Using Blackboard and Skype for Mentoring Beginning Teachers

Science.gov (United States)

Suk Hwang, Young; Vrongistinos, Konstantinos

2012-01-01

The purpose of this article is to examine the nature of the Blackboard and Skype-based electronic mentoring system for beginning teachers. The Quality Teachers for Quality Students project developed an electronic mentoring system between beginning teachers and experienced teachers to support beginning teachers' instructional and classroom…

Antecedents of Norwegian Beginning Teachers' Turnover Intentions

Science.gov (United States)

Tiplic, Dijana; Brandmo, Christian; Elstad, Eyvind

2015-01-01

This study aims at exploring several individual, organizational, and contextual factors that may affect beginning teachers' turnover intentions during their first years of practice. The sample consists of 227 beginning teachers (69% female and 31% male) from 133 schools in Norway. The results show four important antecedents of beginning teachers'…

Music in Beginning Teacher Classrooms: A Mismatch between Policy, Philosophy, and Practice

Science.gov (United States)

Webb, Linda

2016-01-01

This paper identifies a range of positions and perspectives that impacted on New Zealand beginning primary (elementary) generalist teacher's preparedness to teach music in relation to: government policy, curriculum and Graduating Teacher Standards requirements; and teacher educators' and school principals' expectations of them. The complex web of…

Mentoring Beginning Teachers in Primary Schools: Research Review

Science.gov (United States)

Spooner-Lane, Rebecca

2017-01-01

While mentoring programmes have proven to be successful in reducing attrition and improving teaching ability in beginning teachers, there remains a lack of research delineating the key components of effective mentoring programmes in primary education. This integrative research review examines empirical studies conducted since 2000 on the nature…

Designing a Curriculum for Teacher Educators

NARCIS (Netherlands)

Lunenberg, Mieke

2002-01-01

SUMMARY This article describes the experiences of a small group with designing a curriculum for beginning teacher educators in teacher education institutes as well as in schools. Based on the Dutch professional standard for teacher educators, literature study, case studies and discussions with

Designing a Curriculum for Teacher Educators

NARCIS (Netherlands)

Lunenberg, Mieke; Elt, Introduction

2013-01-01

SUMMARY This article describes the experiences of a small group with designing a curriculum for beginning teacher educators in teacher education institutes as well as in schools. Based on the Dutch professional standard for teacher educators, literature study, case studies and discussions with

The Effect of a Collaborative Mentoring Program on Beginning Science Teachers' Inquiry-based Teaching Practice

Science.gov (United States)

Nam, Jeonghee; Seung, Eulsun; Go, MunSuk

2013-03-01

This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants were three beginning science teachers and three mentors at the middle school level (7-9th grades) in an urban area of South Korea. For each beginning teacher, five lessons were evaluated in terms of lesson design/implementation, procedural knowledge, and classroom culture by using the Reformed Teaching Observation Protocol. Five aspects of the beginning teachers' reflections were identified. This study showed that a collaborative mentoring program focusing on inquiry-based science teaching encouraged the beginning teachers to reflect on their own perceptions and teaching practice in terms of inquiry-based science teaching, which led to changes in their teaching practice. This study also highlighted the importance of collaborative interactions between the mentors and the beginning teachers during the mentoring process.

The Role of Genre in Reflective Practice: Tracing the Development of a Beginning Teacher's Journaling Practice

Science.gov (United States)

Hallman, Heidi; Adam, Amy Rousselo

2013-01-01

In this article, a teacher educator and a first-year teacher identify the role that genre, in a rhetorical sense, plays in reflective practice. As reflection in teacher education has been criticized for its potential to reinforce prior attitudes and dispositions within pre-service and beginning teachers, we see how meta-knowledge of genre is…

Sense of Efficacy among Beginning Teachers in Sarawak

Science.gov (United States)

Murshidi, Rahmah; Konting, Mohd Majid; Elias, Habibah; Fooi, Foo Say

2006-01-01

This study examined the level of teachers' sense of efficacy among beginning teachers in Sarawak, Malaysia. It also sought to investigate whether there is any difference in beginning teachers' sense of efficacy in relation to gender, race and types of teacher preparation program. The study was conducted by using the teacher sense of efficacy…

Changing concerns of beginning Dutch university teachers

NARCIS (Netherlands)

van den Bos, Paul

2017-01-01

Purpose: The purpose of this paper is to address the concerns of beginning university teachers about learning to teach in the context of an induction programme. Design/methodology/approach: The author asked 162 beginning teachers at Dutch universities of applied sciences to express their concerns

Induction and mentoring – counselling to sustain beginning teacher in a lifelong professional career

DEFF Research Database (Denmark)

Frederiksen, Lisbeth Angela Lunde; Mølgaard, Dorthe Busk; Andersen, Bente Kjeldbjerg

2016-01-01

We present a review-study. Our aim is to analyse the literature pertaining to induction programs and mentoring for beginning teachers. Research question: What are the documented influences of induction programs and mentoring in sustaining beginning teachers in a lifelong professional career...... development? The review is part of a Danish research project named ”Induction programs and mentoring” carried out by Research Centre VIA Profession and Education in collaboration with The Danish Union Of Teachers. The results of the project will provide part of the basis which a Danish model of induction can...

A Collaborative Approach to Planning the Induction Process for Beginning Vocational Teachers.

Science.gov (United States)

Camp, William G.; Heath, Betty

An effective induction assistance program is necessary to prepare beginning vocational education teachers. A structured approach should be based on research, educational theory, experience, and the best thinking that can be found. To be successful, an induction assistance program must be a collaborative effort, accepted and supported by local…

Micropolitical Staffroom Stories: Beginning Health and Physical Education Teachers' Experiences of the Staffroom

Science.gov (United States)

Christensen, Erin

2013-01-01

Within the burgeoning literature concerning beginning teacher transition, professional development and learning several studies have unpacked the micropolitical context of the school. However, little is known about the micropolitical context of the staffroom, the place in which teachers spend the majority of their non-teaching school time. This…

Exploring Beginning Teachers' Attrition in the Netherlands

Science.gov (United States)

den Brok, Perry; Wubbels, Theo; van Tartwijk, Jan

2017-01-01

Based on a review of recent studies and reports, this research investigates attrition among beginning teachers in the Netherlands as well as reasons for teacher attrition, and compares the finding with studies on this topic conducted elsewhere in the world. The findings suggest that attrition among beginning teachers in the Netherlands with a…

AN INVESTIGATION OF SUPPORT MEASURES FOR BEGINNING TEACHERS IN EU COUNTRIES AND TURKEY

Directory of Open Access Journals (Sweden)

Hilal Büyükgöze

2015-10-01

Full Text Available This paper investigates the support measures for beginning teachers, and elaborates on mentoring practices in European primary and secondary education institutions, and finally discusses induction practices in Turkey comparatively. The main findings of the research as follows: the common qualification for entry to teaching profession across Europe is a bachelor’s degree which generally last between four and five years, however initial teacher education is usually not sufficient for new teachers as they may experience and encounter problems about teaching, assessing and managing the students. Therefore, in almost more than the half of the European countries a structured induction program is carried out or other support measures are provided for new teachers. Few countries do not organize these programs at national level but at the local level or in schools. The structured induction programs are considered as a compulsory phase ending with a kind of overall assessment in most countries, whereas in some of them it is optional. These induction programs last from several months to 2 years, but the widespread length is about one year. The types of support measures for beginning teachers have been found to be differed across Europe, and mentoring is the most common form among these measures. The implications for educational organizations and teaching is discussed further

Beginning Blueprint: Electronic Exhibits for a Teacher Education Accreditation Council Academic Audit

Science.gov (United States)

Koonce, Glenn L.; Hoskins, Joan J.; Goldman, Katie D.

2012-01-01

This study illustrates the development, usability, and advantages of an electronic exhibit for the TEAC (Teacher Education Accreditation Council) academic audit from the perspective of program education faculty. The examination of the successful utilization of electronic exhibits for teacher licensure and educational leadership program IBs…

Memories of a Fledgling Teacher: A Beginning Teacher's Autobiography

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Fottland, Helg

2004-01-01

By evoking the concept of memory pictures, the author recalls her early years as a teacher. Rather than calling herself a beginning teacher, she characterizes herself as a fledgling teacher to capture the insecurity associated with the first years of teaching. This experience is narrated through five memory pictures: (1) the new school's many…

Toward (Whose) Morality in Teacher Education?

Science.gov (United States)

Milner, H. Richard; Delale-O'Connor, Lori

2016-01-01

Richard Milner, and Lori Delale-O'Connor offer their remarks on Daniel Lapsley & Ryan Woodbury's commentary (available in this v38 n3 2016 issue of "Action in Teacher Education") entitled "Moral Character Development for Teacher Education." They begin the conversation by commenting that Lapsley and Woodbury raise some…

Advice and Reflections for a University Teacher Beginning an Academic Career

Science.gov (United States)

Hay, Iain; Bartlett-Trafford, Julie; Chang, T. C.; Kneale, Pauline; Szili, Gerti

2013-01-01

Although graduate programs typically prepare university students well for research activity, many have been less successful in educating for other aspects of academic careers. This article discusses Iain Hay's "Letter to a New University Teacher," which has been used internationally to help new lecturers beginning their career.…

Challenge Beginning Teacher Beliefs

Science.gov (United States)

Lannin, John K.; Chval, Kathryn B.

2013-01-01

As beginning teachers start to recognize the complexity of teaching mathematics in elementary school classrooms and how their new vision for teaching mathematics creates new challenges, they experience discomfort--a healthy awareness that much is to be learned. Brousseau (1997) notes that changes in the roles that are implicitly assigned to the…

Reflective Methodology: The Beginning Teacher

Science.gov (United States)

Templeton, Ronald K.; Siefert, Thomas E.

1970-01-01

Offers a variety of specific techniques which will help the beginning teacher to implement reflective methodology and create an inquiry-centered classroom atmosphere, at the same time meeting the many more pressing demands of first-year teaching. (JES)

Beginning Teachers' Job Satisfaction: The Impact of School-Based Factors

Science.gov (United States)

Lam, Bick-har; Yan, Hoi-fai

2011-01-01

Using a longitudinal design, the job satisfaction and career development of beginning teachers are explored in the present study. Beginning teachers were initially interviewed after graduation from the teacher training programme and then after gaining a two-year teaching experience. The results are presented in a fourfold typology in which the…

The Impact of the Social Norms of Education on Beginning Science Teachers' Understanding of NOS During their First Three Years in the Classroom

Science.gov (United States)

Firestone, Jonah B.

An understanding of the Nature of Science (NOS) remains a fundamental goal of science education in the Unites States. A developed understanding of NOS provides a framework in which to situate science knowledge. Secondary science teachers play a critical role in providing students with an introduction to understanding NOS. Unfortunately, due to the high turnover rates of secondary science teachers in the United States, this critical role is often filled by relatively novice teachers. These beginning secondary science teachers make instructional decisions regarding science that are drawn from their emerging knowledge base, including a tentative understanding of NOS. This tentative knowledge can be affected by environment and culture of the classroom, school, and district in which beginning teachers find themselves. When examining NOS among preservice and beginning teachers the background and demographics of the teachers are often ignored. These teachers are treated as a homogenous block in terms of their initial understanding of NOS. This oversight potentially ignores interactions that may happen over time as teachers cross the border from college students, preservice teachers, and scientists into the classroom environment. Through Symbolic Interactionism we can explain how teachers change in order to adapt to their new surroundings and how this adaptation may be detrimental to their understanding of NOS and ultimately to their practice. 63 teachers drawn from a larger National Science Foundation (NSF) funded study were interviewed about their understanding of NOS over three years. Several demographic factors including college major, preservice program, number of History and Philosophy of Science classes, and highest academic degree achieve were shown to have an affect on the understanding of NOS over time. In addition, over time, the teachers tended to 'converge' in their understanding of NOS regardless of preservice experiences or induction support. Both the affect

Longitudinal effects of induction on teaching skills and attrition rates of beginning teacher

NARCIS (Netherlands)

Helms-Lorenz, Michelle; van de Grift, Wim; Maulana, Ridwan

The teaching profession faces a shortage as well as a decline of teaching skills. A possible way to mitigate this is to implement evidence-based induction arrangements. Seventy-one schools with 338 beginning secondary education teachers were randomly allocated to an experimental or a control group.

The Education of Japanese Teachers: Lessons for the United States?

Science.gov (United States)

Hawley, Willis D.

This descriptive depiction of teacher education in Japan begins with a profile of Japanese teachers, their characteristics, salary scale, and the kinds of classrooms and schools they work in. A description of the conventional pattern of teacher education in Japan is organized in its sequential order: preservice education, induction, inservice…

Making Better Multicultural and Social Justice Teacher Educators: A Qualitative Analysis of the Professional Learning and Support Needs of Multicultural Teacher Education Faculty

Science.gov (United States)

Gorski, Paul C.

2016-01-01

Despite the growing body of scholarship on the multicultural dispositions and learning needs of teacher education students, little scholarly attention has been paid to those of multicultural teacher educators: the people responsible for cultivating multiculturally minded teachers. In order to begin filling that gap, using a grounded theory…

School Culture's Influence on Beginning Agriculture Teachers' Job Satisfaction and Teacher Self-Efficacy

Science.gov (United States)

Hasselquist, Laura; Herndon, Kevin; Kitchel, Tracy

2017-01-01

This study explored first and second year agriculture teachers' job satisfaction and teacher selfefficacy through their perceived levels of school culture support. Prior research indicated one possible contributor to poor teacher retention is a lack of belonging teachers feel to their schools. Data were collected from beginning teachers in three…

Bonding Ideas About Inquiry: Exploring Knowledge and Practices of Metacognition in Beginning Secondary Science Teachers

Science.gov (United States)

Rivero Arias, Ana Margarita

Metacognition, identified generally as "thinking about thinking", plays a fundamental role in science education. It enhances the understanding of science as a way to generate new knowledge using scientific concepts and practices. Moreover, metacognition supports the development of students' life-long problem solving, collaboration, and critical thinking skills. When teachers use metacognition with intention, it can promote students' agency and responsibility for their own learning. However, despite all of its benefits, metacognition is rarely seen in secondary science classrooms. Thus, it is important to understand what beginning teachers know and how they use metacognition during their first years in order to find ways to prepare and support them in incorporating metacognitive practices into their science teaching. The purpose of this multimethod study was to describe the metacognitive knowledge and experiences of beginning science teachers. For the quantitative research strand, I surveyed 36 secondary science teachers about their awareness of metacognition and used classroom observations coded from a larger research study to identify how often teachers were using metacognition to teach science. For the qualitative strand, I interviewed 15 participants about their knowledge and experiences of metacognition (including reflective practices) and spent two weeks observing two of the teachers who described exemplary metacognitive teaching practices. I found that participants had a solid awareness of metacognition, but considered the term complicated to enact, difficult for students, and less important to focus on during their first years of teaching than other elements such as content. Additionally, teaching experience seemed to have an effect on teachers' knowledge and experiences of metacognition. However, participants who were using metacognitive practices had recognized their importance since the beginning of their teaching. Reflective practices can help improve

Emotions and Casual Teachers: Implications of the Precariat for Initial Teacher Education

Science.gov (United States)

Jenkins, Kathryn A.; Charteris, Jennifer; Bannister-Tyrrell, Michelle; Jones, Marguerite

2017-01-01

It is the norm for the casual teaching precariat to experience insecure labour conditions requiring an additional skill set to teachers with stable employment. As more beginning teachers than ever before commence work in casual employment--often a tenuous and unsupported transition into the profession--it is beholden on teacher educators to…

Educational Quality in Music Teacher Education: A Modern Project within a Condition of Late Modernity?

Science.gov (United States)

Johansen, Geir

2008-01-01

Educational quality is a central issue in higher education and music teacher education. In this article, the author discusses problems concerning the development of and research into quality in music teacher education in Western societies' contemporary socio-cultural dynamics. He begins with a presentation of the concept of educational quality,…

Beginning Teachers' Perception of Their Induction into the Teaching Profession

Science.gov (United States)

Kidd, Lynda; Brown, Natalie; Fitzallen, Noleine

2015-01-01

Beginning teachers' induction into the teaching profession needs to be personally and professionally fulfilling, which is often not the case. The main objective of this mixed method study was to gain a deeper understanding of beginning teachers' experiences and the perceptions of their induction into the teaching profession and the support they…

Examining the Training Process of a New Teacher Educator in the Field of the Education of the Hearing Impaired

Science.gov (United States)

Gurgur, Hasan

2012-01-01

Training of beginning teacher educators has become a popular topic in the literature. This study aimed to investigate the training procedures of a new teacher educator who would be working in the division of the hearing impaired. The study was designed as action research and a new teacher educator, an experienced teacher educator and an academic…

ICT in Teacher Education at the University of Lisbon

OpenAIRE

Hammer, Gerd

2010-01-01

New digital technologies in a global society are a new challenge for teachers and the teaching-process. To educate media-competent students, teachers have to possess at least basic competencies in ICT. In 2002 the department for teacher education at Lisbon University decided to introduce a new course for the training of future teachers – ICT. This article describes, in three steps, ICT at Lisbon University: beginning with the plan to create a new generation of teachers in a student-focuse...

Determining the Critical Skills Beginning Agriculture Teachers Need to Successfully Teach Welding

Science.gov (United States)

Pate, Michael L.; Warnick, Brian K.; Meyers, Tiffany

2012-01-01

Using the Delphi technique, agriculture teachers with significant experience teaching welding were asked to help determine the critical skills beginning agriculture teachers need to successfully teach welding. The study's objectives sought to (1) identify the knowledge and technical skill competencies that beginning agriculture teachers need to…

Beginning a Journey with Music Education: Voices from Pre-Service Primary Teachers

Science.gov (United States)

Kenny, Ailbhe

2017-01-01

This study examines pre-service primary teachers' first engagement with music education at university level in the Republic of Ireland. Data from focus group interviews and coursework present voices from the students in prolematising their learning journeys with music education. These qualitative research methods are used to investigate student…

The role of proletarianization in physical education teacher attrition.

