Search results for: Program development
Page 1/1 8 items
Teacher-Researcher Development? Unpacking the Understandings and Approaches in Initial Teacher Education in Kosovo
The purpose of this study is to examine student teachers’ and teacher educators’ understandings of and approaches to teacher-researcher development in initial teacher education in Kosovo within the research-based education movement. The study used a qualitative research design. The data were collected through open questionnaires (n = 270 student teachers), interviews (n = 15 teacher educators), and programme content (n = 5) at two initial teacher education institutions in Kosovo. Using Healey and Jenkins’s research curriculum categories as a guiding framework, the study identified four clusters of contradictory understandings and approaches relating to teacher educator practice and programme values and goals, fragmenting the context of teacher-researcher development in Kosovo. In order to build consensus in teacher-researcher development, coordinated efforts are recommended to address the current isolated and differing understandings and practices within the broader context of initial teacher education.
Updated: Dec. 13, 2020
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
Supporting Children’s Mathematical Understanding: Professional Development Focused on Out-of-school Practices
This study describes the Reflection Connection Cycle professional development program. The author chose to develop a program that would help teachers find ways to draw on the knowledge students gained from their out-of-school experiences for the explicit goal of using those understandings to support classroom mathematics learning. The participants were 14 female elementary school teachers. The findings revealed that while initial lessons focused solely on the context of practices, subsequent lessons show a greater concern for the mathematics in which children were engaged within a practice. The author argues that specific support in making connections to informal understanding in lesson design may need to be addressed directly.
Updated: Mar. 19, 2014
Teacher education in Norway is nationally regulated and is currently undergoing extensive changes. The authors outline the various education routes for teachers and some of the ongoing work to improve teacher education. The authors focus on the reform that has come the farthest: initial teacher education for grades 1–7 and grades 5–10. The authors discuss the controversies abound in teacher education, and the relationship between designing programmes that enable the development of skills and also enhance becoming a teacher..
Updated: Jul. 09, 2013
The Collaborative Production of Meaningful Measure(ment)s: Preliminary Insights into a Work in Progress
This paper introduces a tri-national research and development project. The project aims to develop indicators for the cross-sectoral and interdisciplinary educational task ‘education for sustainable development’ (ESD). These indicators are meant to help monitor the implementation of ESD efforts in schools and institutions of higher education. The article focuses on how a variety of stakeholders are included in the process of developing a set of ESD indicators in the course of the project.
Updated: Mar. 12, 2012
In describing state policy environments along several dimensions, the authors examine which types of policies are more or less influential in moving teachers into the types of professional development that research has shown to be most effective for improved teaching and learning. The authors conclude that both state- and school-level policy environments are associated with teachers taking high-quality professional development, but these findings are most pronounced in high-stakes subject areas.
Updated: Nov. 01, 2011
A Few Steps Forward in the Process of Looking Back: Setting Parameters for a Self-study of Administrative and Program Development Work over 18 Years
The current self-study examines one teacher education administrator's program development work over a period of 18 years and in two institutions in the USA. The author argues that the administrator was both the department chairperson and a full faculty member. The findings suggest that there are both a complexity of roles and multiple roles that are influenced by outside forces.
Updated: Feb. 21, 2011
The current article is a re-analysis of three self-studies conducted by three sub-groups of the Active Collaborative Education team. These self-studies were originally presented at the Seventh International Conference on Self-Study of Teacher Education Practices in 2008. Revisiting and retelling these stories for the purpose of this article highlighted surfaced three concepts: territory, the expert as novice, and de-idealization. These concepts then led the authors to identify the three dimensions of territory, knowledge, and values.
Updated: Feb. 21, 2011