Search results for: Preservice teacher education
Page 4/30 298 items
Two facts should be considered by those concerned with the teaching workforce in Israel. The first is that the profession does not attract 'the best and the brightest' needed for education in the 21st century and that for many applicants it is a default option. The second is that rapid changes in the employment market force many workers to abandon one type of work for another. The challenge is to recruit them and then properly train them in both pre-service education and continuous professional development, while creating conditions to insure their retention in the system. In this context the accelerated programs have been found to make a positive contribution. In Israel alternative teacher training programs for retired army personnel are well-known as is the recommendation of the Dovrat committee (2005) to allow graduates with B.A. degrees to enter teaching before obtaining a teaching license.
Updated: Sep. 13, 2017
This article examines the barriers to accessing teacher education for students from excluded groups both theoretically and in practice – using two examples: one in the North West of England and the second in Queensland, Australia. The findings reveal that expanding the diversity of the teaching profession is an important way in which higher education (HE) institutions can contribute to the overall goal of widening participation in HE as schools are fundamental to shaping who participates in HE. As the gap between the rich and poor widens, the authors argue that it is time for a change in the way potential student teachers access HE and the curriculum if we are to address the needs of under-represented learners.
Updated: Sep. 13, 2017
Using Vygotsky’s Zone of Proximal Development to Propose and Test an Explanatory Model for Conceptualising Coteaching in Pre-service Science Teacher Education
In this study, coteaching between pre-service and in-service teachers is used to lessen the gap between theory and practice, to develop reflective practice and to develop pedagogical content knowledge. Explanatory frameworks have been proposed for coteaching. The authors also suggest that Vygotsky’s zone of proximal development helps to propose a more nuanced developmental and learning explanatory framework which provides pedagogical structures for implementation and highlights the importance of the social environment for learning.
Updated: Aug. 13, 2017
In this study, the authors examine the strategies reported by naïve assessment constructors. Naïve assessment constructors refer to those individuals with limited, if any, formal preparation for constructing classroom assessments. The authors identified 14 distinct strategies that coalesced into three families of strategies: Alignment, Item Evaluation, and Affective Evaluation. The authors suggest that teacher educators can guide learners to more appropriate strategies within each family and facilitate deliberate practice on their use.
Updated: Jul. 24, 2017
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge
This review focuses on research related to how prospective teachers (PSTs) learn to connect to children’s mathematical thinking (CMT) and children’s cultural funds of knowledge (CFoK) in mathematics instruction.
Updated: Jun. 07, 2017
This paper examines the relationship between pre-service teacher education (ITE) for primary schooling and primary teaching in England between 1974 and 2014. It also explores the ‘fitness of purpose’ of the current system of preparing teachers for the classrooms of the twenty-first century. This historical analysis suggests that, despite 40 years of change in ITE, there are still a number of unresolved issues in ITE.
Updated: Dec. 05, 2016
In this article, the authors examine mentoring in the pre-service teacher education context by proposing a theoretically based framework for mentoring in this context.
Updated: Dec. 04, 2016
The authors conducted this benchmarking study of the standalone course to determine the successful lessons and practices that should be incorporated into the new program design, in which educational technology faculty members were charged with developing an alternative approach of infusing technology into methods courses. Results from analysis of pre- and post-course survey results and focus-group data indicated that candidates' confidence and TPACK scores increased in the standalone course.
Updated: Aug. 31, 2016
This article aimed to investigate relationships between teacher preparation and teacher outcomes. The findings suggest that features of preservice teacher preparation are positively related to teacher outcomes. Teachers who completed more practice teaching and more methods-related courses felt significantly better instructionally prepared in their first year of teaching. Results suggest that estimated effects of preparation also vary by kind of school, and particularly by school level and urbanicity. Secondary school teachers, more than elementary school teachers, seem to benefit from additional preparation. The findings also indicate that estimated positive effects of preparation are stronger among teachers employed in urban and rural settings as compared to teachers in suburban settings.
Updated: Jul. 27, 2016
The Impact of Preservice Preparation and Early Career Support on Novice Teachers’ Career Intentions and Decisions
In this study, the authors examined the direct effects of preservice preparation quality and early career support as well as potential moderating effects of early career support on the career intentions and decisions of novice teachers. The findings confirm and extend prior research related to the effects of early career support alone and in conjunction with varying levels of satisfaction with preservice preparation. The authors show a direct association between new teachers’ perceptions of preservice preparation quality and their intentions to remain in their current school and in the profession. In conclusion, this study provides a first and important step in filling a gap in the teacher attrition literature by examining whether mentoring and induction support differentially influences beginning teachers’ career intentions and decisions depending on their level of preservice preparation.
Updated: Nov. 18, 2015