Science.gov (United States)

Macdonald, D

1995-06-01

As the quality of education provisions continues to come under scrutiny, so too have the conditions for teachers' work. The purpose of this study was to ascertain what were the dissatisfactions for beginning physical education teachers in Australian schools. Qualitative data were collected using interviews, journals, photographs, and field notes. Data yielded five main categories underpinning teacher dissatisfaction: (a) lack of status, (b) repetitive nature of physical education work, (c) limited decision making, (d) personal and professional surveillance, and (e) unprofessional staffroom culture. The construct of proletarianization was employed to explain the patterns that shape teachers' occupational socialization and underpin teachers' decisions to leave the profession.

The Learning Needs of Beginning Teachers in the United Arab Emirates

Science.gov (United States)

Ibrahim, Ali S.

2012-01-01

Beginning teachers have legitimate learning needs that cannot be grasped in advance or outside the school context. These needs are documented in Western literature, but the skills required by beginning teachers in the United Arab Emirates (UAE) have not been investigated. The present study responds to this research gap. Data were collected through…

Teacher Leaders in Research Based Science Education

Science.gov (United States)

Rector, T. A.; Jacoby, S. H.; Lockwood, J. F.; McCarthy, D. W.

2001-12-01

NOAO facilities will be used in support of ``Teacher Leaders in Research Based Science Education" (TLRBSE), a new Teacher Retention and Renewal program that will be funded through the National Science Foundation's Directorate for Education and Human Resources. The goal of TLRBSE is to provide professional development for secondary teachers of mathematics and science in an effort to support novice teachers beginning their careers as well as to motivate and retain experienced teachers. Within the context of astronomy, TLRBSE will develop master teachers who will mentor a second tier of novice teachers in the exemplary method of research-based science education, a proven effective teaching method which models the process of inquiry and exploration used by scientists. Participants will be trained through a combination of in-residence workshops at Kitt Peak National Observatory and the National Solar Observatory, a distance-learning program during the academic year, interaction at professional meetings and mentor support from teacher leaders and professional astronomers. A total of 360 teachers will participate in the program over five years.

The Influence of the Pedagogical Content Knowledge Theoretical Framework on Research on Preservice Teacher Education

Science.gov (United States)

Mecoli, Storey

2013-01-01

Pedagogical Content Knowledge, Lee S. Shulman's theoretical framework, has had a substantial influence on research in preservice teacher education, and consequently, schools of education. This review builds from Grossman's case studies that concluded that beginning teachers provided with excellent teacher education developed more substantial PCK…

A Model for Online Support in Classroom Management: Perceptions of Beginning Teachers

Science.gov (United States)

Baker, Credence; Gentry, James; Larmer, William

2016-01-01

Classroom management is a challenge for beginning teachers. To address this challenge, a model to provide support for beginning teachers was developed, consisting of a one-day workshop on classroom management, followed with online support extending over eight weeks. Specific classroom management strategies included (a) developing a foundation…

Reform of teacher education and teacher educator competences

DEFF Research Database (Denmark)

Rasmussen, Jens

Despite it is well known known and recognized that teacher educators’ competences play a decisive role for the education of new teachers and also for the quality of the profession as such very little research is conducted on the competences of teacher educators and their training. It is also...... an established fact that the implementation of teacher education reforms to a large extent stands and falls with the competences of the teacher educators. Not least it is of importance that teacher educators possess the kind of competences that are needed to meet the intentions of a reform. Failing teacher...... educator competences might just as well be an explanation for frequent reforms in teacher education as it can be failure of the reforms themselves. Danish teacher education was in 2012 reformed for the third time in only fifteen years, but teacher educator competences were not mapped at all during...

The Art of Teaching Reading: A Study of Teachers' Perceptions of Their Teacher Education Reading Course

Science.gov (United States)

Lebsock, Rene Mendel

2016-01-01

This qualitative study examined the influence of a teacher education reading course on teachers' actual classroom reading instruction. The research included a pilot study, followed by a full study consisting of a demographic survey and four focus groups. Fifteen teachers, 9 beginning (1 to 3 years of experience), and 6 seasoned (4 to 8 years of…

Tensions between Teaching Sexuality Education and Neoliberal Policy Reform in Quebec's Professional Competencies for Beginning Teachers

Science.gov (United States)

Parker, Dan; McGray. Robert

2015-01-01

This research draws into question the effects that neoliberal policy reforms--with an emphasis on individual and measurable "competencies"--has on new teachers teaching sexuality education in Quebec. While we examine professional competencies that teachers can use to define their mandate for teaching sexuality education as a beginning…

Supporting One Another as Beginning Teacher Educators: Forging an Online Community of Critical Inquiry into Practice

Science.gov (United States)

Ramirez, Laurie A.; Allison-Roan, Valerie A.; Peterson, Sandra; Elliott-Johns, Susan E.

2012-01-01

Four novice teacher educators working at different universities in the USA and Canada used online journaling and dialoguing combined with feedback from their students to explore their practice and new roles as teacher educators in new contexts. Their priorities included modeling critical reflection and enacting democratic practices. They chronicle…

A Design for Competency-Based Education of Typewriting Teachers

Science.gov (United States)

Soskis, Mosetta S.

1976-01-01

The research of Hebert, with regard to the competencies that teachers of beginning typewriting should have, is translated into a format thought to be useful to the teacher educator. A list of performance goals and objectives that might be used in typewriting methods program is included. (Author/HD)

Assessing Minimum Competencies of Beginning Teachers: Instrumentation, Measurement Issues, Legal Concerns.

Science.gov (United States)

Ellett, Chad D.

An overview is presented of a performance-based assessment system, Teacher Performance Assessment Instruments (TPAI), developed by the Teacher Assessment Project at the University of Georgia to measure competencies of beginning teachers for initial professional certification. To clearly separate the preparation and certification functions within…

Attitudes of Preschool and Primary School Pre-Service Teachers towards Inclusive Education

Science.gov (United States)

Kraska, Jake; Boyle, Christopher

2014-01-01

Teachers' attitudes towards inclusion are important as they have the primary responsibility of implementing inclusive education. Attitudes at the beginning of teaching careers are likely to predict future attitudes. Some studies show a drop in attitudes after leaving university education. Using the Teachers' Attitudes Towards Inclusion (Amended)…

Examining Beginning Teachers' Perceptions of Workplace Support

Science.gov (United States)

Fox, Alison; Deaney, Rosemary; Wilson, Elaine

2010-01-01

Purpose: This paper, taking a participatory perspective of learning, seeks to look at the interaction between individuals and their workplace, focusing on the perceptions of workplaces and self by beginning teachers in terms of support for their learning. Design/methodology/approach: The study presents an analysis of 37 interviews from 17…

Deconstructing Content Knowledge: Coping Strategies and Their Underlying Influencers for Beginning Agriculture Teachers

Science.gov (United States)

Rice, Amber H.; Kitchel, Tracy

2016-01-01

The purpose of this grounded theory qualitative study was to explore how beginning agriculture teachers break down content knowledge for student understanding. The overarching theme that emerged during data collection and analysis was beginning teachers' self-perceived content knowledge deficiency in various subjects within agriculture. This…

Beginning teachers' self-efficacy and stress and the supposed effects of induction arrangements

NARCIS (Netherlands)

Helms-Lorenz, Michelle; Slof, Bert; Vermue, Carlien E.; Canrinus, Esther. T.

2012-01-01

Induction arrangements are implemented in schools all over the world to support beginning teachers (BTs) (novices) in gradually growing into their profession. The aim of this study is to gain more insight into two key psychological processes involved in the work of a qualified beginning teacher,

The Development of Teacher Perspectives: Social Strategies and Institutional Control in the Socialization of Beginning Teachers.

Science.gov (United States)

Zeichner, Kenneth M.; Tabachnick, B. Robert

1985-01-01

The findings from a two-year longitudinal study of the development of teaching perspectives by four beginning teachers are reviewed. Individual responses of these teachers to the environment in which they worked and the extent to which these teachers abandoned or maintained perspectives they began with are examined. (Author/DF)

The sustainability of a teacher professional development programme for beginning urban teachers

NARCIS (Netherlands)

Gaikhorst, L.; Beishuizen, J.J.J.; Zijlstra, B.J.H.; Volman, M.L.L.

2017-01-01

This study investigated the long-term effects of a professional development intervention for beginning urban teachers and explored which characteristics and activities in school organisations contributed to the sustainability of these effects. A quasi-experimental study (n = 72) investigated whether

Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers

Science.gov (United States)

Caleon, Imelda S.; Tan, Yuen Sze Michelle; Cho, Young Hoan

2018-02-01

This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic abilities. The topic of electricity is one of the most difficult physics topics for students to understand and for teachers to teach. It was found that the experienced teachers, compared to the beginning teachers, tended to have beliefs about teaching and learning physics that are closer to constructivist views. The majority of the teachers, particularly the beginning teachers, espoused beliefs about learning physics that were incongruent with their beliefs about teaching physics. Although transmission-oriented and teacher-directed practices dominated the classroom lessons of both groups of teachers, more elements of constructivist instruction were found in the classroom lessons of the experienced teachers. It was also found that the classroom practices of the teachers, especially those in their inductive years of teaching, were more aligned with their beliefs about learning physics than their beliefs about teaching physics.

Collaborative Lesson Planning as Professional Development for Beginning Primary Teachers

Science.gov (United States)

Bauml, Michelle

2014-01-01

This qualitative case study describes how one beginning primary grade teacher benefited from collaborative lesson-planning meetings with her grade-level colleagues. The teacher accumulated knowledge of curriculum, pedagogy, and professional contexts as she participated in planning meetings each week during her first year of teaching. Furthermore,…

Beginning Teachers' Self-Efficacy and Stress and the Supposed Effects of Induction Arrangements

Science.gov (United States)

Helms-Lorenz, Michelle; Slof, Bert; Vermue, Carlien E.; Canrinus, Esther T.

2012-01-01

Induction arrangements are implemented in schools all over the world to support beginning teachers (BTs) (novices) in gradually growing into their profession. The aim of this study is to gain more insight into two key psychological processes involved in the work of a qualified beginning teacher, namely perceived stress and self-efficacy. This…

When Nature of Science Meets Marxism: Aspects of Nature of Science Taught by Chinese Science Teacher Educators to Prospective Science Teachers

Science.gov (United States)

Wan, Zhi Hong; Wong, Siu Ling; Zhan, Ying

2013-01-01

Nature of science (NOS) is beginning to find its place in the science education in China. In a study which investigated Chinese science teacher educators' conceptions of teaching NOS to prospective science teachers through semi-structured interviews, five key dimensions emerged from the data. This paper focuses on the dimension, "NOS content…

The Influence of Time Management Practices on Job Stress Level among Beginning Secondary Agriculture Teachers

Science.gov (United States)

Lambert, Misty D.; Torres, Robert M.; Tummons, John D.

2012-01-01

Monitoring the stress of teachers continues to be important--particularly stress levels of beginning agriculture teachers. The study sought to describe the relationship between beginning teachers' perceived ability to manage their time and their level of stress. The Time Management Practices Inventory and the Job Stress Survey were used to measure…

Listen-Identify-Brainstorm-Reality-Test-Encourage (LIBRE) Problem-Solving Model: Addressing Special Education Teacher Attrition through a Cognitive-Behavioral Approach to Teacher Induction

Science.gov (United States)

Guerra, Norma S.; Hernandez, Art; Hector, Alison M.; Crosby, Shane

2015-01-01

Special education teacher attrition rates continue to challenge the profession. A cognitive-behavioral problem-solving approach was used to examine three alternative certification program special education teachers' professional development through a series of 41 interviews conducted over a 2-year period. Beginning when they were novice special…

Does one size fit all? A study of beginning science and mathematics teacher induction

Science.gov (United States)

Kralik, Jeffrey M.

Over the past few years, many induction programs have been implemented across the country, primarily designed to limit the amount beginning teacher attrition. Few of these programs have focused on improving teacher quality or identifying the specific needs of individual teachers. Research suggests that beginning science and mathematics teachers have specific needs that are not being met by current induction models, possibly resulting in higher rates of attrition. Harry and Janet Knowles created the Knowles Science Teaching Foundation (KSTF) to identify and support young scientists and mathematicians as they dedicate their lives to teaching young people. Through financial, curricular, and emotional support, KSTF encourages new teachers to remain in teaching and become leaders in their schools and districts. This dissertation is a sequential explanatory study, which first establishes national estimates for beginning teacher attrition rates and the reasons for the migration based on subject area taught, with an emphasis on mathematics and science teachers. This study then evaluates the KSTF model through multiple methods---analysis of KSTF survey data and interviews with KSTF participants and stakeholders.

Stories from the Classroom: The Developing Beliefs and Practices of Beginning Primary Mathematics Teachers

Science.gov (United States)

Brady, Kathy

2012-01-01

This study examines the developing beliefs and practices of six beginning primary teachers. Their accounts reveal practices indicative of contemporary approaches to teaching and learning in mathematics. Additionally, a consistency appears to exist between the beliefs and practices of the beginning teachers, and the ideals for mathematics teaching…

Chilean Teachers Begin Exchange Program Visit in Magdalena

Science.gov (United States)

2007-01-01

Two teachers from the town of San Pedro de Atacama, in the northern desert of the South American nation of Chile, arrive in Magdalena, New Mexico, Sunday, January 28, for a two-week visit that is part of a Sister Cities program sponsored by Associated Universities, Inc. (AUI), the nonprofit research corporation that operates the National Radio Astronomy Observatory (NRAO). They will be accompanied by their town's mayor. Myriam Nancy Rivera Mercado, Head of the high school in San Pedro, Gabriela Fernanda Rodriguez Moraleda, a tourism teacher there, and San Pedro Mayor Sandra Berna Martinez will begin a visit that includes classroom observations in the Magdalena schools, a reception hosted by the Magdalena Village Council, and a Mayor's Breakfast with Magdalena Mayor Jim Wolfe. They also will meet local residents, tour the Bosque del Apache National Wildlife Refuge with a second-grade class, visit an area ranch, tour the Very Large Array (VLA) radio telescope, and see Socorro's Community Arts Party. "These teachers will learn much about New Mexico, the United States, and our educational system, and will take this new knowledge back to their students and their community," said NRAO Education Officer Robyn Harrison. The visit is part of a Sister Cities program initiated and funded by AUI, which operates the NRAO for the U.S. National Science Foundation. Radio astronomy is a common link between San Pedro de Atacama and Magdalena. San Pedro is near the site of the Atacama Large Millimeter/submillimeter Array (ALMA), an international telescope project now under construction with funding by major partners in North America, Europe, and Japan. Magdalena is near the site of NRAO's VLA radio telescope. In Magdalena, the Village Council and Mayor Wolfe formalized their participation in the Sister Cities program last September, and San Pedro ratified the program in December. In San Pedro, the ceremony ratifying the agreement was attended by U.S. Ambassador to Chile Craig K

The Importance of the Beginning Teachers' Psychological Contract: A Pathway toward Flourishing in Schools

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Dollansky, Tracy D.

2014-01-01

Beginning teachers enter the profession with notions about what their school organization will provide for them and what they will give their organization, in exchange. Psychological contracts, as defined by Schein exist between beginning teachers and their organization. I contend, with the use of a conceptual framework, that if the implicit terms…

Effect of Leadership Experience on Agricultural Education Student Teacher Self-Efficacy in Classroom Management

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Wolf, Kattlyn J.; Foster, Daniel D.; Birkenholz, Robert J.

2009-01-01

Beginning agriculture teachers often cite classroom management as the most important problem they face in their careers. The purpose of this study was to assess the effect of leadership experience on self-perceived teacher efficacy among agricultural education student teachers. The three dimensions of teacher efficacy addressed in this study…

The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

Science.gov (United States)

Katz, Phyllis; McGinnis, J. Randy; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

2013-01-01

In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews,…

For Effective Use of Multimedia in Education, Teachers Must Develop Their Own Educational Multimedia Applications

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Babiker, Mohd. Elmagzoub A.

2015-01-01

This paper makes the strong claim that for multimedia to have any significant effect on education, the educational multimedia applications must be designed by the teachers of those classes. The arguments supporting this claim are presented in the headlines: curriculum, software, hardware and evaluation. The paper begins with an introduction which…

Beginning Teachers as Policy Workers in Malaysia and New Zealand

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Anderson, Vivienne Ruth; Young, Sharon; Blanch, Keely; Smith, Lee

2015-01-01

In 2007, the Malaysia government initiated twinned primary teacher education arrangements with five Southern Hemisphere higher education institutions (HEIs). Participating students completed their teacher education in both Malaysia and a partner HEI. In this paper, we consider the preliminary findings of a comparative study tracking the beginning…

Teacher Educators' Views on Inclusive Education and Teacher Preparation in Ghana

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Nketsia, William; Saloviita, Timo; Gyimah, Emmanuel Kofi

2016-01-01

The crucial role of initial teacher education programmes and teacher educators in preparing effective inclusive practitioners has been universally acknowledged. This study explored the attitudes of 125 teacher educators from four colleges of education towards inclusive education, their views and concerns about teacher preparation and the…

Becoming a Teacher Educator: A Self-Study of the Use of Inquiry in a Mathematics Methods Course

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Marin, Katherine Ariemma

2014-01-01

This article details the self-study of a beginning teacher educator in her first experience in teaching a mathematics methods course. The transition from teacher to teacher educator is explored through the experience of a course focused on inquiry. Inquiry is embedded within the course from two perspectives: mathematical inquiry and teaching as…

An alternative approach for teacher education framed by a collaborative partnership setting

DEFF Research Database (Denmark)

Pontoppidan, Birgitte Schou

The study presents an alternative didactical approach to teacher education linking practice and theory through a collaborative partnership setting. Using a ―small scale teaching design in which students alternate between schools and college it was possible to show someevidence that, by following...... this approach, first year student teachers in a science & technology class developed teacher knowledge (as aspects of PCK). The study identifies an example using Co-Re and PaPeR as a Resource Folio to show where evidence of developing teacher knowledge is seen. This didactical approach turns the traditional...... teacher education on its head and begins with a focus on practice so students alternate between school–based and college–based teaching in a cyclical fashion, and are encouraged to link theory with practice. This kind of college teaching demands a new teacher educational paradigm for which collaboration...

