Search results for: Teacher education curriculum
Page 6/7 61 items
In this article, the author suggests parables as means for enlivening teacher education and for stretching understanding. The author starts by offering a definition of parables. Then, the author presents an analysis of three examples—The Storm, The Sower, and The Fish and the Turtle—to illustrate some of the rich interpretative possibilities they offer for thinking critically and imaginatively about teaching and learning. Finally, the author considers a few reasons why parables have potential for enhancing teacher education, including as a means for exploring moral commitments and beliefs and for generating theories about teaching and learning.
Updated: Apr. 27, 2010
In this article, the author argues for a reconsideration of the teachers college tradition within teacher ed curriculum. The author’s thesis is that we must return to the teachers college tradition if we expect to flourish as a real profession and contribute to the civic health of our nation. The author will make three points to explain the teachers college tradition. 1) We need a different and better understanding of our past. 2) The future of the teaching profession depends on our repairing our moral foundations. 3) The author wants to demonstrate how the revival of the teaching profession depends on the individual acts we take on our home campuses and within our local communities.
Updated: Mar. 14, 2010
In this paper, the authors argue for making practice the core of teachers’ professional preparation. The authors set the argument for teaching practice against the contemporary backdrop of a teacher education curriculum that is often centered not on the tasks and activities of teaching but on beliefs and knowledge, on orientations and commitments, and a policy environment preoccupied with recruitment and retention. The authors offer examples of what might be involved in teaching practice. The authors conclude with a discussion of challenges of and resources for the enterprise.
Updated: Mar. 14, 2010
Supporting Preservice Elementary Teachers’ Critique and Adaptation of Science Lesson Plans Using Educative Curriculum Materials
This study examines the use of educative curriculum materials—materials intended to support both teacher and student learning—to help preservice elementary teachers develop their pedagogical design capacity for critiquing and adapting lessons. Preservice teachers received educative supports highlighting pedagogical principles and rationales for those principles. Implications for science teacher education and curriculum design are discussed.
Updated: Jan. 12, 2010
In this article, the authors describe the requirements of standard 9 of the National Science Teachers Association Standards for Science Teacher Preparation. This standard is designed to ensure that science teacher preparation programs provide preservice science teachers with the knowledge and skills to understand and successfully engage students in a safe and ethical manner.
Updated: Jan. 12, 2010
Women of Color in a Bilingual/Dialectal Dilemma: Critical Race Feminism against a Curriculum of Oppression in Teacher Education
This article will discuss the work of a teacher educator who espouses critical race feminism as a means of fighting against a curriculum of oppression in teacher education. The article will conclude with an analysis of the power of language and dialect, a form of curriculum oppression, in teacher education with the need to fight against such oppression in the development of new teachers from a critical race feminist perspective.
Updated: Dec. 30, 2009
Understanding our Learners and Developing Reflective Practice: Conducting Action Research with English Language Learners
This paper examines the ways in which action research projects can be used to socialize teachers to the teaching of English language learners (ELLs) as well as help these teachers develop reflective practice. The study explored the teachers' statements about the impact of the course work and the projects on their teaching and their beliefs about teaching ELLs.
Updated: Dec. 21, 2009
In this paper, the authors describe a model for systematically improving the mathematics preparation of elementary teachers, one lesson at a time. They begin by identifying a serious obstacle for teacher educators: the absence of mechanisms for developing a shareable knowledge base for teacher preparation. They propose their model as a way to address this challenge. The authors conclude by presenting data indicating that the model is effective in generating and vetting knowledge that helps to improve the mathematics program over time.
Updated: Dec. 01, 2009
This article provides a detailed overview of the current structure and training of early childhood development and education (ECDE) professionals, including pedagogical strategies and curricular guidelines. A cross-section of challenges to training ECDE teachers and recommendations are offered.
Updated: Oct. 27, 2009
It is incumbent on universities to reflect current research on effective teacher preparation and respond to the changing needs of the 21st century. In the spring of 2006, University of Utah set out to restructure its teacher programs.
Updated: May. 27, 2009