Search results for: Teacher education programs
Page 10/36 356 items
In this article, the authors are interested to measure the preservice teachers' Pedagogical Content Knowledge (PCK) and their personal constructs of teaching about mathematics lesson plans during their teacher education program. The results of the content analysis show that the constructs of the pre-service teachers have a wide variation and could be summarized within different themes. TELPS could also indicate whether there is a difference between first semester pre-service teacher students’ PCK and final semester pre-service teachers’ PCK. The authors conclude that the development of PCK is an important element of any teacher education program, and TELPS appears to be useful in determining pre-service teachers’ PCK.
Updated: Nov. 09, 2015
Pedagogical Approaches to Exploring Theory–Practice Relationships in an Outdoor Education Teacher Education Programme
In this article, the authors have discussed pedagogical approaches to exploring theory and practice with pre-service teachers within an an Australian outdoor education teacher education (OETE) course. The authors have highlighted the importance of four key pedagogical elements in terms of helping pre-service teachers understand and negotiate theory–practice relationships: the promotion of self-awareness; guided reflection; experience; and the fostering of a strong, safe community of learners. These elements are relevant to other areas of teacher education besides OETE pedagogy, although they may be embodied differently in different areas. The authors suggest that these elements are made possible through flexibility within courses, face-to-face contact, and opportunities for observing, participating in, and reflecting on/in relevant practice.
Updated: Nov. 04, 2015
Ten Years of Response to Intervention: Implications for General Education Teacher Preparation Programs
In this study, the authors conducted a systematic review of the literature to examine research focusing on the teaching, learning, implementation, and evaluation of Response to Intervention (RTI) in general education (GE) teacher preparation during the last decade (2003–2013). Results reveal a longstanding gap in the literature on how GE preservice teachers can understand and apply RTI in their classrooms.
Updated: Oct. 13, 2015
This article aims to describe a major revision process to the early childhood teacher education program at a 4-year university. The authors describe their teacher education program as it was configured 2 years ago and as it exists today after major change efforts, highlighting the purposes and desired outcomes of these changes. They have conceptualized this journey as both a revision of the program and a re-visioning process. They focus on their attempt to integrate the intentions underlying policy and standards changes into their work in preparing teachers for the full range of early childhood program auspices, as well as for any and all of the children who are enrolled in them.
Updated: Oct. 08, 2015
The goal of this study was to describe the extent to which early childhood teacher educators are informed about, engage in, value, teach about, and collaborate with others in teacher research. This study focused on a specific teacher educator group, early childhood teacher educators and their own teacher research and what they say about the importance of teacher research in improving teacher education programs. The findings indicated that teacher educators are informed about teacher research, teach and model it for their students, and collaborate with others in doing it. They share their results in presentations and publications that contribute to the knowledge base in the field.
Updated: Sep. 20, 2015
Extended Business Work Placements for Teachers: Between Lived Experience and Barriers to Professionalisation
This paper focuses on professional work placements for teachers of business and management. Two perspectives are articulated. On the one hand, a didactic perspective will examine the reconstruction of ‘business’ as an object to be taught by the teachers. On the other hand, the professionalisation dynamics point of view will examine the shifts in teachers’ perceptions.
Updated: Sep. 02, 2015
This paper examines the feasibility of having a “Bring Your Own Digital Device” policy for students. The initial emphasis was on identifying the digital technology demands of teacher education courses. A representative range of potential devices was tested against these demands. At the time of testing, all laptop devices were found to be adequate but only the iPad was adequate in the mobile range.
Updated: Aug. 30, 2015
Analyzing Preservice Teachers' Technological Pedagogical Content Knowledge Development in the Context of a Multidimensional Teacher Preparation Program
This study examined the technological pedagogical content knowledge (TPACK) development of 299 preservice teachers in response to the technology preparation they received during their initial teacher licensure program. Findings revealed that individual knowledge components made statistically significant and unique contributions to preservice teachers' TPACK.
Updated: Aug. 30, 2015
This study examines the use of the Wayfind Teacher Assessment as a tool for determining the proficiencies of teacher candidates in their final year of preparation in relationship to the National Educational Technology (Standards for Teachers NETS•T). The findings reveal that the WTA seemed to support students’ self-reflection and professional development by providing relevant quantification of their abilities to meet the NETS•T. Teacher candidates scored at a proficient level, indicating that they were prepared to enter the teaching force with the knowledge, skills, and dispositions identified in the NETS•T. The participants had the opportunity to develop their own individualized professional development plans to increase their proficiencies.
Updated: Aug. 30, 2015
This study examined the inquiry processes of two research groups in teacher education with the aim of answering the following research question: To what extend and in what way do student teachers, in the context of a research project, engage in elaboration and decision making during the research process? The results of both of these research groups exemplify how both decision making and elaboration are necessary elements to reach the full potential of a collaborative research project. The authors have shown that a research activity in which student teachers are supposed to collaborate is challenging and requires hard work. Alongside everything else that student teachers have to do for both the institute and at school, they experience much time pressure.
Updated: Aug. 04, 2015