AN ALTERNATIVE APPROACH FOR TEACHER EDUCATION COURSES FRAMED BY A COLLABORATE PARTNERSHIP

DEFF Research Database (Denmark)

Pontoppidan, Birgitte

2010-01-01

The study presents an alternative didactical approach to teacher education linking practice and theory through a collaborative partnership setting. Using a “small scale” teaching design in which students alternate between schools and college it was possible to show some evidence that, by following...... this approach, first year student teachers in a science & technology class developed teacher knowledge (as aspects of PCK). The study identifies an example using Co-Re and PaPeR as a Resource Folio to show where evidence of developing teacher knowledge is seen. This didactical approach turns the traditional...... teacher education on its head and begins with a focus on practice so students alternate between school–based and college–based teaching in a cyclical fashion, and are encouraged to link theory with practice. This kind of college teaching demands a new teacher educational paradigm for which collaboration...

The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

Science.gov (United States)

Katz, Phyllis; Randy McGinnis, J.; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

2013-12-01

In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews, electronic communications, and drawing prompts. We found that our two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning-qualities that are emphasized in ISE contexts. The data support our conclusion that the ISE experiences proved especially memorable to teacher education interns during the implementation of the No Child Left Behind policy which concentrated on school-tested subjects other than science.

Sustaining Physics Teacher Education Coalition programs in physics teacher education

Directory of Open Access Journals (Sweden)

Rachel E. Scherr

2017-02-01

Full Text Available Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC, led by the American Physical Society (APS and the American Association of Physics Teachers (AAPT, has supported transformation of physics teacher preparation programs at a number of institutions around the country for over a decade. In 2012–2013, PhysTEC supported an independent study on the sustainability of its sites after project funding ends. The study sought to measure the extent to which programs have been sustained and to identify what features should be prioritized for building sustainable physics teacher preparation programs. Most of the studied sites have sustained increases in the number of physics teachers educated per year as well as funding for physics teacher preparation. About half of the programs are thriving, in that in the post-award period, they have further increased both the number of physics teachers educated per year and funding for physics teacher preparation. All studied sites that sustained increases in the number of physics teachers educated per year have two features in common: a champion of physics teacher education and institutional commitment. The thriving physics teacher preparation programs in this study implemented different elements of physics teacher preparation according to diverse local priorities and opportunities, including the unique expertise of local personnel.

Exploring the Impact of Prior Experiences in Non-Formal Education on My Pedagogy of Teacher Education

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Bullock, Shawn Michael

2014-01-01

The purpose of this article is to use self-study methodology to analyze critically the impact of 30 years of non-formal education on my development as a teacher educator. I begin within a particular conception of self-study research and make a case for situating martial arts as non-formal education. The data for this article are presented as a…

Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands

OpenAIRE

Harmsen, R; Helms-Lorenz, M.; Maulana, R; van Veen, K; van Veldhoven, M.J.P.M.

2018-01-01

The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the beginning teachers (BTs) context was investigated using a sample of 356 beginning teachers from 52 different secondary school locations in the Netherlands. Confirmatory Factor Analyses, Principal Compone...

Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands.

OpenAIRE

Harmsen, Ruth; Helms-Lorenz, Michelle; Maulana, Ridwan; van Veen, Klaas; van Veldhoven, M.J.P.M.

2018-01-01

The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the beginning teachers (BTs) context was investigated using a sample of 356 beginning teachers from 52 different secondary school locations in the Netherlands. Confirmatory Factor Analyses, Principal Compone...

Beginning science teachers' strategies for communicating with families

Science.gov (United States)

Bloom, Nena E.

Science learning occurs in both formal and informal spaces. Families are critical for developing student learning and interest in science because they provide important sources of knowledge, support and motivation. Bidirectional communication between teachers and families can be used to build relationships between homes and schools, leverage family knowledge of and support for learners, and create successful environments for science learning that will support both teaching and student learning. To identify the communication strategies of beginning science teachers, who are still developing their teaching practices, a multiple case study was conducted with seven first year secondary science teachers. The methods these teachers used to communicate with families, the information that was communicated and shared, and factors that shaped these teachers' continued development of communication strategies were examined. Demographic data, interview data, observations and documentation of communication through logs and artifacts were collected for this study. Results indicated that the methods teachers had access to and used for communication impacted the frequency and efficacy of their communication. Teachers and families communicated about a number of important topics, but some topics that could improve learning experiences and science futures for their students were rarely discussed, such as advancement in science, student learning in science and family knowledge. Findings showed that these early career teachers were continuing to learn about their communities and to develop their communication strategies with families. Teachers' familiarity with their school community, opportunities to practice strategies during preservice preparation and student teaching, their teaching environment, school policies, and learning from families and students in their school culture continued to shape and influence their views and communication strategies. Findings and implications for

Can a Competence or Standards Model Facilitate an Inclusive Approach to Teacher Education?

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Moran, Anne

2009-01-01

The paper seeks to determine whether programmes of initial teacher education (ITE) can contribute to the development of beginning teachers' inclusive attitudes, values and practices. The majority of ITE programmes are based on government prescribed competence or standards frameworks, which are underpinned by Codes of Professional Values. It is…

Quality insights of university teachers on dying, death, and death education.

Science.gov (United States)

Mak, Mui-Hing June

One of the main responsibilities of teachers is to help individual students cope with life difficulties such as grief following a death. However, very little research explores teachers' views on death, dying, and how they handle grief and loss in schools. This study aims to explore university teachers' knowledge and attitudes on dying, death, and death education. Fifteen university teachers were recruited using a qualitative method. This study reveals that most teachers' views on death and related issues are largely affected by their death experiences, religious beliefs, professional background, and the mass media. Although they have a general negative response toward death and dying, some teachers begin to affirm their meanings of life and death. Most teachers agree that they do not feel adequate about managing and teaching on life and death issues, so they strongly support including death education in the formal programs in Hong Kong.

Picturebooks in Educating Teachers of English to Young Learners

Directory of Open Access Journals (Sweden)

Smiljana Narančić Kovač

2016-11-01

Full Text Available There are three major aspects of studying picturebooks which are relevant for future FL teachers: familiarity with a range of picturebooks, theoretical considerations, and practical issues, such as evaluating picturebooks, understanding their potential in FL learning and an ability to design activities for young learners. To exemplify ways of addressing picturebooks in pre-service teacher education, this article shows how these aspects are covered in the study programme of primary English at the Faculty of Teacher Education in Zagreb, Croatia. Beginning with a brief explanation of how this programme evolved from the seminal work of Mirjana Vilke, it also presents examples of picturebook-related activities for use with young learners, designed by pre-service students. The article concludes that an understanding of the theoretical and historical background to picturebooks empowers teachers to use them in their teaching practice in an efficient way.

Barriers to Conducting Supervised Agricultural Experiences as Perceived by Preservice Agricultural Education Teachers

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J. Joey Blackburn

2014-10-01

Full Text Available The purpose of this descriptive study was to assess preservice agriculture teachers’ perceptions of the importance of Supervised Agricultural Experience (SAE and their views on barriers to conducting SAE. A census of the sophomore-level agricultural education course at Oklahoma State University was conducted to measure perceptions at the beginning and end of the course. This study was framed upon Ajzen’s Theory of Planned Behavior. Results indicated that preservice teachers perceived SAE was an important component of agricultural education and important at the secondary school they attended. The greatest barrier to conducting SAE was their lack of familiarity with newer SAE categories. This was true at both the beginning and end of the course. It is recommended that preservice teachers receive instruction on and experiences in all types of SAE. This would increase the likelihood of preservice teachers perceiving they have control over this barrier regarding SAE implementation. This cohort of preservice teachers should be surveyed over time to determine change in their perceptions of barriers to SAE implementation as they progress in the agricultural education program and through their careers. Further, the views of in-service teachers should also be assessed to determine if perceived barriers differ with professional experience.

Multimedia Teacher Research

Science.gov (United States)

Leaman, Heather; DiLucchio, Connie

2015-01-01

In this qualitative study, two teacher educators and course instructors in a Masters of Education (M.Ed.) program explored beginning teacher researchers' use of multimedia to support action research. Fifty-eight teachers (36 in spring 2010 and 22 in spring 2011) completed teacher research as the capstone in their M.Ed. program. Teachers utilized…

Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers

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Caleon, Imelda S.; Tan, Yuen Sze Michelle; Cho, Young Hoan

2018-01-01

This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic…

Beginning Teachers' Professional Identity Formation in Early Science and Mathematics Teaching : What Develops?

OpenAIRE

Botha, Marie; Onwu, Gilbert

2013-01-01

This article is about teacher identity formation of two foundation phase level (Grade R-9) level beginning teachers in their first year of teaching early mathematics science and technology (MST) in two different schools and grade levels. The study used a phenomenological approach and the case study method to try to illuminate what factors infl uence how teacher identities can be narratively constructed on the basis of the lived experiences of the two teachers in different school contexts. Dat...

Does Burnout Begin with Student-Teaching? Analyzing Efficacy, Burnout, and Support during the Student-Teaching Semester

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Fives, Helenrose; Hamman, Doug; Olivarez, Arturo

2007-01-01

The burnout process may begin as early as the student-teaching experience [Gold, Y., 1985. Does teacher burnout begin with student teaching? "Education", 105, 254-257]. Data from 49 student-teachers in the southwest United States were gathered twice during their student-teaching practicum. Data assessing teacher efficacy, teacher…

Perturbating the assessment of individuals and groups: Listening for challenges to mathematics teacher educators

Directory of Open Access Journals (Sweden)

Chris Breen

2004-10-01

Full Text Available In this article I begin by focusing on different ways in which the term assessment can be understood and practised.  Having done this, I turn my gaze onto one particular teacher education situation and explore student teacher assessment as they are prepared for a career in teaching. In describing some of the particular ways in which I try to heighten the awareness of this particular group of student teachers regarding assessment and evaluation, I reflect on the experience and pose questions for teacher educators in general to consider about their own practice.

Teacher education child looks men: achievements and prejudice

Directory of Open Access Journals (Sweden)

Josiane Peres Gonçalves

2017-02-01

Full Text Available The objective of this research is to ascertain what the social representations of male teachers who work with children aged 0-5 years enrolled in public institutions of early childhood education in the state of Mato Grosso do Sul The methodology was used semi-structured interviews that. were audio-recorded, transcribed and analyzed from the perspective of social representations, with teachers from four municipalities of that State. The results indicate that male teachers are limited in their activity as it is not permitted to perform tasks proper to the profession as bathing and changing diapers, for fear of pedophilia is evident. Discussions suggest that few men opt for the teaching profession, due to be considered a female profession. In conclusion, it can be said that early childhood education should give children contact with adults who are their references, of both sexes, especially at school, place where they begin socializing outside the family. In this sense, it can be said that men can contribute positively to the process of education of children.

Being in the Hot Spot: A Phenomenological Study of Two Beginning Teachers' Experiences Enacting Inquiry Science Pedagogy

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Dreon, Oliver; McDonald, Scott

2012-01-01

This phenomenological study demonstrates the influence that affective factors have on beginning teachers' ability to enact inquiry science pedagogy. Through narratives shared in interviews and weblog postings, two beginning science teachers' emotional engagement with their teaching practices, especially that of implementing inquiry-based…

CO-CREATE: Teachers' Voices to Inform Special Education Teacher Education

Science.gov (United States)

Young, Kirsty

2018-01-01

Teacher education is under increasing scrutiny regarding the preparedness of graduates to work in the profession in the early years of their career. To inform a teacher education program on the issues affecting graduates working in the field of special education, 77 special education teachers and principals were surveyed. Findings highlight the…

Community Inquiry and Curriculum Development: A Relevant Education for Teachers about the Vietnam War

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Dentith, Audrey M.; McCarry, David S.

2003-01-01

In this article, the authors describe an innovative university-based project that connected graduate-level, preservice, and beginning teachers enrolled in a curriculum class for secondary and elementary teaching certification with a community-based war museum memorial and educational center. The course required these teachers to construct units on…

A Pilot Study of Problems and Practices in the Induction of Beginning Teachers.

Science.gov (United States)

Bouchard, John B.; Hull, Ronald E.

A pilot study was designed to test the practicality of gathering data through interviews and to provide tentative information on induction problems and practices encountered by beginning teachers in the Cattaraugus-Chautauqua County area of New York. Fifty-three elementary self-contained classroom teachers and secondary academic subject-matter…

Sustaining Physics Teacher Education Coalition programs in physics teacher education

OpenAIRE

Rachel E. Scherr; Monica Plisch; Renee Michelle Goertzen

2017-01-01

Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the American Association of Physics Teachers (AAPT), has supported transformation of physics teacher preparation programs at a number of institutions aro...

The Future Teachers' Autobiography Club: Preparing Educators to Support Literacy Learning in Culturally Diverse Classrooms.

Science.gov (United States)

Florio-Ruane, Susan

1994-01-01

Discusses how preservice teachers, whose cultural backgrounds may differ drastically from the students whom they teach, take up the challenge of cross-cultural dialog through autobiographical writing. Invites educators to provide beginning teachers the opportunity to discuss and be exposed to such issues. (HB)

Meeting the Demand for Accountability: Case Study of a Teacher Education Program in China

Directory of Open Access Journals (Sweden)

Tak Cheung CHAN

2009-02-01

Full Text Available To meet the demand for accountability, a teacher education program in a university located in South China has established processes at the college, the program, and the faculty levels to assure its program quality. Highlights of the processes are: involvement of stakeholders and the examination of program effectiveness. Although much has been done to help program candidates succeed, more effort is needed in the areas of program assessment and continuous improvement to assure program quality. An accountability implementation plan, a beginning teacher mentoring program, and a comparative study of beginning teacher performance were recommended to further enforce its strategies toward program accountability.

"From the Beginning, I Felt Empowered": Incorporating an Ecological Approach to Learning in Elementary Science Teacher Education

Science.gov (United States)

Birmingham, Daniel; Smetana, Lara; Coleman, Elizabeth

2017-09-01

While a renewed national dialog promotes the importance of science education for future technological and economic viability, students must find science personally relevant to themselves and their communities if the goals set forth in recent reform movements are to be achieved. In this paper, we investigate how incorporating an ecological perspective to learning in teacher education, including opportunities to participate with science in connection to their everyday lives, influenced the ways in which elementary teacher candidates (TCs) envisioned learning and doing science and its potential role in their future classroom. We draw from data collected across three sections of a field-based elementary methods course focused on learning to teach science and social studies through inquiry. We argue that participating in an authentic interdisciplinary inquiry project impacted the ways in which TCs conceived of science, their identities as science learners and teachers and their commitments to bringing inquiry-based science instruction to their future classrooms. This paper addresses issues regarding access to quality science learning experiences in elementary classrooms through empowering TCs to build identities as science learners and teachers in order to impact conditions in their future classrooms.

A well-started beginning elementary teacher's beliefs and practices in relation to reform recommendations about inquiry-based science

NARCIS (Netherlands)

Avraamidou, Lucy

2017-01-01

Given reform recommendations emphasizing scientific inquiry and empirical evidence pointing to the difficulties beginning teachers face in enacting inquiry-based science, this study explores a well-started beginning elementary teacher's (Sofia) beliefs about inquiry-based science and related

Professional Development in a Reform Context: Understanding the Design and Enactment of Learning Experiences Created by Teacher Leaders for Science Educators

Science.gov (United States)

Shafer, Laura

2017-01-01

Teacher in-service learning about education reforms like NGSS often begin with professional development (PD) as a foundational component (Supovitz & Turner, 2000). Teacher Leaders, who are early implementers of education reform, are positioned to play a contributing role to the design of PD. As early implementers of reforms, Teacher Leaders…

Challenges Confronting Career-Changing Beginning Teachers: A Qualitative Study of Professional Scientists Becoming Science Teachers

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Watters, James J.; Diezmann, Carmel M.

2015-03-01

Recruitment of highly qualified science and mathematics graduates has become a widespread strategy to enhance the quality of education in the field of STEM. However, attrition rates are very high suggesting preservice education programs are not preparing them well for the career change. We analyse the experiences of professionals who are scientists and have decided to change careers to become teachers. The study followed a group of professionals who undertook a 1-year preservice teacher education course and were employed by secondary schools on graduation. We examined these teachers' experiences through the lens of self-determination theory, which posits autonomy, confidence and relatedness are important in achieving job satisfaction. The findings indicated that the successful teachers were able to achieve a sense of autonomy and confidence and, in particular, had established strong relationships with colleagues. However, the unique challenges facing career-change professionals were often overlooked by administrators and colleagues. Opportunities to build a sense of relatedness in their new profession were often absent. The failure to establish supportive relationships was decisive in some teachers leaving the profession. The findings have implications for both preservice and professional in-service programs and the role that administrators play in supporting career-change teachers.

Working Downstream: A Beginning EL Teacher Negotiating Policy and Practice

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Malsbary, Christine Brigid; Appelgate, Mollie H.

