachers. ACE [Active-Collaborative-Education] is a teacher education program for post-graduate students conducted in Kaye Academic College of Education in Beer-Sheva.

In this mixed-methods study, the authors sought to trace the development of preservice teachers’ technological pedagogical content knowledge (TPACK) over time. The results revealed significant development of the participants technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK), but only limited growth in technological content knowledge (TCK).

In this article, a short history of Finnish teacher education has been presented and the main developments during the last 40 years discussed. The status of the teaching profession has remained very high in Finland during all these years. Teachers are trusted and respected, and the profession attracts good students year after year. This is a unique advantage to teacher education in Finland by comparison with other countries. The ethical role of a teacher has changed from that of a religious and moral example to a principled professional who needs moral competence in pedagogical encounters.