Search results for: Teacher education curriculum
Page 1/6 58 items
In the post-COVID context, individuals, communities and cultures are learning to change their ways of living in response to the challenges that the Anthropocene poses for human security and the biosphere. In this artice Alex Lautensach claims that only if teachers are adequately empowered can curricula be sufficiently repurposed towards Deep Adaptation and its agenda of resilience, relinquishment and restoration. The author suggests that teachers must learn to critically analyse their curriculum, including its hidden and null elements. The agenda for this transformative education are subsumed under six overarching aims: redefine progress as achieving sustainability; replace anthropocentrism with ecocentrism; remedy skill gaps; reorient education towards the future; eliminate parochialism from education; and empower learners to take action. Teachers will need to develop multicultural skills and non-violent ideals, transcending possible boundaries and predispositions imposed by their own native cultural environment.
Updated: Jun. 14, 2020
Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. This study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different countries (Norway, Finland, United States [California]) and compares these candidates’ perceptions of the coherence of their teacher education programs. Candidates from a program that has explicitly been working on constructing a coherent program over a period of 15 years do report significantly more coherence, yet, across the programs, there remains room for improvement regarding the coherence between field placement and campus courses. The authors conclude with the suggestion that potential improvement of program coherence lies within greater communication and collaboration between the various stakeholders within teacher education.
Updated: Feb. 10, 2020
This article examines the author's efforts to parse teaching practice into lists of discrete procedures. It argues that the teacher educators need to pay less attention to the visible behaviors of teaching and more attention to the purposes that are served by those behaviors. As a way to begin a conversation about parsing teachers’ purposes, the author offers a proposal for conceptualizing teaching as a practice that entails five persistent problems, each of which presents a difficult challenge to teachers, and all of which compete for teachers’ attention.
Updated: Jun. 07, 2017
Changing Professional Discourses in Teacher Education Policy Back towards a Training Paradigm: A Comparative Study
This article is based on a comparative teacher education policy analysis in two countries: Sweden and England. The authors were interested to compare recent changes in two particular systems. In particular the authors are concerned with what may be termed education theory and professional scientific knowledge, which they define as content from the scientific study of the field of education practice in the education disciplinary core or in supporting disciplines within this policy development. The authors suggest that higher education teacher educators would have become trainers and mediators of Government policy, who understand their role as supporting professional work by offering principled guidance on classroom practice that is, at best, pre-digested theory.
Updated: Apr. 20, 2016
Preservice Teachers’ Capacity to Teach Self-regulated Learning: Integrating Learning from Problems and Learning from Successes
This study aimed to explore the value of systematic learning from successes (LFS) during the practicum phase in teacher preparatory programs, beyond the more traditional approach based on learning from problems (LFP). Specifically, the authors were interested to examine how preservice physics teachers may capitalize on LFS or LFP or both to actually teach students self-regulated learning (SRL). The authors conclude that results indicated that preservice teachers who contemplated both problematic and successful experiences improved more in their actual teaching of SRL strategies and in their actual arrangement of SRL environments, compared to preservice teachers who contemplated only problematic experiences.
Updated: Feb. 01, 2016
The purpose of this study is to analyze how particular mathematics teacher educators (MTEs) use knowledge in their practice. Furthermore, this study also examines how they use this analysis as a tool for understanding the knowledge demands of work with preservice elementary teachers and how this knowledge is different from that required to teach K-12 students. The authors describe different forms of knowledge observed across different mathematics teacher educators’ practice and discuss how the observed knowledge forms are different from knowledge used by K-12 teachers in their practice. They argue that there needs to be more of a focus on understanding the knowledge drawn on by teacher educators as they teach content to preservice teachers.
Updated: Nov. 25, 2015
On the Educational Value of Philosophical Ethics for Teacher Education: The Practice of Ethical Inquiry as Liberal Education
This paper explores the extent to which and ways in which philosophical ethics can make an educational contribution to teachers’ understanding of their practice as a distinct moral domain. Philosophical ethics is argued to facilitate two necessary features of teachers’ moral understanding of their practice. The article characterizes the educational value of these contributions as an on-going learning process of moral inquiry and practice that is best implemented through a form of liberal education. This characterization serves to distinguish it from approaches that would aim to initiate teachers into particular ethical frameworks, on the one hand, or a subjective or relativistic moral pluralism, on the other.
Updated: Nov. 03, 2015
This article examines how future teachers perceive the acoustic contamination and its deleterious effects. It analyses their acoustic habits, with the aim of raising their awareness concerning this problem. The authors designed a number of activities, applied during a practical lesson, in which students evaluated some of their perceptions and attitudes towards noise, and recorded their hearing capacity. The results suggest that most students are unaware of the risks of many of their activities. However, the perception of noise as a contaminant and the appreciation of its danger increased in the students after the performing of the practice.
Updated: Feb. 24, 2015
Recognition, Responsibility, and Risk: Pre-service Teachers’ Framing and Reframing of Lesbian, Gay, and Bisexual Social Justice Issues
This article analyzes the ways pre-service teachers (PST) conceptualize justice to further understand how teacher educators might communicate ideas about LGB inclusion to their students and understand the complexities of enacting a social justice framework for LGB issues. It utilizes Fraser’s theory of justice to consider curricular change. The findings reveal that PSTs viewed homophobia as an individual value that negatively affected students’ lives, and viewed adults as being primary perpetuators of homophobia. The authors argue that this occurs because sexuality injustice is framed through homophobia, not heteronormativity. The use of Fraser’s framework illustrates the different natures of justice-oriented claims posed by marginalized groups. It also suggests ways for teacher educators to consider curriculum beyond homophobia and individual protections to greater exploration of structure and transformational approaches.
Updated: Feb. 15, 2015
Who Teaches Mathematics Content Courses for Prospective Elementary Teachers in the United States? Results of a National Survey
The goal of this research was to answer the question, ‘‘Who teaches mathematics content courses for prospective elementary teachers at colleges and universities in the United States, and what are these instructors’ academic and teaching backgrounds?’’ The authors decided to conduct a survey of all higher institutions in the United States. They surveyed 1,926 institutions, and a faculty member from each of 825 institutions participated in the survey. The survey results point out that most institutions are not meeting the recommendation of requiring prospective elementary teachers to complete nine credits hours of mathematics content courses designed specifically to support them in thinking carefully about elementary mathematical ideas.
Updated: Apr. 13, 2014