2016-01-01

This case study describes how a beginning teacher struggled to meet her students' needs in an ESL classroom. Her struggle demonstrated the interrelated nature of policy and practice: Policy effects in her school isolated her and made her feel solely responsible for the achievement of her newly arrived English-learning (EL) students. Her case…

The Establishment of Centres for the Training of Teachers in Technical and Further Education in England, 1933-1950

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Bailey, Bill

2007-01-01

This paper examines the beginnings of courses of teacher training for teachers in technical and further education in England. First the development of the technical education sector and its distinctive part-time nature is traced, alongside the activities of the three associations representing the colleges and their staffs. The views of these on…

Sustaining Physics Teacher Education Coalition Programs in Physics Teacher Education

Science.gov (United States)

Scherr, Rachel E.; Plisch, Monica; Goertzen, Renee Michelle

2017-01-01

Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the…

First year effects of induction arrangements on beginning teachers' psychological processes

NARCIS (Netherlands)

Helms-Lorenz, Michelle; Slof, Bert; van de Grift, Wim

2013-01-01

This study examined the (1) effects of a supportive program (i.e., induction arrangement) on beginning teachers' (BTs') psychological processes after a period of 1 year and (2) psychological paths of influence of the arrangement. Participants (56 Dutch secondary schools with 143 BTs) were randomly

Principals' and Special Education Teachers' Perceptions of Special Education Teachers' Roles and Responsibilities

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Mott, Japhia

2013-01-01

This explanatory mixed methods study focuses on the perceptions of principals and special education teachers about special education teachers' roles and responsibilities. An online survey was conducted with 11 principals and 41 special education teachers (Resource Specialists and Special Day Class teachers). Independent semi-structured interviews…

Comparison between Primary Teacher Educators' and Primary School Teachers' Beliefs of Primary Geography Education Quality

Science.gov (United States)

Bent, Gert Jan; Bakx, Anouke; den Brok, Perry

2016-01-01

In this study teacher educators' beliefs concerning primary geography education have been investigated and compared with primary school teachers' beliefs. In this study 45 teacher educators and 489 primary school teachers completed a questionnaire, and nine teacher educators have been interviewed as well. It has been found that teacher educators…

Problems Faced by Beginning Teachers in Private Elementary Schools: A Comparative Study between Spain and Mexico

Directory of Open Access Journals (Sweden)

Magda Yolanda Cantú Tijerina

2006-11-01

Full Text Available In order to explore the problems faced by beginning teachers in private elementary schools in the Spanish city of Madrid and in the Mexican city of Monterrey, questionnaires were applied to private school teachers just starting out in both cities. The results indicate that in both contexts, as beginners, teachers face problems of an academic, organizational, social, and material and technological nature. However, it stresses the fact that Mexican teachers perceive more problems in all the categories than do their Spanish colleagues. Similarity in the results was found in the category of social problems, which was the one mentioned least by the teachers in both cities. This suggests that the cultural nature of these two countries may be a factor to be considered in connection with fostering beginning teachers’ adaptation process.

Teacher Educator Technology Competencies

Science.gov (United States)

Foulger, Teresa S.; Graziano, Kevin J.; Schmidt-Crawford, Denise A.; Slykhuis, David A.

2017-01-01

The U.S. National Educational Technology Plan recommends the need to have a common set of technology competencies specifically for teacher educators who prepare teacher candidates to teach with technology (U.S. Department of Education, Office of Educational Technology, 2017). This study facilitated the co-creation of the Teacher Educator…

Prospective Special Education Teachers' Metaphorical Perceptions on the Concept of Special Education Teacher

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Deniz, Levent

2016-01-01

The aim of this research is to define the perceptions of prospective special education teachers regarding special education teacher through metaphors. Phenomenology design was used in this research. The study group comprised 116 third year prospective special education teachers studying at Marmara University, Ataturk Faculty of Education, Special…

Can We Praxize Second Language Teacher Education? An Invitation to Join a Collective, Collaborative Challenge*

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Judy Sharkey

2009-05-01

Full Text Available The purpose of this essay is to begin a conversation on how we might make praxis, or ''praxizing,'' i.e., fostering and sustaining an ongoing dialogical relationship between theory and practice, an integral part of second language teacher education. This project is firmly located in critical sociocultural theories of, and approaches to, language learning and teaching, and requires active, participatory and collaborative inquiries by teacher educators and teacher learners across the multiple levels and stages of teacher learning from entry level courses to teaching practica and beyond. Examples of praxis/praxizing are included as well as some of the challenges to doing this work.

Job-Stress and Burnout of the Venezuelan Teachers: Related to Educational Systems Change (Educacion Basica).

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Kim, Young Mi; And Others

Beginning with a review of the increasing literature concerning job-related teacher stress, this study examines the particular stress and burnout experiences of school teachers in Venezuela since the incorporation by law in 1980 of "Educacion Basica" (basic education) as a new level of the school system (grades 1-9). To compare teachers…

Beginning Teachers' Perceptions of In-School and In-Profession Mentoring Relationships

Science.gov (United States)

Greiman, Bradley C.; Torres, Robert M.; Burris, Scott; Kitchel, Tracy

2007-01-01

The purpose of this study was to compare two different formal mentoring relationships based on the perceptions of beginning teachers regarding their dyadic interactions. Kram's mentor role theory and Byrne's similarity-attraction paradigm served as the theoretical foundation for the study. The specific variables of interest included psychosocial…

Like a Chameleon: A Beginning Teacher's Journey to Implement Active Learning

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Edwards, Susan

2017-01-01

The purpose of this study was to follow the learning trajectory of a beginning teacher attempting to implement active learning instructional methods in a middle grades classroom. The study utilized a qualitative case study methodological approach with the researcher in the role of participant observer. Three research questions were explored: the…

The First Summer--Critical for Vo-Ag Teachers.

Science.gov (United States)

Vaughn, Paul R.; Vaughn, Roscoe C.

1979-01-01

To aid beginning New Mexico vocational agriculture teachers, the New Mexico State Department of Vocational Education initiated two activities: developing a first-year handbook to provide direction and guidance and making a visit to beginning teachers before the start of school. Beginning teachers indicated that both activities have been helpful.…

Expanding Roles: Teacher Educators' Perspectives on Educating English Learners

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Daniel, Shannon; Peercy, Megan Madigan

2014-01-01

Although the underpreparation of teachers to work with English learners is a documented problem in teacher education, little research has addressed teacher educators' perspectives in guiding prospective teachers to educate English learners. This case study of one 13-month elementary certification program highlights teacher educators' efforts and…

Science education for empowerment and social change: a case study of a teacher educator in urban Pakistan

Science.gov (United States)

Zahur, Rubina; Calabrese Barton, Angela; Upadhyay, Bhaskar Raj

2002-09-01

In this manuscript we focus on the question, 'What should be the purpose of science education for children of the very poor class in caste-oriented developing countries such as Pakistan?' In other words, in a country where the literacy rate hovers around 10 per cent for the poorest segment of society and where there is no expectation that children will complete primary school, of what importance is primary science education and to what end should it be offered in schools? We begin a conversation around this question by presenting, in this manuscript, a case study of one teacher educator whose beliefs and practices sharply deviate from the norm - she believes science education ought to be about empowering students to make physical and political changes in their community. In particular, using the rich, contextual interview and observational data generated through case study, we show how Haleema's (pseudonym) orientation to science teacher education are buttressed by three fundamental beliefs: that low levels of literacy and school achievement among poor children have as much to do with poor families' lack of power/influence on the purposes and processes of schooling as it has to do with opportunities and resources; that school science can begin to address inequalities in power by fostering a kind of scientific literacy among children that leads to individual and community empowerment around health and environmental issues, the very science-related issues that divide quality of life and opportunity for poor families; and that teacher education programmes can play a role in transforming a society's views about how science and scientific practices might play a role in bringing communities together to effect change for the better.

Preservice Teachers' Beliefs about Inclusive Education: What Should Teacher Educators Know?

Science.gov (United States)

Garriott, Pamela Pruitt; Snyder, Lynne; Miller, Maurice

2003-01-01

Examined preservice teachers' beliefs about inclusive education for students with mild disabilities. Surveys of 239 undergraduate and graduate students indicated that while many preservice teachers held positive attitudes toward inclusive education, nearly half considered the special education classroom to be the optimum placement for students…

Free teacher education in China : a study on free teacher program

OpenAIRE

Gao, Wen

2009-01-01

The supply and quality of teachers are the keys to the development of education. Teacher education is an important part of social education system. Chinese government have practiced free teacher education program in 2007 to improve teacher education. The purpose of this study is to present an overview of free teacher education in China. The contents, reasons and goals of free teacher education are illustrated in this study to analyze this new education program. Quantitative research meth...

Moving Primary Physical Education Forward: Start at the Beginning

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Jess, Mike; McEvilly, Nollaig; Carse, Nicola

2017-01-01

This paper presents selected findings from a questionnaire completed by 509 primary school teachers in Scotland. Drawing on policy enactment theory, the paper focusses on teachers' personal experiences of physical education and perceptions of the importance of physical education in their schools. More than half (56%) reported that physical…

The Experiences of First-Year Music Teachers: A Literature Review

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Conway, Colleen

2015-01-01

The purpose of this literature review is to examine research focused on first-year music educators in an effort to present recommendations for preservice music teacher education and research. The three bodies of literature presented include the following: challenges faced by beginning music teachers, views of beginning music teachers concerning…

Physics Teachers' Views on Their Initial Teacher Education

Science.gov (United States)

Buabeng, Isaac; Conner, Lindsey; Winter, David

2016-01-01

This paper explores New Zealand (NZ) physics teachers' and physics educators' views about Initial Teacher Education (ITE). Perspectives of physics teachers nationally indicated that in general, teachers considered themselves not well-prepared in some content areas including electronics, modern physics, and atomic and nuclear physics. This may be…

Elementary Preservice Teachers' and Teacher Educators' Perceptions of Financial Literacy Education

Science.gov (United States)

Henning, Mary Beth; Lucey, Thomas A.

2017-01-01

The authors conducted an online survey of elementary teacher education programs within a large midwestern state to assess preservice teachers' and teacher educators' beliefs about and preparedness to teach financial literacy. Very few preservice teachers had meaningful experiences with personal finance in high school, college, or personal decision…

Teaching and Teacher Education: Absence and Presence in AERA Presidential Addresses

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Cochran-Smith, Marilyn

2016-01-01

This essay considers the absence, presence, and shifting treatment of the topic of research on teaching and teacher education in AERA presidential addresses. To capture the arc of this topic, the essay is structured chronologically according to three time periods beginning with AERA's birth in 1916 and continuing to the current years. At a general…

INDIGENOUS ELEMENTARY SCHOOL TEACHERS OPINION ON SEX EDUCATION IN A SCHOOL OF DOURADOS - MS

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Rosaldo de Albuquerque Souza

2011-12-01

Full Text Available A large portion of the population consists of adolescents aged by 12 to 19 years. During this period of human life occur several behavioral factors involving sexuality that intrigues many researchers, teachers and parents and according to the Parâmetros Curriculares Nacionais (PCNs, sex education must be taught in schools as a crosscutting theme. The aim of this study was to investigate perceptions and attitudes towards sexual education among elementary school Indigenous teachers in a rural school in Dourados-MS. Data collection was conducted through a questionnaire completed by individual teachers. The results show that teachers consider important to work with sex education in elementary schools involving different areas of knowledge and with the help of health professionals. Most teachers work or have worked this theme in his classes, and consider the students receptive and interested, however, some teachers have difficulty in approaching the subject. One of the difficulties encountered are related to the low acceptance of their parents, highlighting the need for guidance on the same theme. The Parâmetros Curriculares Nacionais ensures that the sex education should begin in early school years.

The Impact of a Pedagogy of Teacher Education Seminar on Educator and Future Teacher Educator Identities

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Butler, Brandon M.; Burns, Elizabeth; Frierman, Christina; Hawthorne, Katrice; Innes, Alisa; Parrott, James A.

2014-01-01

Educators require support as they move from classroom to higher education settings. This collaborative self-study provides insight into one such support space, a doctoral seminar titled Pedagogy of Teacher Education, and how our identities as educators and future teacher educators developed through participation in the course. Several important…

THE SPECIFICS OF PARENT-TEACHER INTERACTION IN EARLY CHILDHOOD EDUCATION

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N. L. Antonova

2018-01-01

Full Text Available Introduction. Early school education as a beginning stage of an individual’s educational trajectory fosters an enabling environment for a child’s personal, physical, intellectual and moral development. A productive interaction between pre-school educational organizations and parents is known to play the key role in the mentioned process.Aim. Based on the empirical-sociological materials of the research, this paper is aimed to identify specific features of interaction between parents and teachers as subjects of the system of early childhood education in large industrial cities.Methodology and research methods. The empirical basis of the research was a questionnaire survey conducted among parents (n=220, whose children attended pre-school institutions in Yekaterinburg, and semi-structured interviews with early school teachers (n=30. The teachers were interviewed using the method of systematic sampling. Results and scientific novelty. A serious divergence was identified with regard to how parents and teachers understand the goal of early school education. The social demand of parents consists in preservation and strengthening of physical health of the child, and teachers consider the development of pupils’ abilities as their main task. The research revealed the main topic for discussion between parents and teachers to be organizational issues (due payments, leaving children in the morning, etc.. The conclusion is drawn that passive acceptance of the current situation prevails in teacher-parent interaction, rather than an active attitude to realization of the principles of partnership and cooperation. Parents’ tight schedules become an impediment for building of partner relationship with their children’s teachers and eventually prevent collaborative interaction between the two sides. Nevertheless, parents are shown to trust teachers and recognize the teachers’ professionalism. This circumstance is seen as a founding principle for

Teacher Efficacy of Secondary Special Education Science Teachers

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Bonton, Celeste

Students with disabilities are a specific group of the student population that are guaranteed rights that allow them to receive a free and unbiased education in an environment with their non-disabled peers. The importance of this study relates to providing students with disabilities with the opportunity to receive instruction from the most efficient and prepared educators. The purpose of this study is to determine how specific factors influence special education belief systems. In particular, educators who provide science instruction in whole group or small group classrooms in a large metropolitan area in Georgia possess specific beliefs about their ability to provide meaningful instruction. Data was collected through a correlational study completed by educators through an online survey website. The SEBEST quantitative survey instrument was used on a medium sample size (approximately 120 teachers) in a large metropolitan school district. The selected statistical analysis was the Shapiro-Wilk and Mann-Whitney in order to determine if any correlation exists among preservice training and perceived self-efficacy of secondary special education teachers in the content area of science. The results of this study showed that special education teachers in the content area of science have a higher perceived self-efficacy if they have completed an alternative certification program. Other variables tested did not show any statistical significance. Further research can be centered on the analysis of actual teacher efficacy, year end teacher efficacy measurements, teacher stipends, increased recruitment, and special education teachers of multiple content areas.

Teaching Music in Our Time: Student Music Teachers' Reflections on Music Education, Teacher Education and Becoming a Teacher

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Georgii-Hemming, E.; Westvall, M.

2010-01-01

This article concerns students of music education in Sweden. It investigates the student teachers' perceptions of their ongoing music teacher education, with a particular focus on the task of teaching music today. It considers whether they believe their teacher education prepares them for this undertaking, and in that case, how. Their various…

Challenges in the First Year of Teaching: Lessons Learned in an Elementary Education Resident Teacher Program

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Gourneau, Bonni

2014-01-01

It is well known that the first years of teaching are a challenge for all beginning teachers. According to the National Commission on Teaching and America's Future's study (2010) first-year teacher attrition has been steadily increasing and many leave the profession even before they are proficient educators who know how to work with colleagues to…

The Effects of a Time Management Professional Development Seminar on Stress and Job Satisfaction of Beginning Agriscience Teachers in West Texas

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Ritz, Rudy; Burris, Scott; Brashears, Todd; Fraze, Steve

2013-01-01

The purpose of this study was to determine the effects of a time management seminar on stress and job satisfaction of beginning agriscience teachers. The target population for this study consisted of agriscience teachers in the first or second year of tenure. All twenty-three (N = 23) beginning teachers from a selected region of the state…

Teacher Educators’ Views on Inclusive Education and Teacher Preparation in Ghana

OpenAIRE

Nketsia, William; Saloviita, Timo; Gyimah, Emmanuel Kofi

2016-01-01

The crucial role of initial teacher education programmes and teacher educators in preparing effective inclusive practitioners has been universally acknowledged. This study explored the attitudes of 125 teacher educators from four colleges of education towards inclusive education, their views and concerns about teacher preparation and the implementation of inclusive education in Ghana. The study found positive attitudes and considerable support for inclusive education. However, ...

Rethinking and Redesigning Teacher Education

DEFF Research Database (Denmark)

Baltzersen, Johnny

to emphasize that I only consider my contribution to day as a humble effort to address highly complex and complicated issues and further emphasize that everyone seriously engaged in education reform, educational change and teacher education have much to do before we can embark on coherent and well......Teacher education and teachers are in most countries round the world under heavy criticism for not delivering what governments, many politicians and policy analysts and many sections of public life feel they should be delivering. And teacher education is at large on the defensive when confronted...

Teacher Identity Construction in Different Contexts of Teacher Education in Brazil.

Science.gov (United States)

Diniz-Pereira, Julio Emilio

Considering current public policies for teacher education, recent educational reforms, and the renewed discussion of the teacher's role within contemporaneous approaches in the field of education, it is essential to discuss how teacher identity is gradually constructed in teacher education programs. This paper discusses processes of teacher…

Examining factors affecting beginning teachers' transfer of learning of ICT-enhanced learning activities in their teaching practice

NARCIS (Netherlands)

Agyei, D.D.; Voogt, J.

2014-01-01

This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by

A nonpedagogical teacher education?

DEFF Research Database (Denmark)

Kvols, Anja Madsen; Madsen, Peter Hougaard; Beck, Mette Holdsendorf

regarding changes in education – which seem to come from evaluations more than from educational and pedagogical theories (Gruschka, 2011). Moreover, the teacher education has increased its focus on both research-based academic training and professional training at the same time. Our study is double – 1...... characterizes teacher professionalism? (Subject studies? Pedagogical studies? Professional training? Academic studies? Bildung studies? Etc.) - What characterizes ‘pedagogy of teacher education’ (Darling-Hammond, 2006; Loughran, 2008; Zeichner, 2005)?...

Initial teacher education and continuing professional development for science teachers

DEFF Research Database (Denmark)

Dolin, Jens; Evans, Robert Harry

2011-01-01

Research into ways of improving the initial education and continuing professional development of science teachers is closely related to both common and unique strands. The field is complex since science teachers teach at different educational levels, are often educated in different science subjects......, and belong to various cultures, both educationally and socially. Section 1 presents a review of the research literature across these dimensions and looks at the knowledge, skills and competences needed for teaching science, specific issues within science teacher education, and strategies for educating...... and developing science teachers....

The identity of teacher educators in the changing context of teacher education in the Netherlands

NARCIS (Netherlands)

Swennen, J.M.H.; Volman, M.L.L.

