Search results for: Teacher preparation
Page 6/8 76 items
This article examines teacher leadership. The authors were interested in developing stronger teachers, accomplished teacher leaders, and a transformed teaching profession. The findings reveal that utilizing teacher leaders in teacher education courses, via video conference, creates opportunities for mutual responsibility of P–12 schools and higher education in the preparation of new teachers. The authors hope to further understand the power of these real- time interactions between future teachers and teacher leaders.
Updated: Apr. 12, 2015
In this article, the authors present the idea of “walking around” culture. By “walking around” culture, they mean that teachers need to put feet to pavement and purposefully “walk around” the neighborhoods of their students, similar to ethnographic study. The authors describe how each of them has “walked around” culture ethnographically. As they describe their experiences, they write in their own voice. As they have analyzed their experiences, several common themes have emerged. They have combined these themes into five critical factors, which they have labeled as “key principles”: culture is communication, culture is personal, culture has boundaries, culture is perceived by those who stand outside the culture, and culture is defined by the people in that culture.
Updated: Nov. 25, 2014
In this article, the author has identified five essential ideas that could serve as underpinnings to support the preparation of early childhood educators: 1. Inquiry and reflection into practice are critical for continued teacher learning and development; 2. Learning and development are cultural and constructivist processes; 3. The teacher’s image of the child should be as a strong and capable participant in the culture; 4. The education of young children is a community privilege and responsibility; and 5. The purpose of early care and education is to enhance and support each child’s daily life experience and learning in the here and now, as well as preparing each child for future success. The author presents a conceptual framework for teacher education that incorporates these underlying ideas. She describes the way in which it is interpreted in the early childhood teacher preparation program at Mills College by a core set of principles.
Updated: Aug. 26, 2014
In this article, the authors discuss what K-12 teachers should know about blended learning environments. This review suggests that effective teacher preparation for blended instruction must integrate three broad components—contextual, instructional, and technological—each of which is closely aligned with common instructional design processes familiar to most teachers.
Updated: Aug. 25, 2014
As one component of a program improvement grant provided by the Office of Special Education Programs (OSEPs), the authors’ teacher preparation program (TPP) underwent substantial program redesign. In this article, the authors provide a detailed overview of the process they undertook to revamp their program based on the fundamental question, “Upon graduation, what should our graduates know and be able to do?”
Updated: Jun. 25, 2014
The authors reviewed coursework related to inclusion provided to pre-service elementary teachers during their teacher preparation programs. Results suggest that many teacher preparation programs provide instruction related to characteristics of disabilities and some form of classroom management. However, few programs offer courses specifically related to differentiation of instruction for students with disabilities or collaboration between general and special education teachers.
Updated: Mar. 19, 2014
The Context of the Demand for Special Education Faculty: A Study of Special Education Teacher Preparation Programs
This article describes the results of a survey completed in fall of 2009 by special education and teacher education coordinators. The survey requested information about past, present, and future concentrations or programmatic offerings. It also asked questions about projected need for new faculty resulting from attrition, program expansion, and expanded faculty roles. In addition, the survey gathered information about current staffing patterns at these college and university preparation programs. Results indicate that the roles of special education faculty and the programs they offer will expand greatly in the upcoming 5 years.
Updated: Mar. 19, 2014
This article reviews the literature on adaptive expertise. The article proposes a conceptual framework, and presents implications for special educator preparation to promote cognitive and metacognitve skills and adaptive dispositions that are critical to professional growth and effectiveness.
Updated: Feb. 19, 2014
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
Standards-Based Performance Assessment for the Evaluation of Student Teachers: A Consequential Validity Study
The study was conducted to evaluate the consequential validity of the instrument Samples of Teaching Performance (STP). The participants in the study were 20 supervisors and 62 student teachers from three elementary and five secondary teacher preparation programs in Chile. Student teachers described how this assessment had honed their sense of professionalism and promoted learning of the skills assessed. Supervisors reported enlarging the topics discussed with student teachers and making some changes to the supervisory process.
Updated: Mar. 22, 2011