Search results for: Teacher education curriculum
Page 5/7 61 items
In this article, the authors explore two examples of case method instruction that extend beyond university classrooms to field sites: case report and case study. Both examples were used in special education teacher preparation graduate courses. The authors conclude that they found the case-based methods described here to be invaluable in bridging the gap from the university classroom to the school-based classroom.
Updated: Jan. 23, 2011
The current paper highlights of the improvement and convergence of the goals for education and training systems in the knowledge and learning society. The critical case of teacher education is then analyzed within the European Higher Education Area. The key European priorities of mobility and intercultural, multilingual competences in teacher education have been taken into account within the framework of an integrated, flexible curriculum.
Updated: Jan. 23, 2011
This study aims to understand the differences that exist among programs of study and institutions of varying demographic characteristics in regards to teacher preparation in technology use. The study seeks to gain an understanding of the content included in these experiences and the rationale teacher educators have for selecting topics and methods for these experiences. The findings reveal that eighty percent of respondents indicated all or some of their programs required a standalone educational technology course. Personal productivity and information presentation were the most commonly reported topics taught in all programs.
Updated: Jan. 02, 2011
The number of students taking online courses in K-12 has increased exponentially since the inception of virtual schools in 1996. However, K-12 virtual schooling is a relatively new concept for those involved in teacher education. This article describes several major attempts to form standards and best practices. In doing so, the article also examines the research backing and the need for additional research to support such standards.
Updated: Sep. 27, 2010
Is This What We Want Them to Say? Examining the Tensions in What U.S. Preservice Teachers Say about Risk and Academic Achievement
This paper examines how a group of preservice teachers—enrolled in a teacher education program that challenges deficit thinking—understand and talk about academic achievement. The article pays particular attention to the extent to which the candidates account for academic achievement and recognize potential academic risk. The author suggests the need to illuminate the complex body of knowledge that informs teacher candidates' understanding, particularly the knowledge deployed in teacher education curriculum.
Updated: Sep. 05, 2010
This paper argues that the Socratic Dialogue in the Nelson and Heckmann tradition will prove a considerable contribution in training teachers. A review of the literature and empirical research supports the claim that the Socratic Dialogue promotes student teachers' interpersonal sensitivity while stimulating conceptual understanding. Finally, the authors suggest a manner of integrating Socratic Dialogue in teacher education and propose a line of further research.
Updated: Sep. 05, 2010
Development of Preservice Teachers’ Ability to Critique and Adapt Inquiry-based Instructional Materials
The authors argue that teacher education programs can provide scaffolded contexts for developing teachers’ ability to critique, adapt, and design inquiry-based materials. In this paper, the authors describe a qualitative study of 17 preservice teachers enrolled in two consecutive science methods courses at a large public university on the east coast. The findings suggest that teachers improved in their ability to critique lesson plans and to suggest revisions that would make them more inquiry oriented.
Updated: Aug. 29, 2010
Pre-service Teachers' Dispositions towards Diversity: Arguing for A Developmental Hierarchy of Change
This paper explores Australian pre-service teachers' beliefs about and attitudes towards diversity. The authors rely on Garmon's argument that there are three dispositional factors that influence students' likelihood of developing multicultural awareness and sensitivity in teacher education programmes. Hence, the authors examine the relationship between such dispositions as exhibited in students' autoethnographic work.
Updated: Aug. 03, 2010
A content analysis of the textbooks used in the Dutch early childhood teacher education shows clear inconsistencies with the intended curriculum. Neither the content standards found in the professional profile for teachers nor the content standards from the educational profile of their training courses are adequately covered in the books.
Updated: Aug. 01, 2010
A “More General Crisis”: Hannah Arendt, World-Alienation, and the Challenges of Teaching for the World As It Is
This article is a philosophical analysis which explores the concept of world estrangement in Arendt’s analysis of the crisis in education. The author explains what Arendt means when she contrasts an education for the world with an education for life. The author also shows how, in light of the deep philosophical and material roots of world-alienation, orienting teachers toward the world and away from a preoccupation with the concerns of “life” will demand a rethinking of the core of the teacher education curriculum.
Updated: May. 25, 2010