2013-01-01

Little is known about the development of the professional identities of teacher educators, especially within historical and contemporary contexts of teacher education in the Netherlands. Teacher education is undergoing significant change and it is paramount to understand how this relates to the

Beginning Teachers and Inclusive Education: Frustrations, Dilemmas and Growth

Science.gov (United States)

McKay, Loraine

2016-01-01

Scholars report desirable outcomes for all participants in classrooms where diverse learners are welcomed members. Data suggest teachers leave the profession early because of the demands of their work made increasingly difficult by the diverse range of students, lack of assistance to support the diverse range of student needs and the resulting…

Europe’s Got Talent: Setting the Stage for New Teachers by Educative Mentoring

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Karin da Rocha

2014-12-01

Full Text Available Growing challenges, demographic change and the need to deal with various demands in one’s professional and private life call for a high flexibility and willingness to learn, especially among teachers, who serve as role models in this respect. Consequently, professional development has to focus on reflective and introspective processes. At the beginning of a teaching career, educative mentoring can provide valuable support. In the course of planning a new teacher-training program in Austria, the University College of Teacher Education Styria, in Graz, is conducting a mentoring project in primary schools from 2012 to 2014. It takes place in two Styrian districts and is accompanied by evaluation research. Local mentors support new teachers. Moreover, in-service training for new teachers, mentors and principals is provided. The topics of the courses correspond to the participant groups’ roles and interests, foster social and digital networking, and encourage peer discussion and cross-group communication. The qualitative research entailed in the project investigates supporting factors of educative mentoring and communication processes by applying questionnaires, expert interviews and group discussions. This article focuses on the role, challenges and duties of a mentor, taking into account the value of educative mentoring for professional learning communities and individual learning processes.

On Reconceptualizing Teacher Education.

Science.gov (United States)

Yates, Robert; Muchisky, Dennis

2003-01-01

Raises questions about what has been referred to as a "reconceptualization of teacher education," which advocates that teacher education in TESOL focuses more on the act of teaching and learning to teach. Argues that this perspective threatens to deemphasize what language teachers need to know about language and language acquisition. (Author/VWL)

Globalization and Teacher Education

Science.gov (United States)

Flinders, David J.

2009-01-01

Educational researchers and teacher educators are often concerned with immediate and practical questions. How can health teachers help youth avoid substance abuse? Should a high school biology teacher show Al Gore's "An Inconvenient Truth," or is that film too political for a science classroom? What sports should be included in a physical…

The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom.

Science.gov (United States)

Stigler, James W.; Hiebert, James

This book is an action plan for improving education in the U.S, focusing on the key role of teachers in this improvement. It offers a detailed comparison of the educational methods of Germany, Japan, and the United States. The analysis begins with an international study of mathematics teaching in the three countries that was conducted as part of…

Influence of Knowledge of Content and Students on Beginning Agriculture Teachers' Approaches to Teaching Content

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Rice, Amber H.; Kitchel, Tracy

2016-01-01

This study explored experiences of beginning agriculture teachers' approaches to teaching content. The research question guiding the study was: how does agriculture teachers' knowledge of content and students influence their process of breaking down content knowledge for teaching? The researchers employed a grounded theory approach in which five…

Theory and practice in teacher education

DEFF Research Database (Denmark)

Knudsen, Lars Emmerik Damgaard

Abstract for NERA 2013, Iceland Theory and Practice – Knowledge Forms, Culture Analysis and Embodiment Lars Emmerik Damgaard Knudsen ‘Teacher Education Network’ Compared to other Nordic teacher education programs the Danish teacher education is as designated to the teacher profession but not nece......Abstract for NERA 2013, Iceland Theory and Practice – Knowledge Forms, Culture Analysis and Embodiment Lars Emmerik Damgaard Knudsen ‘Teacher Education Network’ Compared to other Nordic teacher education programs the Danish teacher education is as designated to the teacher profession...... and videotaped in the last placement period and in the students’ phase of writing the bachelor thesis. The analysis demonstrates that the intended and practiced knowledge forms are cultural structured and bodily anchored in the self-images of the placement and teaching sites which points to a significant...... there are still significant contradictions between placement and teaching sites in the understandings of the means and ends of the teacher education program and in the relations between theory and practice. 3. The process of becoming academic and professional formation is in an interpellation process headed...

Role of Teacher Educational Institutions in Developing Personality of Student Teachers

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Prakash, Srinivasan; Xavier S. J., S. Amaladoss

2014-01-01

Teacher Education is an integral part of any educational system. It should provide a platform in developing the holistic personality of a student teacher. This paper reports on personality of student teachers and the role of Teacher Educational institutions in developing it. The sample consists of 1,080 student teachers of Madurai revenue…

State Teacher Evaluation and Teacher Education

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Marchant, Gregory J.; David, Kristine A.; Rodgers, Deborah; German, Rachel L.

2015-01-01

Current accountability trends suggest an increasing role in state mandates regarding teacher evaluation. With various evaluation models and components serving as the basis for quality teaching, teacher education programs need to recognize the role teacher evaluation plays and incorporate aspects where appropriate. This article makes that case and…

Teachers for Multicultural Education.

Science.gov (United States)

Rivlin, Harry N.; Gold, Milton J.

Developing teachers for multicultural education is an essential assignment for teacher education and school administration today so that educators might help their students learn to live in a multicultural society. In an earlier view, public schools were considered the "great equalizers" among America's social institutions. The assumption was that…

Beginning teachers’ challenges in their pursuit of effective teaching practices

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Steve Confait

2015-12-01

Full Text Available This article explores the context and experiences of three beginning teachers in their effort to improve their teaching and to implement and align themselves with their schools’ expectations of effective teaching practices. Research findings emerging from a sociocultural-ethnographic framework revealed that participants challenged their own beliefs about effective teaching practices in aligning themselves with their schools’ expectations. In complying with routine expectations, they embraced predominantly teacher-centred practices, rather than a student-centred approach. Given the ongoing effort to augment the quality of education in the Seychelles, beginning teachers’ implementation of and access to evidenced-based practices could be recognised as part of this endeavour.

Supporting the Development of Science Teacher Leaders--Where Do We Begin?

Science.gov (United States)

Hanuscin, Deborah L.; Rebello, Carina M.; Sinha, Somnath

2012-01-01

Teacher leadership has been recognized as a necessary ingredient to support educational reform efforts. Leaders provide the needed expertise to ensure reforms are successful in promoting student learning. The overarching goal of the "Leadership in Freshman Physics" program is to support a cadre of teachers-leaders who will become advocates for…

Tactical Decision Competency of Preservice Physical Education Teacher Education Students

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Williams, Skip M.; Coleman, Margo M.; Henninger, Mary L.; Carlson, Kristin B.

2013-01-01

The most recent publication of the "National Standards and Guidelines for Physical Education Teacher Education" (National Association for Sport and Physical Education [NASPE], 2009) requires physical education teacher education (PETE) programs to demonstrate that teacher candidates display both tactical knowledge and physical competence.…

School-University Partnerships: The Professional Development Schools Model, Self-Efficacy, Teacher Efficacy, and Its Impact on Beginning Teachers

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Bebas, Christina

2016-01-01

The purpose of this study was to investigate the elements of the professional development schools (PDS) model used at ABC University to consider its effect on beginning teacher persistence/ retention. A mixed methods design was utilized to explore the perceptions of graduates of the program who have remained in the teaching profession and…

Attitudes of teachers education centers to special education inclusion

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M.ª del Carmen PEGALAJAR PALOMINO

2014-10-01

Full Text Available This research aims to analyze the attitudes and perceptions towards inclusive education teacher that practices in special education centers in Andalusia. The paper has used a descriptive methodology, a total of 428 participating teachers and using data collection a semi structured questionnaire developed ad hoc. The results show how teachers of special education centers in Andalusia consider inclusive education as a pillar in education, while defining the mode of schooling in special education institutions as an educational response to students aimed at improving their quality of life and achieve greater personal independence and function in daily life activities. They also consider that the students enrolled in these schools has higher educational needs in the field of health, cognitive and social. It stands out even the existence of statistically significant differences in attitudes and perceptions of teachers as they have developed or no practical training related to the field of inclusive education during their initial training, being more favorable in the case of those without such training. Thus, we want to know the perceptions of these teachers on inclusive education to establish proposals for improvement in teacher education that lead to the development of a process of quality teaching and learning for pupils with severe and permanent disabilities.

Preparing Teachers for Anti-oppressive Education

DEFF Research Database (Denmark)

Baber, Sikunder Ali

2004-01-01

While theories and recommendations continue to proliferate in the educational research literature on what it means to teach towards social justice and to prepare teachers for such teaching, so do concerns that these theories and recommendations fail to account for the ways that the contexts...... of teaching cultural contexts, national contexts, political contexts always affect teaching in idiosyncratic, unpredictable and even contradictory ways. Given that much educational research fails to trouble the US-centric nature of prevailing conceptions of social justice and teacher education......, it is important to learn about the unique as well as shared challenges facing teacher educators around the globe. In this article, teacher educators from Asia, Africa, North America and South America offer a sampling of initiatives in anti-oppressive teacher education; that is, initiatives to prepare teachers...

Framing Teacher Education: Conceptions of Teaching, Teacher Education, and Justice in Chilean National Policies

Science.gov (United States)

Fernández, M. Beatriz

2018-01-01

Chile shows high inequity and socioeconomic stratification in both K-12 education and teacher preparation. Drawing on the notion of frames, this critical policy analysis examines how teaching, teacher education, and justice were conceptualized in Chile's teacher preparation policies between 2008-2015. It also analyzes the narrative stories…

Improvement of Educational Equity & Teacher Training

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María J. Rodríguez

2013-10-01

Full Text Available Educational improvement for equity and professional teacher development are crucial issues concerning the essential right all students have of a good education. Firstly the article proposes a contextual reflection on improvement, some considerations related to well known traditions in the field and particularly the social justice and its relationships and implication for educational politics, curriculum, teaching, teacher and community. Secondly, it claims for the coherence of teacher professional development to educational equity. Different analysis and proposals are outlined related to policies and tasks the public administration should undertake and some dimensions of teacher education are considered attending educational equity criteria. Professional learning communities are described and valued as a hypothetical framework in order to improve equity and teacher education relationships.

The entering results of formation of valeological competence of future teachers in the course of physical education

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Borys Maksymchuk

2016-12-01

Full Text Available Purpose: the research consists in development, justification and experimental check of theoretical-methodical bases of formation of valeological competence of the process of physical education of students of pedagogical higher educational institutions. Material & Methods: the level of formation of valeological competence of future teachers in the course of physical education was determined by averaging of estimates by each experimental indicator during the skilled-experimental work. 497 students from 1 till 5 courses, 35 university graduates, working as teachers at schools of Vinnitsa, and 17 teachers of higher education institutions were involved in the forming experiment. Results: the low level of formation of valeological competence of future teachers in the course of physical education in all skilled groups, participating in the pedagogical experiment, creates the objective need of introduction of the developed experimental model of formation valeological competence of future teachers in the course of physical education and complex of reasonable pedagogical conditions. Conclusions: the carried-out entering test showed the similarity of experimental groups in the section of respondents on levels of formation of valeological competence, allows to consider output parameters leveled and to begin implementation of the chosen plan of experiment.

Teacher Education Graduates' Choice (Not) to Enter the Teaching Profession: Does Teacher Education Matter?

Science.gov (United States)

Rots, Isabel; Aelterman, Antonia; Devos, Geert

2014-01-01

In an era of recurring teacher shortages, Flanders struggles with a considerable proportion of teacher education graduates who do not enter the teaching profession. This study identifies the predictors of teacher education graduates' choice on job entry (teaching profession or not). A prospective research design with two data collection phases is…

Social Representations of the "Musical Child": An Empirical Investigation on Implicit Music Knowledge in Higher Teacher Education

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Addessi, Anna Rita; Carugati, Felice

2010-01-01

This paper deals with an empirical study undertaken at the University of Bologna about the social representations of music held by university students studying to become teachers in nursery, kindergarten and primary education. An open questionnaire was submitted to the university students at the beginning and end of the music education teaching…

Relations among student attention behaviors, teacher practices, and beginning word reading skill.

Science.gov (United States)

Sáez, Leilani; Folsom, Jessica Sidler; Al Otaiba, Stephanie; Schatschneider, Christopher

2012-01-01

The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, the authors focused on the role of one of these factors, which they labeled attention-memory, for predicting reading performance. Teacher ratings of attention-memory predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using hierarchical linear modeling, the authors found significant interactions between student attention and teacher practices observed during literacy instruction. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, better word reading performance was not associated with high levels of teacher task orienting. A significant three-way interaction was also found among attention, individualized instruction, and teacher task redirections. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed.

Teacher Educators' Perceptions and Practices Pertaining to Multicultural Teacher Education.

Science.gov (United States)

Burcalow, Janet V.

This study focuses on three questions: (1) What are the perceptions of teacher educators regarding five education approaches titled: "Educational Equality,""Cultural Understanding,""Individual Development,""Power Parity," and "Bilingual/Bicultural Education"? (2) Do variables such as age, race, gender, or professional responsibilities affect the…

TRUST: A Successful Formal-Informal Teacher Education Partnership Designed to Improve and Promote Urban Earth Science Education

Science.gov (United States)

Sloan, H.; Drantch, K.; Steenhuis, J.

2006-12-01

We present an NSF-funded collaborative formal-informal partnership for urban Earth science teacher preparation and professional development. This model brings together The American Museum of Natural History (AMNH) and Brooklyn and Lehman College of the City University of New York (CUNY) to address science-impoverished classrooms that lack highly qualified teachers by focusing on Earth science teacher certification. Project design was based on identified needs in the local communities and schools, careful analysis of content knowledge mastery required for Earth science teacher certification, and existing impediments to certification. The problem-based approach required partners to push policy envelopes and to invent new ways of articulating content and pedagogy at both intra- and inter-institutional levels. One key element of the project is involvement of the local board of education, teachers, and administrators in initial design and ongoing assessment. Project components include formal Earth systems science courses, a summer institute primarily led and delivered by AMNH scientists through an informal series of lectures coupled to workshops led by AMNH educators, a mechanism for assigning course credit for informal experiences, development of new teaching approaches that include teacher action plans and an external program of evaluation. The principal research strand of this project focuses on the resulting model for formal-informal teacher education partnership, the project's impact on participating teachers, policy issues surrounding the model and the changes required for its development and implementation, and its potential for Earth science education reform. As the grant funded portion of the project draws to a close we begin to analyze data collected over the past 3 years. Third-year findings of the project's external evaluation indicate that the problem-based approach has been highly successful, particularly its impact on participating teachers. In addition

Becoming a science teacher: The competing pedagogies of schools and teacher education

Science.gov (United States)

Rozelle, Jeffrey J.

A culminating student teaching or internship experience is a central component of nearly every teacher education program and has been for most of teacher education's history. New teachers cite field experience and student teaching as the most beneficial, authentic, or practical aspect of teacher education. Teacher educators, however, have cause to view student teaching skeptically; student teachers often move away from the reform-minded practices espoused in teacher education. This multi-site ethnographic study investigated a full-year internship experience for six science interns at three diverse high schools as part of a teacher preparation program at a large state university. In taking an ecological perspective, this study documented the dynamic and evolving relationships between interns, cooperating teachers, teacher educators, and the school and classroom contexts. The goals of the study were to describe the changes in interns throughout the course of a year-long internship as a science teacher and to determine the relative influences of the various aspects of the ecology on interns. Data include fieldnotes from 311 hours of participant observation, 38 interviews with interns, cooperating teachers, and teacher educators, and 190 documents including course assignments, evaluations, and reflective journals. Interns' teaching practices were strongly influenced by their cooperating teachers. During the first two months, all six interns "used their mentor's script." When teaching, they attempted to re-enact lessons they witnessed their cooperating teachers enact earlier in the day. This included following the lesson structure, but also borrowing physical mannerisms, representations, anecdotes, and jokes. When interns could no longer follow their cooperating teacher due to an increased teaching load, they "followed their mentors' patterns"---implementing instruction that emphasized similar strategies---regardless of whether they were experiencing success in the

General Education and Special Education Teachers' Attitudes towards Inclusion

Science.gov (United States)

Hernandez, David A.; Hueck, Susan; Charley, Carmen

2016-01-01

The purpose of this study was to examine the difference in general education and special education teachers' attitudes towards inclusion of students with disabilities and to ascertain if levels of self-efficacy, teacher type, and education level were predictors of teachers' attitudes towards inclusion. Data were collected from 118 elementary and…

Hindu, Muslim and Sikh Religious Education Teachers' Use of Personal Life Knowledge: The Relationship between Biographies, Professional Beliefs and Practice

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Everington, Judith

2014-01-01

The article reports the findings of a qualitative study of Hindu, Muslim and Sikh teachers of religious education and the relationship between their biographies, professional beliefs and use of personal life knowledge in English, secondary school classrooms. This relationship was explored through a study of five beginning teachers and provided…

Special Education Teacher Preparation in Singapore's Dual Education System

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Walker, Zachary

2016-01-01

Global comparisons of teacher education programs should start with an understanding of the school systems that teachers are being prepared for in their local contexts. The purpose of this article is to describe Singapore's dual education system as well as teacher preparation in a country that educates many students with disabilities in a separate…

From Stories of Staying to Stories of Leaving: A US Beginning Teacher's Experience

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Craig, Cheryl J.

2014-01-01

This narrative inquiry traces a beginning teacher's unfolding career over a six-year period in a diverse middle school in the fourth largest city in the USA. The work revolves around two conceptualizations: "stories to live by" and "stories to leave by." How these identity-related phenomena surface and play out in an…

Understanding the Educational Experiences of Science Teachers in a Five-Year Teacher Education Program: A Phenomenological Study

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Srivastava, Nitin

This qualitative study provides an overview of educational experiences of six in-service and three pre-service secondary science teachers in the Benedum Collaborative Five-Year Teacher Education Program at a land-grant university. The researcher interviewed secondary science teachers on the experiences they found meaningful in various program components that influenced their teacher identity, beliefs about science pedagogy, and their sense of preparedness for teaching. Document analysis of teachers' journals and lesson plans supplemented the qualitative data in addition to the researcher's role and knowledge as an outsider (non-Benedum graduate) and insider (facilitator and instructor in the technology integration based classes for one year) of the Benedum Collaborative Five-Year Teacher Education Program. Findings also supported the Holmes (1986) and Goodlad (1990) views for extended field experiences and "collaborative culture" in teacher education for well-prepared teachers.

