Search results for: Program effectiveness
Page 5/17 168 items
Teacher Education Effectiveness: Quality and Equity of Future Primary Teachers’ Mathematics and Mathematics Pedagogical Content Knowledge
This article examined across 15 countries to what extent primary teacher education can be regarded as effective and the possible reasons for inequity. The effectiveness of teacher education was examined by taking two indicators into account: future teachers’ mean achievement on a paper-and-pencil test as an indicator of quality, and the variability of teacher achievement due to background characteristics as an indicator of equity. The authors conclude that none of the TEDS-M countries was successful on both indicators of teacher education effectiveness with respect to background characteristics, gender, and language. Singapore and Taiwan may be regarded as the most effective teacher education systems, with high achievement and gender equity on MPCK and high achievement and language.
Updated: Dec. 25, 2013
Redesigning Academic Essays to Promote Teacher Reflection on Selected Issues of Learning and Teaching Related to the Current Educational Reform in Hong Kong
This article describes the design of an assignment structure that promotes teacher reflection on important issues related to a major education reform in Hong Kong. This article reported a grounded model explaining how this innovative assignment structure promotes reflection. The model situated the reflective assignments within the local teaching context in Hong Kong. The model also highlighted the importance of different forms of assistance and guidance in facilitating teachers’ reflective engagement in completing these cognitively demanding assignments.
Updated: Dec. 16, 2013
Examining the Impact of Educational Technology Courses on Pre-Service Teachers’ Development of Technological Pedagogical Content Knowledge
The present study aimed to examine the impact of educational technology courses on pre-service teachers’ development of knowledge of technology integration in a teacher preparation program in the USA. The findings identified knowledge of technology integration the pre-service teachers developed and identified knowledge of technology integration needed in the technology integration courses.
Updated: Nov. 25, 2013
This article describes the students’ experiences and the author's practice around one major course assignment, The Neighborhood Alphabet Book, developed to effectively demonstrate course objectives. This project began as a way for me to create opportunities for teachers to learn from experience-based lessons as the author continued to investigate the potential of photography for education.
Updated: Oct. 28, 2013
This article reports on a mentoring programme in a university at the Republic of Ireland, which provides an accreditation pathway to a master’s level qualification. The authors adopted three different and complementary lenses through which to consider mentoring as an academic and professional practice: (a) the international literature; (b) their own reflective and reflexive dialogue; and (c) observations from mentor teachers’ efforts to interrogate their own professional practices. The authors conclude by arguing for productive mentoring, for sustainable change, as an academic, caring and professional practice that is contextually responsive.
Updated: Sep. 30, 2013
The (Failed) Case of the Winston Society Wikispace: The Challenges and Opportunities of Web 2.0 and Teacher Education
In this article, the authors examine the case of the Winston Society. The authors argue that the participants saw the technological demands of the Winston Society as less threatening than participating in social practices that emphasized more participatory and collaborative knowledge-making, distributed expertise, and less published and individuated kinds of authorship. The authors claim that the data pointed to at least three alternative directions for the use of new literacies in teacher education: teachers’ discomfort with digital epistemologies, the potential of online affinity spaces and of networking social media to mediate teachers’ professional development.
Updated: Jul. 30, 2013
Six preservice social studies teachers created electronic portfolios to examine techniques believed to promote active student engagement during a 12-week field experience. Results reveal that electronic portfolios evidence facilitated re-examination of teaching and formulation of improvement plans. However, competing time demands and limited technology familiarity influenced preservice teachers to rely on personal coaching.
Updated: Jul. 17, 2013
Effectiveness and Impact of Technology-Enabled Project-Based Learning with the Use of Process Prompts in Teacher Education
The authors investigated the effectiveness and impacts of process prompts on students’ learning and computer self-efficacy within the technology-enabled project-based learning (PBL) context in an undergraduate educational technology course. The participants were thirty-five prospective teachers enrolled in a Web-Based Instruction for English Language Teaching (ELT) course. Students’ interviews and reflections revealed that process prompts were important in facilitating problem-solving efforts. The surveys showed significant gains on students’ computer self-efficacy after the completion of technology-enabled PBL.
Updated: Jul. 16, 2013
Feelings of Preparedness Among Alternatively Certified Teachers: What is the Role of Program Features?
This study examines the extent to which program features relate to new teacher feelings of preparedness. The final sample of approximately 1,690 1st-year teachers included the teachers who had pursued either the traditional route or the alternative route. The findings reveal that alternatively certified teachers are found to feel somewhat less well prepared than traditionally certified teachers. The results also show that 1st-year teachers who have fewer types of education coursework and shorter field experiences feel less well prepared than teachers whose pedagogical preparation is more complete.
Updated: Jul. 08, 2013
Implementing an Educational Technology Course in Namibia’s Basic Education Teaching Diploma Programme
This article reports on the progress made towards implementing a pre-service education course in instructional media to be implemented in at all four Colleges of Education in Namibia. The author describes her work revision on it to include ICTs and technology integration.
Updated: Jun. 26, 2013