Search results for: Preservice teacher education
Page 5/30 298 items
The goal of this article is to report a preliminary work on student-centered teacher preparation to promote school success among culturally and linguistically diverse learners. The authors believe that teacher education programs need to be very purposeful in their approach to multicultural literacy teacher education. Drawing upon Vygotskian perspective on learning, they chose two cases from the beginning of their teacher education program and during student teaching, which often marks the end of teacher education program.
Updated: Aug. 03, 2015
Five-Picture Charades: A Flexible Model for Technology Training in Digital Media Tools and Teaching Strategies
This article presents Five-Picture Charades, an instructional activity designed to introduce preservice and in-service teachers to the technical and pedagogical uses of digital images in the classroom. The authors discuss instructional strategies emerging from this activity across the content areas. They also describe ways to relate Five-Picture Charades to lesson planning and curriculum development projects. The authors conclude that the Five-Picture Charades activity provides teachers with a concrete, manageable example of technology integration that requires teachers to draw upon their content knowledge, pedagogical expertise, and emerging technology proficiencies and attitudes.
Updated: Feb. 08, 2015
The purpose of this article is to demonstrate the efficacy of using ePortfolios to enhance career skills for newly qualified teachers. Specifically, this paper focuses on a new area of ePortfolio-related research in teacher education; the transition from university into employment. The findings indicate a changing purpose of the ePortfolio from training to the workplace, an increasing strength of ownership as part of the transition, and empowerment in becoming a teacher. Secondary findings demonstrate an increasing acceptance amongst head teachers regarding the usefulness of the ePortfolio in pre-service teacher education and in the continuing professional development of qualified teachers.
Updated: Jan. 20, 2015
The Genesis of Mentors’ Professional and Personal Knowledge about Teaching: Perspectives from the Republic of Ireland
This paper investigates the sources of mentors’ knowledge about teaching. The findings reveal that mentors’ knowledge about teaching is practice orientated and emerges from their professional experiences, their teaching skills, their pre-service teacher education and from their own personal experiences. The authors suggest that mentors require support to reflect on their early socialisation experiences and their attachment to practice-based experience as a source of professional knowledge, in this way they can better understand and carry out their role as mentors.
Updated: Jan. 20, 2015
Development of a Scale to Assess the Demand for Specific Competences in Teachers after Graduation from University
This study provides the information on demands and abilities in teaching graduates for the universities in Germany. A specialised teacher module was developed in the framework of the German Cooperation Project for Graduate Tracer Studies. Overall, the results of the first analyses emphasise the scale’s potential to provide insight into the demands for which students should be prepared by their teaching studies.
Updated: Dec. 23, 2014
Back to the Future: Do Lessons from Finland Point the Way to a Return to Model Schools for Northern Ireland?
This article examines the school-based element of initial teacher education (ITE( and the ways in which it contributes to the professional learning of student teachers in university in Finland and university in Northern Ireland. In particular, the authors seek to assess the potential of Training Schools for Northern Ireland. Teaching/training schools have featured prominently in recent reviews of teacher education in England and Scotland and, while not specifically mentioned in the Northern Ireland (NI) review document, the overall concept could enrich the school-based element of ITE in NI, using existing collaborative networks of schools.
Updated: Dec. 22, 2014
What about Language While Equitably Assessing Science?: Case Studies of Preservice Teachers’ Evolving Expertise
The goal of this article was to explore the ways in which language played a role in the teachers’ evolving expertise and enactment of equitable science assessment. The findings revealed that the teachers became more knowledgeable about the role of language in assessment and incorporated scientific discourse while assessing in their teaching practicum. Yet, the teachers did not adopt a permanent and individualized stance toward how to address language while assessing, instead straddling opposing decisions. The author referred to this straddling as a “tension.” Two tensions emerged.
Updated: Nov. 04, 2014
A Bourdieuian Analysis of Teachers’ Changing Dispositions towards Social Justice: The Limitations of Practicum Placements in Pre-service Teacher Education
The current paper illustrates and theorises change in two Australian teachers’ dispositions towards social justice over time from a Bourdieuian perspective. The interviews with the two participants over a two-year period provide evidence of change in their dispositions towards social justice. By the end of their first year of teaching, there is evidence that both experienced change in their dispositions towards social justice. There is clear movement towards social democratic or difference models of redistributive justice. Within this movement is a growing recognition of the appropriateness of the )re)distribution of different social goods for different people rather than a quest for sameness. This dispositional change took place at the same time as the two participants were developing competence as beginning teachers.
Updated: Oct. 19, 2014
The purpose of this study is to investigate the idiographic roles of mentors who supervise student teachers in distance-learning pre-service teacher education programs during practicum. The findings of the study revealed that the cooperating teachers identified the following tasks as their mentoring responsibilities: ‘Providing facilitative information to enhance classroom performance’, ‘Giving constructive feedback on teaching performance’, ‘Helping student teachers form a professional identity and become aware of their professional development’, ‘Providing moral support’, ‘Facilitating socialization of the student teacher’, ‘Scaffolding lesson planning’, ‘Willingly offering facilitative information’, ‘Helping students to use and understand observation forms’, ‘Preparing for the mentor role’ and ‘Interacting with other cooperating teachers’.
Updated: Sep. 29, 2014
The current article provides an overview of the Australian Federal Government initiatives in the area of early childhood with regard to the provision of early childhood education and care. Recent Australian policies, reforms, and curriculum documents show there is an increasing need for educators to recognise the social, cultural and political influences on teaching and learning. These changes have influenced a Western Australian university to develop an innovative birth to 8 years preservice educator education curriculum. The program redesign at Curtin University is one example of a way in which academics involved in program development at universities can interpret policy, recognize change and act on this change by reforming and implementing appropriate courses of study.
Updated: Jul. 14, 2014