Dual roles and dual identities: enhancing the experience of in-service teacher training in English Further Education

Directory of Open Access Journals (Sweden)

Orr, Kevin

2009-06-01

Full Text Available In marked distinction from other sectors of education, around 90 percent of Further Education (FE staff in England are employed untrained and complete their Initial Teacher Training (ITT on a part-time in-service basis. By consequence, these staff sustain the dual role of employed teacher and teacher-trainee usually at the beginning of their career. This paper reports on a project funded by ESCalate which researched the dual roles and dual identities of employee and trainee on in-service FE teacher-training courses. It argues that the lack of a culture of pedagogical development in colleges along with the pressure for trainees to quickly cope with teaching can lead to conservative practice as expedience may be prioritised over flair. In response, the paper makes recommendations to enhance the experience and development of in-service teacher trainees.

Enterprise Education in Initial Teacher Education in Ireland

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Tiernan, Peter

2016-01-01

Purpose: The purpose of this paper is to examine the impact of enterprise education on students' understanding of and attitudes to entrepreneurship and enterprise education in initial teacher education. Design/methodology/approach: This paper builds on current literature by introducing student teachers to the theory and practice of…

Research and professional development of teacher educators

NARCIS (Netherlands)

Lunenberg, Mieke; Willemse, Martijn

2006-01-01

Over the last decade teacher educators have started to systematically study the processes involved in their efforts to improve their teacher education practices. This research by teacher educators (self-study research) has made an enormous contribution to the professional development of the teacher

Educating Teachers for Intercultural Education

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Ermenc, Klara Skubic

2015-01-01

The paper begins with a short overview of the development of intercultural education and proposes a definition of interculturality in education as a pedagogical principle that guides the entire process of planning, implementing, and evaluating education at the systemic, curricular, school, and classroom levels to enable recognition and empowerment…

Identity Change during Vocational Teacher Education

DEFF Research Database (Denmark)

Duch, Henriette

where the teacher is employed. Regardless of the teacher’s educational background, he has to attend the same course when he is employed at a vocational school. During that education, the teacher is in transition to become a vocational teacher. It is mandatory to complete the Diploma of Education in four...

The Prehistory of Teacher Trainees and the Consequences for Teacher Education.

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Broekman, Harrie G. B.; Weterings, Johan M. J.

1987-01-01

Suggestions are provided for teacher educators to improve the initial stages of education for people preparing to be teachers of mathematics. The examples relate specifically to preparing mathematics teachers in Holland. (RH)

Does the Social Working Environment Predict Beginning Teachers' Self-Efficacy and Feelings of Depression?

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Devos, Christelle; Dupriez, Vincent; Paquay, Leopold

2012-01-01

We investigate how the social working environment predicts beginning teachers' self-efficacy and feelings of depression. Two quantitative studies are presented. The results show that the goal structure of the school culture (mastery or performance orientation) predicts both outcomes. Frequent collaborative interactions with colleagues are related…

Speculations on Teacher Education: Recommendations from Research on Teachers' Cognitions.

Science.gov (United States)

Borko, Hilda; Shavelson, Richard J.

1983-01-01

Results of a review of the literature about teachers' pedagogical thoughts, judgments, decisions, and behavior are summarized and form the basis for recommendations for restructuring teacher education programs. Teacher educators should consider adopting the decision-making schema as a conceptual framework for organizing their programs. (Author/PP)

Globalising Early Childhood Teacher Education: A Study of Student Life Histories and Course Experience in Teacher Education

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Farell, Ann

2005-01-01

Globalisation in early childhood teacher education is examined in light of a study of the life histories and course experience of students in early childhood teacher education in Queensland, Australia. Contemporary teacher education is embedded in global economies, new technologies and marketisation, which, in turn, may contribute to students…

Teacher Educators' Practice and Vision of Good Teaching in Teacher Education Reform Context in Ghana

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Akyeampong, Kwame

2017-01-01

Teacher education in sub-Sahara Africa (SSA) has been criticized for the lack of attention to learning to teach in real classrooms, which limits the opportunity for pre-service teachers to successfully introduce learner-centered pedagogy in African primary school classrooms. To address this problem, Ghana has implemented a teacher education reform…

A well-started beginning elementary teacher's beliefs and practices in relation to reform recommendations about inquiry-based science

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Avraamidou, Lucy

2017-06-01

Given reform recommendations emphasizing scientific inquiry and empirical evidence pointing to the difficulties beginning teachers face in enacting inquiry-based science, this study explores a well-started beginning elementary teacher's (Sofia) beliefs about inquiry-based science and related instructional practices. In order to explore Sofia's beliefs and instructional practices, several kinds of data were collected in a period of 9 months: a self-portrait and an accompanying narrative, a personal philosophy assignment, three interviews, three journal entries, ten lesson plans, and ten videotaped classroom observations. The analysis of these data showed that Sofia's beliefs and instructional practices were reform-minded. She articulated contemporary beliefs about scientific inquiry and how children learn science and was able to translate these beliefs into practice. Central to Sofia's beliefs about science teaching were scientific inquiry and engaging students in investigations with authentic data, with a prevalent emphasis on the role of evidence in the construction of scientific claims. These findings are important to research aiming at supporting teachers, especially beginning ones, to embrace reform recommendations.

Teacher Education in Nigeria: An Overview

African Journals Online (AJOL)

and briefly examined the development of teacher in Nigeria. The. (NCE) National Certificate in Education is seen as an important and basic requirement for teachers to practice. The objectives of teacher education and the role of Commission for Colleges of. Education as well as the Curriculum of the NCE were examined by.

Teacher Education and "Politics of Humanity"

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Waghid, Y.

2011-01-01

Since the demise of apartheid education, the development of policy in relation to teacher education in South Africa has undergone major adjustments. By far the most poignant conceptual and pragmatic change that teacher education has been subjected to points towards the cultivation of teachers who can enact their professions as democratic citizens.…

Teacher Education in Scotland

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Munn, Pamela

2006-01-01

Using the notion of travelling global policy, this paper discusses the ways in which teacher education in Scotland has responded to world-wide demands on school systems. It highlights the embedded practices which have resisted an unequivocal move to a market-based approach in initial teacher education and contrasts this with approaches to…

Research trends in mathematics teacher education

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Lo, Jane-Jane; Zoest, Laura RVan

2014-01-01

Research on the preparation and continued development of mathematics teachers is becoming an increasingly important subset of mathematics education research. Such research explores the attributes, knowledge, skills and beliefs of mathematics teachers as well as methods for assessing and developing these critical aspects of teachers and influences on teaching.Research Trends in Mathematics Teacher Education focuses on three major themes in current mathematics teacher education research: mathematical knowledge for teaching, teacher beliefs and identities, and tools and techniques to support teacher learning. Through careful reports of individual research studies and cross-study syntheses of the state of research in these areas, the book provides insights into teachers' learning processes and how these processes can be harnessed to develop effective teachers. Chapters investigate bedrock skills needed for working with primary and secondary learners (writing relevant problems, planning lessons, being attentive to...

A Narrative Inquiry into Chinese Teacher Induction in West China through Cross-Cultural Teacher Development

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Huang, Ju; Xu, Shijing

2015-01-01

This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development, which has been developed and contextualized in the "Teacher Education Reciprocal Learning Program" between the University of Windsor (UW), Canada and Southwest University (SWU), China. This program is part of…

TEACHER PERFORMANCE AND QUALITY EDUCATION

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Guadalupe Iván Martínez-Chairez

2016-07-01

Full Text Available This research report comes from a study that developed during the school years, 2014-2015, 2015-206 in the southern state of Chihuahua, in the education sector 25 central regio, consisting of five school zones that provide their services to the municipalities of Meoqui, Julimes and Delicias. The study is of mixed cutting - correlational comprehensive sequential procedure. Some of the results is that teachers believe that quality education depends not only on their teaching performance, but there are four factors (school context, teachers, government who need to work collaboratively. In addition there is a correlation .578 between the years of service of teachers and their students score on standardized tests that impact on the teacher, but there is no relationship between teacher performance and quality education from the perspective of imputs.

Language Teachers: Research and Studies in Language(s) Education, Teaching, and Learning in "Teaching and Teacher Education," 1985-2012

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Kleinsasser, Robert C.

2013-01-01

The article reviews twelve of 79 articles focusing on language teachers, language(s) teacher education, teaching, and learning published in "Teaching and Teacher Education" since 1985. The twelve articles, divided into three sections, include narrative inquiry and identity, teacher education topics, and contexts. The articles provide local and…

How Do Primary Education Trainee Teachers Perceive Educational Psychology?

Science.gov (United States)

Alvarez, Ibis M.; Weise, Crista; Vall, Berta; González, Montserrat; Morodo, Andy

2018-01-01

Educational Psychology makes a significant contribution to the development of skills to research the effectivity of teacher practices in class. However, there is little agreement on what educational psychology concepts are most relevant for teacher training. This paper reports on trainee teachers' self-perceived mastery of, and attributed…

Challenges to nordic teacher education programmes

DEFF Research Database (Denmark)

Rasmussen, Jens; Dorf, Hans

2010-01-01

and subjects in the Finnish teacher education program (pedagogical studies, quality of practice teaching, research base) and its strong focus on training future teachers for the teacher profession and a professional community play an important role in respect to recruitment and low drop-out rates.......  This article resumes a comparative study on the Nordic teacher education programs in Denmark, Finland, Iceland, Norway and Sweden (Nordisk Ministerråd/Nordic Council of Ministers, 2008). By focusing on the part of the study which is occupied with the structure and organisation of the Nordic...... teacher education programs it tries to find explanations for the fact that only the Finnish teacher education does not suffer from a decreasing number of applicants, from high drop-out rates, and from low retention rates. It is claimed that the strong emphasis on specific professional elements...

The Alternative Certification of Teachers. Teacher Education Monograph No. 14.

Science.gov (United States)

Hawley, Willis D., Ed.

Criticisms of teacher education, the low economic and political costs of trying to reform schools by reforming teacher education, along with the difficulty of filling some teaching positions with persons certified in traditional ways, have fueled a movement to create alternative routes to teacher certification in the vast majority of states. This…

Reflective Practices for Teacher Education

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Paulus Kuswandono

2017-01-01

Full Text Available Studies on reflective practice in teacher education are increasingly getting more attention at least in the last 2 decades. This article discusses concepts of reflection and how it is implemented in educating pre-service teachers on their early stage of professional learning. The purposes of doing the reflection for pre-service teachers are not only for illuminating their professional learning experiences, but also to critically reflect their vocation as teachers, including the values which may be dictated to them through rigid regulations. Reflection in teacher education is crucial as it connects well with learning in that learners use reflection to exercise their mind and to evaluate their learning experiences. Besides, this article also highlights some perceived difficulties to implement reflective practice, as well as ways how to promote reflection.   DOI: https://doi.org/10.24071/llt.2012.150102

Exploring student teachers' resistance to teacher education pedagogies

NARCIS (Netherlands)

Bronkhorst, L.H.; Koster, B.; Meijer, P.C.; Woldman, N.; Vermunt, J.D.

2014-01-01

Student teachers' resistance to teacher education is often understood as a lack of quality of the student teacher and/or the internship, and is expected to impede learning. In this study we suggest that resistance is interactive in nature, and can potentially have constructive outcomes. We engaged

Influencing Technology Education Teachers to Accept Teaching Positions

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Steinke, Luke Joseph; Putnam, Alvin Robert

2008-01-01

Technology education is facing a significant teacher shortage. The purpose of this study was to address the technology education teacher shortage by examining the factors that influence technology education teachers to accept teaching positions. The population for the study consisted of technology education teachers and administrators. A survey…

Effect of Reflective Teaching Training and Teaching Aptitude on Teaching Skills among Elementary Teacher Trainees

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Vijaya Kumari, S. N.; Naik, Savita P.

2016-01-01

Teachers serve education, which is an effective instrument of man making. The teachers learn this art through Preservice teacher education programme. Teaching has been a reflective process from the beginning. Reflection is used in all sectors of teacher education, including Vocational and Adult education, for a number of years. Despite numerous…

PRACTICUM EXPERIENCE IN TEACHER EDUCATION

African Journals Online (AJOL)

User

therefore, argued that the academic program of the teacher education should be coupled ... practicum which provides students with supervised experiences and help the student teachers to ... Lecturer, Department of Pedagogy, Eduction Faculty, Jimma University. ... teachers, different approaches to teacher .... Leadership.

Multiple Layers of Self in an Evolving Pedagogy of Teacher Education: Conflict and Compromise in a Quest for Classroom Democracy

Science.gov (United States)

Brubaker, Nathan D.

2012-01-01

This study examines how my practice changed over three semesters as a beginning teacher educator. Teaching the undergraduate course, "Diversity in Elementary Education", I worked to uphold and maintain my democratic ideals while more fully accounting for the larger context of authoritarian teaching to which my students were accustomed.…

Undergraduate Teacher Education that Cultivates Political Knowledge and Action in Future Teachers

Science.gov (United States)

Chavez-Reyes, Christina

2011-01-01

Teacher education is charged with the goal of training teachers who will prepare the next generation of citizens. Since Horace Mann's common schools, teachers have been the purveyors of political education, often through teaching patriotic songs and celebrated historical events and individuals. Through liberal education and critical pedagogy,…

Correctional Education Teachers' Teaching Competence and Use of ...

African Journals Online (AJOL)

Correctional Education Teachers' Teaching Competence Genet G. and Haftu H. 83. ORIGINAL ARTICLE. Correctional Education Teachers' ... Educational and Behavioral Sciences, Bahir Dar University. ** Assistant Professor, Teacher Education ... evaluation of available research, it is obvious that education programs in.

Views on Values Education: From Teacher Candidates to Experienced Teachers

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Iscan, Canay Demirhan

2015-01-01

This study aimed to identify the views of experienced class teachers and class teacher candidates on values education. It conducted standard open-ended interviews with experienced class teachers and teacher candidates. The study group comprised 9 experienced class teachers from different socio-economic levels and 9 teacher candidates with…

Teacher Education in Nigeria: An Overview | Jibril | African ...

African Journals Online (AJOL)

The paper stresses the importance of teacher education and briefly examined the development of teacher in Nigeria. The (NCE) National Certificate in Education is seen as an important and basic requirement for teachers to practice. The objectives of teacher education and the role of Commission for Colleges of Education ...

Educational Philosophies Adhered by Filipino Preservice Teachers: Basis for Proposing Initiatives for 21st Century Teacher Education Preparation Program

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Gilbert C. Magulod Jr.

2017-02-01

Full Text Available The study endeavoured to ascertain the educational philosophies adhered by Filipino preservice teachers. Descriptive survey research method was employed. The participants of the study were the 76 fourth year Bachelor in Elementary Education (BEED and Bachelor in Secondary Education (BSED of the College of Teacher Education in one state university in the Philippines. Data were gathered with the use of standardized research tool. Research findings showed that the Filipino preservice teachers espoused a very high adherence to progressivism educational philosophy and high orientation to existentialism and reconstructionism. They also showed a moderate adherence to perennialism and existentialism philosophies. These imply that they espoused a high student-centred teaching belief with partial acceptance to teacher-centred teaching belief. Test of difference and Post hoc analysis revealed that course, residence and scholastic standing in high school spelled differences on the educational philosophies of the Filipino preservice teachers. Findings of the study present initiatives for 21st century teacher education preparation program.

Preservice Agricultural Education Teachers' Mathematics Ability

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Stripling, Christopher T.; Roberts, T. Grady

2012-01-01

The purpose of this study was to examine the mathematics ability of the nation's preservice agricultural education teachers. Based on the results of this study, preservice teachers were not proficient in solving agricultural mathematics problems, and agricultural teacher education programs require basic and intermediate mathematics as their…

Teaching schools as teacher education laboratories

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Sarah Gravett

2017-12-01

Full Text Available This study emanated from the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa. This Framework proposes that teaching schools should be established in the country to improve the teaching practicum component of pre-service teacher education. A generic qualitative study was undertaken to explore the affordances of a teaching school to enable student teacher learning for the teaching profession. The overarching finding of the study is that a teaching school holds numerous affordances for enabling meaningful student teacher learning for the teaching profession. However, the full affordances of a teaching school will not be realised if a teaching school is viewed merely as a practicum site. Foregrounding a laboratory view of practice work in a teaching school could enable true research-oriented teacher education. A teaching school as a teacher education laboratory would imply a deliberate inclusion of cognitive apprenticeship and an inquiry orientation to learning in the schoo

Predictors of Teacher Educators' Research Productivity

Science.gov (United States)

Nasser-Abu Alhija, Fadia M.; Majdob, Arin

2017-01-01

This study examined the relationship between teacher educators' research productivity (RP) and their background and professional characteristics, attitudes, motives, obstacles and time devoted to research. The sample included 161 teacher educators from four teacher education colleges in Israel. The findings indicate the significance of five…

The moral aspects of teacher educators' practices

NARCIS (Netherlands)

Willemse, W.; Lunenberg, M.L.; Korthagen, F.

2008-01-01

The growing political, social and scientific attention that is being devoted to the moral aspects of teaching has implications for teacher education. This paper reports on a study of the actual moral education practices of 54 teacher educators within one institution. We encouraged these teacher

Physical Education Teacher Change: Initial Validation of the Teacher Change Questionnaire-Physical Education

Science.gov (United States)

Kern, Ben D.; Graber, Kim C.

