Search results for: Educational change
Page 9/21 207 items
A Historical Perspective on the Role of Collaboration in Teacher Education Reform: Making Good on the Promise of Teaching All Students
The current paper provides an analysis of how collaborative teacher education has developed in terms of practice, discourse, and the relationship between general and special education across three historical stages. This article investigates how collaborative teacher education between general and special education has been positioned over time in relationship to larger national reform efforts in teacher education.
Updated: Aug. 30, 2012
Experienced Secondary Science Teachers' Perceptions of Effective Professional Development While Pursuing National Board Certification
The purpose of this study was to explore science teacher perceptions regarding the most effective professional learning opportunities. This descriptive study surveyed 118 candidates for National Board certification in Adolescent and Young Adult Science from 42 states about their professional learning experiences. Candidates' self‐reports reveal that developing science curriculum, reading scientific literature, and pursuing National Board certification are the three most productive approaches to professional development while education courses and in‐service workshops were identified as least effective.
Updated: Aug. 30, 2012
In conjunction with the social structures that shape one's sense of agency, neoliberal factors frame the context wherein teachers' develop their perceptions about incorporating critical multicultural curricula. In this research project, the author examined this intersection – between the local and the global – to better understand how teacher education can work to support and strengthen the possibility for critical pedagogy to be realized in teachers' classrooms. The findings indicate that structural obstacles undermined these teachers' ability to visualize and place aspects of social justice and diversity at the foundation of instruction.
Updated: Jul. 30, 2012
The Masters in Teaching and Learning: A Revolution in Teacher Education or a Bright Light Quickly Extinguished?
In summer 2009, the Labour government in England introduced of the Masters in Teaching and Learning (MTL), which was fully funded by the Training and Development Agency for Schools (TDA). The proposed aim of the MTL is ‘to improve teacher quality to raise standards in education. The authors discuss what the MTL might mean both for in‐service teacher education and initial teacher training. The authors also explore issues relating to the structure and delivery of MTL.
Updated: Jul. 24, 2012
Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning
This follow-up study explores whether and how supervision makes a difference to teacher learning. The study describes the learning process of Nicole, an experienced teacher who had participated in the initial study. This study took place in the context of a national reform in the higher levels of secondary education in the Netherlands. During the supervisory sessions, Nicole found a way of reflecting on situations. She shifted her perspective from action-oriented reflection by herself to meaning-oriented reflection together with the students. The supervisor also helped Nicole become aware of the thought patterns obstructing her in working toward her ideal.
Updated: Jul. 18, 2012
Embedded, Emboldened, and (Net)Working for Change: Support-Seeking and Teacher Agency in Urban, High-Needs Schools
This article hones in on one teacher's case in order to explore in depth the potential contributions of support networks to teachers' development, retention, and participation in school change. The findings suggest the role of community-based, beyond-school ties in shaping teachers' workplace satisfaction and their career decisions.
Updated: Jul. 16, 2012
The current article describes a case study undertaken in a Spanish school during the 2007–2008 academic year. The purpose of this article is to explain how action research methodology was applied to encourage professional and school culture towards an intercultural and inclusive approach. The results show that the training process challenged teachers’ pre-existing deficit theory perspectives and empowered them as leaders for school change.
Updated: Jun. 27, 2012
The current study examines teachers’ attitudes toward pedagogical changes. Teachers’ attitudes toward such changes are examined at different stages of their professional development. The participants were 520 teachers in primary schools, junior high schools, and high schools. Significant differences were found between teachers at different stages of their professional development.
Updated: Jun. 25, 2012
This research depicts different reform initiatives which were conducted in middle school at the fourth-largest urban center in the United States over the decade from 1999 to 2009. The study focuses on teachers’ experiences of three reform endeavors and how tensions in teacher knowledge and community developed as a consequence of each. The participants were Nineteen educators, including several main teacher participants as well as some supporting teacher and administrators.
Updated: May. 23, 2012
This article addresses a set of dilemmas that are associated with teaching, then with teacher education, and finally with the relation or linkage between the two. The authors also note the powerful role that inequality plays in any account of occupational competence in teaching, then conclude by exploring contemporary approaches to the reform or improvement of teacher education as a means of developing occupational competence.
Updated: May. 06, 2012