Search results for: Teacher education courses
Page 2/2 16 items
A core question of teacher education—“What can I do?”—plagues courses on race in particular ways. Teachers routinely search for “concrete” applications of “theoretical” ideas about race, question the potential for “everyday” activity to dismantle inequality “structures,” and wrestle with the need for both professional and personal development on racial issues. In this article, the authors discuss how these three core tensions surfaced in one race-oriented teacher education course. The authors suggest that to create inquisitive and efficacious teachers, teacher educators can encourage teachers to keep all three tensions in play for the duration of their careers.
Updated: Jul. 13, 2010
Reflective Development and Developmental Research: Is There A Future for Action Research as A Research Strategy in German-Speaking Countries?
In this paper, the authors want to clarify their concept of action research and to provide arguments for the need to re-evaluate the research potential of this approach. The authors illustrate the arguments by an analysis of one of the most successful in-service education of teachers' courses in Austria, which is based on action research. The paper ends with a theoretical discussion of frequent objections against action research in the German research tradition.
Updated: Jun. 23, 2010
This paper explores the role of online discussion in the ways it fosters critical literacy by analyzing the online discourse of the teachers in an online literature course. The 13 participants were mostly in-service teachers in K-12 settings throughout New England. Implications relating to both the online nature of teaching and the various strategies to foster critical literacy in everyday classrooms are described.
Updated: Feb. 21, 2010
This article explores of critical pedagogy, and the process and experiences of 22 preservice teachers enrolled in a required teacher education course, Teaching for Diversity and Social Justice, who collaboratively developed and taught the course syllabus to one another. Results indicated that students preferred deeper, richer dialogues on the social issues they chose to study.
Updated: Nov. 26, 2008
The study involved collective knowledge generation between school-university partnerships, as university tutors, mentor teachers engaged in a new mediating lesson plan study. The study showed resolving contradictions in the school- university zone, and helped student-teachers learned to teach from all educators.
Updated: Jun. 10, 2008
This manuscript describes the efforts of several instructors who incorporated videoconferencing in their teacher education courses at two large universities in the southeastern United States. Professors preparing teachers to teach elementary and middle school examined their interactive videoconference experiences linking preservice teachers with students in real classroom settings.
Updated: Jun. 01, 2008