2017-01-01

Program satisfaction, self-efficacy to change, and willingness to change, are dispositions that influence physical education teacher change. The study purpose was to validate an instrument measuring program satisfaction, self-efficacy to change, and willingness to change relative to teachers' likelihood to change. A 15-item Teacher Change…

A Temperament for Teaching? Associations Between Personality Traits and Beginning Teacher Performance and Retention

Directory of Open Access Journals (Sweden)

Kevin C. Bastian

2017-01-01

Full Text Available The “greening” (i.e., inexperience of the U.S. teacher workforce puts a premium on districts and schools hiring effective and persistent beginning teachers. Given the limitations of characteristics currently available at the time of hiring (e.g., academic ability, preparation type, we built off previous research in economics and psychology to investigate associations between personality traits and first-year teachers’ performance and retention in North Carolina public schools. Using the 5-factor model of personality, we find that conscientiousness is significantly associated with higher value-added estimates, higher evaluation ratings, and higher retention rates. Additionally, general self-efficacy, a subdomain of conscientiousness, is significantly associated with teacher value added and evaluation ratings. These conscientiousness results are consistent with a rich body of evidence connecting conscientiousness-related measures to employee performance and retention across professions, and they suggest that districts and schools should consider using personality trait measures, along with other valid indicators, as a way to improve teacher hiring decisions.

Teaching judging and judging teaching in teacher education

DEFF Research Database (Denmark)

Lund, Birthe; Lindhart, Lars

education may influence the professional judgment and influence the concrete practice. Since educating professional judgment is value-laden, and there are disagreements about the role of the school and the understanding of the ideal teacher, values and moral issues deserves serious attention. However......The concept of professional judgment and how to develop this within teacher education is the core focus in this paper. The aim of teacher education in Denmark is to qualify the students for a specific profession as teachers in the Folkeskole (the primary and lower secondary school). The teacher...... education is often criticized by students and politicians that theory and professional practice are not linked successfully and, consequently, the teacher education is often changed, recently brought about by competence-based curricula. It is therefore relevant to gain new knowledge about how teacher...

Embracing Advocacy: How Visible Minority and Dominant Group Beginning Teachers Take Up Issues of Equity

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Naomi Norquay

2011-05-01

Full Text Available This paper is from a four-year research project that followed graduates of a teacher education program from teacher certification through their first three years of teaching. It focuses on participants' narratives about their advocacy efforts in both their pre-service practicum placements and their first year as probationary teachers. Our findings indicate that while dominant group white participants chose to advocate from a position of personal conviction (often based on new knowledge of equity issues, the visible minority participants were often summoned by others to advocate. The paper concludes with a discussion about how teacher education might better address advocacy issues, alongside the focus on equity issues.

Social Web in Teacher Education and Teacher Training

NARCIS (Netherlands)

Gruber, Marion

2011-01-01

Gruber, M. R. (2011). Social Web in Teacher Education and Teacher Training. Presentation at the Workshop "Het gebruik van digitale collecties leermaterialen". April, 21, 2011, Eindhoven, The Netherlands: Open Universiteit, Studiecentrum Eindhoven.

An Argument for Love in Intercultural Education for Teacher Education

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Lanas, Maija

2017-01-01

This paper proposes rethinking intercultural education in teacher education, arguing that any discussion of student teachers' intercultural education should be connected more explicitly to a theoretical conceptualisation of love. The first part of the paper focuses on identifying discursive boundaries in engaging with intercultural education in…

What Unites Us All: Establishing Special Education Teacher Education Universals

Science.gov (United States)

Darling, Sharon M.; Dukes, Charles; Hall, Kalynn

2016-01-01

The theoretical base that supports human universals served as a model for proposing special education teacher education universals. The human universals model is explained and put forth as a basis for identifying special education teacher education universals. Twenty-four English language journals from different countries representing four…

Integration of Geospatial Science in Teacher Education

Science.gov (United States)

Hauselt, Peggy; Helzer, Jennifer

2012-01-01

One of the primary missions of our university is to train future primary and secondary teachers. Geospatial sciences, including GIS, have long been excluded from teacher education curriculum. This article explains the curriculum revisions undertaken to increase the geospatial technology education of future teachers. A general education class…

How Do Finnish Teacher Educators Implement Entrepreneurship Education?

Science.gov (United States)

Seikkula-Leino, Jaana; Satuvuori, Timo; Ruskovaara, Elena; Hannula, Heikki

2015-01-01

Purpose: The purpose of this paper is to ascertain how the people who train Finnish teachers implement entrepreneurship education in the guidance they provide. The authors show how learning through, for and about entrepreneurship manifests in the self-evaluations of Finnish teacher educators. Design/methodology/approach: Data were collected in…

Views of Physical Education Teachers on Values Education

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Görgüt, Ilyas; Tutkun, Erkut

2018-01-01

Values education is very important for supporting and directing the attitudes and behaviors that brings from birth and changes by the effects of surroundings. The most effective people to provide this support after family are the teachers, especially the physical education teachers who are constantly communicating with the students. Therefore,…

Using Facebook to Support Novice Teachers

Science.gov (United States)

Staudt, Denise; St. Clair, Norman; Martinez, Elda E.

2013-01-01

Providing quality support for novice teachers as they enter the profession has been an ongoing concern of educator preparation programs. This article describes the efforts of one teacher preparation program in addressing this matter by utilizing Facebook[R] to provide sustained support and professional development for its beginning teachers. We…

Teachers and Educational Policy.

Science.gov (United States)

United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning.

This study sets forth the results of an inquiry made at the request of UNESCO in the 30 countries in all parts of the world by four world teachers' organizations. Three organizations represent teachers in state systems and the fourth represents Catholic education. These teacher organizations chose 35 national organizations in countries spread over…

Teacher-Education-Desiring-Machines

Science.gov (United States)

Cole, David R.; Gannon, Susanne

2017-01-01

In this article, the authors argue that the notion of a teacher and the coexisting teacher education processes are being progressively emptied out, and replaced by the model of a corporate worker, serving the needs of a post-industrial financial capitalist society. They assert that teachers have had their identities stripped of their previous…

Turkish Primary Science Teachers' Perceptions of an Ideal Teacher Education System

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Korkmaz, Hunkar; Altindag, Ahmet

2017-01-01

The goals of this descriptive study were to determine Turkish pre-service science teachers' perceptions of an ideal teacher education system. The sample consisted of 137 pre-service teachers, including 74 females and 63 males. The questionnaire was based on open-ended questions and was developed to investigate ideal teacher education system…

Educational Reconstruction and Today's Teacher Education.

Science.gov (United States)

Stone, Frank Andrews

1994-01-01

An educator reflects on preservice teachers in his class who were concerned with issues of interpersonal relations and classroom dynamics but not with socioeconomic, intercultural, and political contexts of education. Nevertheless, there were some faculty and students involved in urban schools bringing reconstructionist ideas of education for…

Assessment of Educational Neuromyths among Teachers and Teacher Candidates

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Canbulat, Tuncay; Kiriktas, Halit

2017-01-01

The aim of study is to determine the neuromyth level of teachers and pre-teachers and reveal if there is significant difference in terms of some variables (gender, class, etc.). Research was designed in survey model. The research sample was formed with 241 teachers and 511 teacher candidates. In the collection of data, "Educational neuromyths…

The attitudes and perceptions of beginning teachers in relation to teaching controversial issues in the history classroom

Directory of Open Access Journals (Sweden)

Mary Woolley

2017-01-01

Full Text Available Este artículo es una investigación de las actitudes y percepciones de los profesores de historia en relación con la enseñanza de temas polémicos. En 2007, el Department for Education and Skills del Reino Unido, junto con la Historical Association, publicó un informe sobre la enseñanza de temas controvertidos en la clase de historia en el que sugirieron que algunos profesores evitaban algunos de estos temas. La investigación inicial se llevó a cabo con 32 profesores de historia principiantes para explorar sus actitudes hacia la enseñanza de temas polémicos en el aula de historia. Diez años más tarde, la investigación se repitió con una cohorte de 37 profesores de historia principiantes para comprobar si las actitudes habían cambiado. Los resultados mostraron un entusiasta, casi moralista grupo de profesores principiantes, comprometidos a compartir una amplia gama de puntos de vista con su alumnado. Los maestros principiantes estaban notablemente seguros de enseñar temas polémicos. El área donde los maestros principiantes carecían de confianza era en el trato con los padres que no estaban de acuerdo con su acercamiento a enseñar ciertos temas. Casi todos los profesores principiantes pensaron que era apropiado que los maestros de historia enseñaran temas Keywords Controversial history; teacher attitudes; beginning teachers; history teacher education de una manera que pudiera entrar en conflicto con los valores familiares o culturales. Nuevas preocupaciones han surgido para algunos maestros principiantes sobre cómo enseñar la historia de la migración de una manera sensible y apropiada.

Self-efficacy in Environmental Education: Experiences of elementary education preservice teachers

Science.gov (United States)

Gardner, Cynthia Crompton

Despite research showing Environmental Education can provide positive student outcomes in academic achievement, critical thinking, motivation and engagement (Ernst, 2007; Lieberman & Hoody, 1998; Orr, 1992; Palmer, 1998; Powers, 2004; Volk & Cheak, 2003), Environmental Education is currently not a critical element in American public school K-12 education. The present study investigates self-efficacy in Environmental Education through a mixed methods research approach. The data reveal the participants' perspectives of their sense of self-efficacy in Environmental Education. It adds to the body of work on Environmental Education and self-efficacy by specifically investigating the topics through interviews with preservice teachers. Purposeful sampling is used to identify preservice elementary education teachers in their senior year of college with a high measure of self-efficacy. Self-efficacy is measured using the Environmental Education Efficacy Belief Instrument (Sia, 1992). Forty-six preservice teachers completed the instrument. Six preservice teachers were interviewed to determine experiences that impact their self-efficacy in Environmental Education. Continual comparison and cross-case analysis are used to analyze the data. The results reveal a relationship between personal experiences with nature as a young child and current beliefs toward their personal efficacy and teaching outcome efficacy in Environmental Education. Similar to the findings of Sia (1992), the researcher discovered that preservice teachers realize that they lack sufficient knowledge and skill in Environmental Education but believe that effective teaching can increase students understanding of Environmental Education. While the preservice teachers do not believe they will teach Environmental Education as well as other subjects, they will continually seek out better ways to teach Environmental Education. Interviews with participants who had a high self-efficacy revealed the importance of

Early Career Teacher Attrition: Intentions of Teachers Beginning

Science.gov (United States)

Clandinin, D. Jean; Long, Julie; Schaefer, Lee; Downey, C. Aiden; Steeves, Pam; Pinnegar, Eliza; McKenzie Robblee, Sue; Wnuk, Sheri

2015-01-01

Early career teacher attrition has most often been conceptualized as either a problem associated with individual factors (e.g. burnout) or a problem associated with contextual factors (e.g. support and salary). This study considered early career teacher attrition as an identity making process that involves a complex negotiation between individual…

Getting Personal: How Early Childhood Teacher Education Troubles Students' and Teacher Educators' Identities Regarding Subjectivity and Feminism

Science.gov (United States)

Taguchi, Hillevi Lenz

2005-01-01

This article constitutes an attempt to investigate how student teachers and teacher educators in the context of Swedish early childhood teacher education are invented and reinvented by practices that are inspired by feminist and post-structural thinking. I give examples of practice that explicitly make use of different aspects of the personal,…

Effective Teacher? Student Self-Evaluation of Development and Progress on a Teacher Education Programme

Science.gov (United States)

Gossman, Peter; Horder, Sue

2016-01-01

This article examines 28 teachers' views about their teacher education requirements. The participants were enrolled on a one-year full-time pre-service teacher education programme with a focus on post-compulsory education and training. The study examines how student teachers' self-evaluations against aspects of teaching professional practice…

Teacher Education: A Nontraditional Response.

Science.gov (United States)

Simbol, Mary Ann

1989-01-01

Discusses sex bias and stereotyping in society, focusing on one university professor's decision to educate her children at home after experiencing sexism in the schools. Her experiences illuminate needed changes in society. Teacher education must address teachers' ability to change existing attitudes and make children aware of sex bias. (SM)

Reclaiming Accountability in Teacher Education

Science.gov (United States)

Cochran-Smith, Marilyn; Carney, Molly Cummings; Keefe, Elizabeth Stringer; Burton, Stephani; Chang, Wen-Chia; Fernández, M. Beatriz; Miller, Andrew F.; Sánchez, Juan Gabriel; Baker, Megina

2018-01-01

Teacher accountability has been a major strategy for "fixing" education for the last 2 decades. In this book, Cochran-Smith and her research team argue that it is time for teacher educators to reclaim accountability by adopting a new approach that features intelligent professional responsibility, challenges the structures and processes…

Mobilizing knowledge in physical education teacher education: building the knowledge of inclusion

Directory of Open Access Journals (Sweden)

Victor J. Santos da Conceição

2013-06-01

Full Text Available This study aimed at understanding how teachers seek knowledge about inclusion, to work with Students with Special Educational Needs, included in physical education classes in ordinary elementary school classes. Participated in this study three Physical Education teachers, regents class in elementary school. Was used a interview with teacher about study objective. The information was transcribed and analyzed through a survey of the meaning units and construction of analytical categories. The results showed that the three teachers interviewed had direct contact with the physical education during their school life, as well as the sport of income. The teacher traning happens only the teacher of faces with student included.

CAUSES AND EFFECTS OF STUDENT TEACHER ABSENTEEISM IN TEACHER EDUCATION INSTITUTION

OpenAIRE

Dr. B. S. Gupta

2017-01-01

A school was a place to get knowledge. A student absentee is a major concern for lecturers at institutions of teacher education learning. Absences create a dead, tiresome, unpleasant classroom environment that makes students who come to class uncomfortable and the lecturer irritable. The objective of the study was to study the causes of student teacher absentees in teacher education institution. The investigator selected the sample through random sampling, 994 student teachers were selected f...

Biodiversity and Education for Sustainable Development in Teacher Education Programmes of Four Jamaican Educational Institutions

Science.gov (United States)

Collins-Figueroa, Marceline

2012-01-01

This article presents an account of biodiversity education in a national teacher education project in Jamaica. Four case studies are examined here. Document analyses and interviews of educators and student teachers are used to explore how biodiversity was addressed in teacher education curricula, the processes and outcomes of learning in education…

Inclusive Education in Government Primary Schools: Teacher Perceptions

Directory of Open Access Journals (Sweden)

Itfaq Khaliq Khan

2017-06-01

Full Text Available The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The sampled group comprised both, teachers trained in inclusive education and teachers working in same schools, but not trained in inclusive education. Purposive sampling method was used to select the teachers. Structured questionnaire (Likert Scale and structured interview method was used for data collection. The results of the study revealed that inclusive education is considered to be a desirable practice. The teachers believed that all learners regardless of their disabilities should be in regular classrooms and they showed more favorable attitude towards children with mild disabilities, but were not very optimistic about children with severe disabilities. The study also recognized teachers’ capacity as an essential component of inclusive education and recommends that inclusive education should be a part of pre and in-service teacher education.

Teachers' Beliefs about Neuroscience and Education

Science.gov (United States)

Zambo, Debby; Zambo, Ron

2011-01-01

Information from neuroscience is readily available to educators, yet instructors of educational psychology and related fields have not investigated teachers' beliefs regarding this information. The purpose of this survey study was to uncover the beliefs 62 teachers held about neuroscience and education. Results indicate there were three types of…

Relational competence in teacher education

DEFF Research Database (Denmark)

Grams Davy, Sarah

This paper presents an ongoing research project aiming to develop both a research-based terminology as well as a practical approach to develop the concept of relational competence in Danish teacher education. The current practical part of Danish teacher education operates with three framing...... learning goals for students: Didactics, classroom leadership and relational work. Especially the latter, relational work, lacks in-depth description and definition in order to become a tangible concept based on which teacher students’ professional qualifications can be developed....

Using Multiple Lenses to Examine the Development of Beginning Biology Teachers' Pedagogical Content Knowledge for Teaching Natural Selection Simulations

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Sickel, Aaron J.; Friedrichsen, Patricia

2018-02-01

Pedagogical content knowledge (PCK) has become a useful construct to examine science teacher learning. Yet, researchers conceptualize PCK development in different ways. The purpose of this longitudinal study was to use three analytic lenses to understand the development of three beginning biology teachers' PCK for teaching natural selection simulations. We observed three early-career biology teachers as they taught natural selection in their respective school contexts over two consecutive years. Data consisted of six interviews with each participant. Using the PCK model developed by Magnusson et al. (1999), we examined topic-specific PCK development utilizing three different lenses: (1) expansion of knowledge within an individual knowledge base, (2) integration of knowledge across knowledge bases, and (3) knowledge that explicitly addressed core concepts of natural selection. We found commonalities across the participants, yet each lens was also useful to understand the influence of different factors (e.g., orientation, subject matter preparation, and the idiosyncratic nature of teacher knowledge) on PCK development. This multi-angle approach provides implications for considering the quality of beginning science teachers' knowledge and future research on PCK development. We conclude with an argument that explicitly communicating lenses used to understand PCK development will help the research community compare analytic approaches and better understand the nature of science teacher learning.

Primary Teacher Education in Malaysia

Science.gov (United States)

Ching, Chin Phoi; Yee, Chin Peng

2012-01-01

In Malaysia the training of primary school teachers is solely carried out by teacher training institutes which offer the Bachelor of Teaching with Honors (Primary education) program and was first launched in 2007. This program prepares primary school teachers specializing in various subjects or major and is carried out in 27 teacher training…

Enhancing Teacher Efficacy in Special Education.

Science.gov (United States)

McDaniel, Elizabeth A.; McCarthy, Holly DiBella

1989-01-01

A special education teacher's sense of teaching efficacy and personal teaching efficacy influences teacher motivation and effort, teacher-student interactions, and student achievement. Methods for enhancing teachers' sense of efficacy are suggested. (JDD)

Inclusive Education in Government Primary Schools: Teacher Perceptions

OpenAIRE

Itfaq Khaliq Khan; Shujahat Haider Hashmi; Nabeela Khanum

2017-01-01

The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The sampled group comprised both, teachers trained in inclusive education and teachers working in same schools, but not trained in inclusive education. Pu...

Physical Education Teachers' Organizational Commitment

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Demir, Hayri

2013-01-01

The aim of this study was to determine physical education teachers' organizational commitment levels. The sample consisted of 204 physical education teachers working in the city center of Konya in the 2011 to 2012 academic year. The respondents were randomly selected in this research. Data collected for this research by using the Scale for…

Issues in the Education of TESOL Teachers by Distance Education

Science.gov (United States)

Hall, David; Knox, John

2009-01-01

Language teacher education by distance (LTED) has become a widespread and important practice in the preservice and in-service education of teachers, and in language education internationally. The advent of the Internet has combined with developments in other information communication technologies, the globalisation of English, and the…

The missing foundation in teacher education: Knowledge of the structure of spoken and written language.

Science.gov (United States)

Moats, L C

1994-01-01

Reading research supports the necessity for directly teaching concepts about linguistic structure to beginning readers and to students with reading and spelling difficulties. In this study, experienced teachers of reading, language arts, and special education were tested to determine if they have the requisite awareness of language elements (e.g., phonemes, morphemes) and of how these elements are represented in writing (e.g., knowledge of sound-symbol correspondences). The results were surprisingly poor, indicating that even motivated and experienced teachers typically understand too little about spoken and written language structure to be able to provide sufficient instruction in these areas. The utility of language structure knowledge for instructional planning, for assessment of student progress, and for remediation of literacy problems is discussed.The teachers participating in the study subsequently took a course focusing on phonemic awareness training, spoken-written language relationships, and careful analysis of spelling and reading behavior in children. At the end of the course, the teachers judged this information to be essential for teaching and advised that it become a prerequisite for certification. Recommendations for requirements and content of teacher education programs are presented.

Designing a Reflective Teacher Education Course and Its Contribution to ELT Teachers' Reflectivity

Science.gov (United States)

Tajik, Leila; Pakzad, Kazem

2016-01-01

Researchers in the present study planned a reflective teacher education course and documented the contribution of such a course to improving teachers' reflectivity. Five English teachers took part in the reflective teacher education course designed by the researchers. To record how the course could help improve reflective teaching, researchers…

Beginning Teachers' Experiences Working with a District-Employed Mentor in a North Carolina School District

Science.gov (United States)

Hobbs, Kari S.; Putnam, Jennifer

2016-01-01

This study is concerned with the experiences of beginning teachers working with a district-employed mentor. Based on Illeris's (2002) Three Dimensions of Learning, the study sought to understand the cognitive, emotional, and social processes involved in working with a mentor through the use of one-on one, in-depth interviews. Nine beginning…

The nature of student teachers' regulation of learning in teacher education.

Science.gov (United States)

Endedijk, Maaike D; Vermunt, Jan D; Verloop, Nico; Brekelmans, Mieke

2012-09-01

Self-regulated learning (SRL) has mainly been conceptualized to involve student learning within academic settings. In teacher education, where learning from theory and practice is combined, student teachers also need to regulate their learning. Hence, there is an urgent need to extend SRL theories to the domain of teacher learning and to obtain scientific knowledge on the nature of student teachers' SRL to enable support of these processes in teacher education. This study was aimed at exploring the nature of student teachers' regulation of learning across various theoretical and practical contexts in teacher education. Twenty-eight students from a post-graduate academic teacher education institute participated in this study. For the measurement of student teachers' regulation activities, an open question log, called Learning Report, was developed. Content analysis and multiple correspondence analyses of 133 Learning Reports were used to identify qualitative differences in regulation activities and the underlying structure in the data. The analyses resulted in the identification and description of the variety and frequency of student teachers' regulation activities. The relations among the regulation activities were described by an underlying structure of two dimensions: passive versus active regulation of learning and prospective versus retrospective regulation of learning. Active regulation dominated in practice schools, passive regulation at the university. It is argued that for learning to teach, a different conceptualization of SRL is needed, focusing less on setting initial learning goals and more on retrospective aspects of SRL. Building blocks for such a conceptualization are offered. ©2011 The British Psychological Society.

34 CFR 300.18 - Highly qualified special education teachers.

Science.gov (United States)

2010-07-01

... 34 Education 2 2010-07-01 2010-07-01 false Highly qualified special education teachers. 300.18... SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR THE... special education teachers. (a) Requirements for special education teachers teaching core academic...

Primary Teacher Educators' Perception of Desired and Achieved Pedagogical Content Knowledge in Geography Education in Primary Teacher Training

Science.gov (United States)

Blankman, Marian; van der Schee, Joop; Volman, Monique; Boogaard, Marianne

2015-01-01

This paper presents the findings of a study conducted among primary geography teacher educators. The research examines the perceptions of educators of primary teacher students' desired and achieved levels of substantial knowledge, syntactic knowledge, and beliefs about the subject of geography. The findings indicate that primary teacher educators…

The Reasons and Motivation for Pre-Service Teachers Choosing to Specialise in Primary Physical Education Teacher Education

Science.gov (United States)

Spittle, Sharna; Spittle, Michael

2014-01-01

This study explored the reasons for pre-service teachers choosing to specialise in primary physical education and how these choices related to their motivation. Pre-service teachers who then elected to specialise in primary physical education (n = 248) completed the Attractors and Facilitators for Physical Education (AFPE) questionnaire and the…

Integrating Educational Technologies into Teacher Education: A Case Study

Science.gov (United States)

Rawlins, Peter; Kehrwald, Benjamin

2014-01-01

This article is a case study of an integrated, experiential approach to improving pre-service teachers' understanding and use of educational technologies in one New Zealand teacher education programme. The study examines the context, design and implementation of a learning activity which integrated student-centred approaches, experiential…

Moving towards Effective Physical Education Teacher Education for Generalist Primary Teachers: A View from Cyprus

Science.gov (United States)

Tsangaridou, Niki

2016-01-01

The preparation of effective teachers continues to be a critical issue in the literature since what teachers know and are able do is the most significant influence on what students learn. Teacher education programmes are considered to be the best places for teacher candidates to learn the knowledge, skills and attitudes they need to educate…

Teacher Prep 3.0: A Vision for Teacher Education to Impact Social Transformation

Science.gov (United States)

Kretchmar, Kerry; Zeichner, Ken

2016-01-01

Teacher education in the USA is composed of both defenders and critics of the current system of teacher preparation. Some critics of college and university-based teacher education who describe themselves as "reformers" have referred to the non-university programmes as "teacher preparation 2.0" in order to emphasise the…

Supporting Teachers in Inclusive Education

Directory of Open Access Journals (Sweden)

Alekhina S.V.

2015-03-01

Full Text Available The article regards the issues of support provision to teachers involved in inclusive education as the main requirement for successful realization of inclusion. The methodological framework used in the study is a resource approach. The article describes the ways of extending the means of supporting teachers. The article also arguments for consolidating all the educators of inclusive schools into inclusive teams equally interested in joint work of administration and educators of intervention programs.

Who chooses to become a teacher and why?

DEFF Research Database (Denmark)

Reimer, David; Dorf, Hans

-secondary pupils. The nature of the data collected enables us to characterize teacher education students in contrast to a baseline reference group eligible to apply for teacher education and to compare these differences across countries (difference-in-differences estimation). This analytical strategy allows us......We analyze in this article to what extent beginning teacher education students at the primary school level differ with respect to previous educational pathways, socio-demographic characteristics, academic self-concepts and occupational motivations. In order to overcome methodological problems...... of most previous empirical studies on teacher recruitment we draw on data from a recent comparative study on teacher recruitment based on two different samples: In both Denmark and Finland we surveyed a representative group of first year teacher education students as well as last year upper...

The Role of Educational Psychology in Teacher Education: Three Challenges for Educational Psychologists

Science.gov (United States)

Patrick, Helen; Anderman, Lynley H.; Bruening, Paige S.; Duffin, Lisa C.

2011-01-01

We argue that this is a crucial time for educational psychology as a field to refocus its attention on the evidence base for its contribution to teacher education. In revisiting the recommendations of the APA Division 15 committee charged with examining the role of educational psychology in teacher education (Anderson et al., 1995), we note…

Psychobiological responses at the beginning and the end of an academic year in teachers

Directory of Open Access Journals (Sweden)

Miguel A. Serrano

2013-05-01

Full Text Available Evidence shows that work stress increases risk of cardiovascular disease. Emotional, cardiovascular and endocrine responses are affected by day-to-day experience. Perceived stress, negative mood, heart rate (HR and blood pressure (BP increase in working periods. Cortisol (C response is not so clear, there being contradictory results. The main purpose is to study stress markers in two working days in teachers. Moreover, we evaluate the role of gender in stress markers in 49 school teachers. Perceived stress, mood, BP, HR, and C were measured at the beginning and at the end of an academic year. Results show that psychological and heart rate responses to a working day were different at the end of the year, increasing, especially in men. BP and C responses descended at the end of the year. In conclusion, an academic year could affect negatively to the emotional state and heart rate of teachers.

Teacher Professionalism in Technical and Vocational Education

Science.gov (United States)

Tampang, B. L. L.; Wonggo, D.

2018-02-01

The advancement of a nation is largely determined by the advancement of education, and the field of education is on the teachers’ shoulders. Therefore, professionalism of teachers should be improved in performing their duties as facilitators, initiators, and motivators in achieving the competence of graduates. Teachers should be able to facilitate the learning process and pay attention to the development of learners in its various dimensions, leading to the ownership and development of intelligence, learning skills, attitudes, work skills, and social independence. Vocational education carried by Vocational High School, should not only provide theory, but also be coupled with the application or application of theory. It is time for us to rise up to give birth to professional experts in their fields, in accordance with the needs of the workforce. A professional teacher is required to have a work ethic and a high commitment to his profession, and always through continuous development through professional organizations, the internet, books, seminars, and the like. With the professionalism of teachers, then the future teacher does not appear again only as a teacher (teacher), such a prominent function during this, but switch as coach, counselor, and learning manager. Each Educational Institution of Education Personnel graduate and other college graduates who wish to become teachers are required to have at least the competence of the standard. Thus, teacher professionalism is a life-long and never-ending process. Developing and developing vocational education is an important and absolute thing to do, considering that approximately 80% of the workforce in the field is lower middle-level workforce.

Enhancing Teacher Education in Primary Mathematics with Mobile Technologies

Science.gov (United States)

Schuck, Sandy

2016-01-01

A challenge of teacher education is to produce graduate primary school teachers who are confident and competent teachers of mathematics. Various approaches to primary school teacher education in mathematics have been investigated, but primary teacher education graduates still tend to be diffident in their teaching of mathematics. In an age where…

The Doxa of Physical Education Teacher Education--Set in Stone?

Science.gov (United States)

Larsson, Lena; Linnér, Susanne; Schenker, Katarina

2018-01-01

In this paper, we critically examine the potential of assessment components in physical education teacher education (PETE) to either reinforce or challenge PETE students' conceptions of what a physical education (PE) teacher needs to know to teach this school subject. To understand the mechanisms that may contribute to the difficulty of…

Digitalization of Education System and Teacher Educators' Computer Skill in Bangladesh

Science.gov (United States)

Rahman, Mohammad Ataur

2011-01-01

This study examined how teacher educators perceive the incorporation and use of computer technology resources in Teachers' Training Colleges in Bangladesh. This study encompasses the thorough investigation of teacher educators' "computer skills" by using the valid and reliable instruments. The study finally examined whether any…

Lifelong Teacher Education in the Czechoslovakian Socialist Republic with Especial Reference to the Training of Teachers in Special Education.

Science.gov (United States)

Cerna, Marie

1987-01-01

The structure of the Czechoslovak system of preservice and inservice teacher education introduced by Education Act No. 29 of 1984 is described. The preparation of special education teachers is given particular emphasis. (Author/MT)

Constructivism as a Framework for Literacy Teacher Education Courses: The Cases of Six Literacy Teacher Educators

Science.gov (United States)

Kosnik, Clare; Menna, Lydia; Dharamshi, Pooja; Beck, Clive

2018-01-01

This paper presents findings from the large-scale study "Literacy Teacher Educators: Their Backgrounds, Visions, and Practices" that includes 28 literacy/English teacher educators (LTEs) from four countries. The participants were interviewed three times and shared their course outlines. Six pre-service LTEs who use a constructivist…

Using Multiple Lenses to Examine the Development of Beginning Biology Teachers' Pedagogical Content Knowledge for Teaching Natural Selection Simulations

Science.gov (United States)

Sickel, Aaron J.; Friedrichsen, Patricia

2018-01-01

Pedagogical content knowledge (PCK) has become a useful construct to examine science teacher learning. Yet, researchers conceptualize PCK development in different ways. The purpose of this longitudinal study was to use three analytic lenses to understand the development of three beginning biology teachers' PCK for teaching natural selection…

The practices and challenges of teacher educators' professional ...

African Journals Online (AJOL)

Teachers' professional development is the core of educational improvement. Thus, the main purpose of this study was to assess the practices and challenges of teacher educators' professional development through Lesson Study in Oromia colleges of teacher education. To this effect, descriptive survey method was used.

Counseling in teacher education

DEFF Research Database (Denmark)

Mølgaard, Dorthe Busk

Counseling is about supporting and challenging students in making decisions, being adaptive, seeing opportunities and acquiring self-knowledge. Literaturesearch of articles about counseling research in nordic teacher education 2008-2013 shows no results. We started a participant-orientated pilotp......Counseling is about supporting and challenging students in making decisions, being adaptive, seeing opportunities and acquiring self-knowledge. Literaturesearch of articles about counseling research in nordic teacher education 2008-2013 shows no results. We started a participant......-orientated pilotproject about counseling in teacher education. The aim was to acquire knowledge about how students perceive counseling. This knowledge could help uncover potential areas of development for counselingpractice. In the pilotproject it is tested if the chosen method is suitable for bigger qualitative study....... The study is a qualitative questionnaire survey. The “lifeworld” is central, therefore a phenomenological and hermeneutical approach was chosen, where the student’s perception of the counseling is studied. Central themes: Setting of the counseling and progress of the counselingcourse, content and shape...

Moral values in teacher education

NARCIS (Netherlands)

Veugelers, W.; Peterson, P.; Baker, E.; McGaw, B.

2010-01-01

Moral values are interwoven in all aspects of teaching: in the curriculum, in the school culture, and as moral examples in teachers' behavior. Working with values is an essential part of teaching. Educating students to become teachers requires the teachers to learn how values are embedded in

Teacher Performance Assessment in Teacher Education: An Example in Malaysia

Science.gov (United States)

Gallant, Andrea; Mayer, Diane

2012-01-01

As part of a cross-cultural collaboration, a teacher performance assessment (TPA) was implemented during 2009 in three Malaysian institutes of teacher education. This paper reports on the TPA for graduating primary teachers in Malaysia. The investigation focused on the pre-service teachers' perceptions about whether the TPA provided them with an…

Teacher Education Research and Education Policy-Makers: An Australian Perspective

Science.gov (United States)

White, Simone

2016-01-01

As teacher educators, we want our research to be influential in contributing to educational policy and practice, but there remains little understanding about ways in which teacher educators might more productively engage with each other and policy-makers so as to maximise their research impact. Drawing on an empirical study and policy document…

Interculturality and Teacher Education. A Study from Pre-Service Teachers' Perspective

Science.gov (United States)

Hinojosa Pareja, Eva F.; López López, M. Carmen

2018-01-01

Due to the multicultural nature of society and the failure of some of the educational models adopted to respond to cultural diversity, there is a need to pay greater attention to teachers' training. This study examines Teacher Education students' beliefs about cultural diversity and their relationship with pre-service teacher training as key…

The teacher of English for specific purposes and the European Space for Higher Education

Directory of Open Access Journals (Sweden)

Ana BOCANEGRA VALLE

2012-05-01

Full Text Available This paper focuses on the role of the teacher of English for Specific Purposes (ESP from the beginning of ESP research in the 80’s to date when educators are faced with the challenges of the European Space for Higher Education (ESHE and its implementation in educational systems across Europe. Firstly, the most outstanding aspects published in the relevant literature and dealing with the ESP teacher are explored and summarized. Secondly, the new roles to be played under the framework of ESHE are presented and discussed – it has been found that these new roles are not distinctively prescribed by ESHE but references to them are spread through the existing literature. Next, particular attention will be paid to «interdisciplinary collaboration». This notion is highlighted across ESHE instruments of implementation as a brand new practice in tertiary education but in the context of ESP it is a long-established goal with practical approaches adopted worldwide. As a way of conclusion, ESP teacher’s duties are listed bearing in mind the existing bibliography and the ESHE requirements.

Do Inquiring Minds Have Positive Attitudes? The Science Education of Preservice Elementary Teachers

Science.gov (United States)

Riegle-Crumb, Catherine; Morton, Karisma; Moore, Chelsea; Chimonidou, Antonia; Labrake, Cynthia; Kopp, Sacha

2016-01-01

Due to their potential impact on students' cognitive and non-cognitive outcomes, the negative attitudes towards science held by many elementary teachers are a critical issue that needs to be addressed. This study focuses on the science education of pre-service elementary teachers with the goal of improving their attitudes before they begin their professional lives as classroom teachers. Specifically, this study builds on a small body of research to examine whether exposure to inquiry-based science content courses that actively involve students in the collaborative process of learning and discovery can promote a positive change in attitudes towards science across several different dimensions. To examine this issue, surveys and administrative data were collected from over 200 students enrolled in the Hands on Science (HoS) program for pre-service teachers at the University of Texas at Austin, as well as more than 200 students in a comparison group enrolled in traditional lecture-style classes. Quantitative analyses reveal that after participating in HoS courses, pre-service teachers significantly increased their scores on scales measuring confidence, enjoyment, anxiety, and perceptions of relevance, while those in the comparison group experienced a decline in favorable attitudes to science. These patterns offer empirical support for the attitudinal benefits of inquiry-based instruction and have implications for the future learning opportunities available to students at all education levels. PMID:27667862

Special Education Teachers' Nature of Science Instructional Experiences

Science.gov (United States)

Mulvey, Bridget K.; Chiu, Jennifer L.; Ghosh, Rajlakshmi; Bell, Randy L.

2016-01-01

Special education teachers provide critical science instruction to students. However, little research investigates special education teacher beliefs and practices around science in general or the nature of science and inquiry in particular. This investigation is a cross-case analysis of four elementary special education teachers' initial…

Teachers envisioning future geography education at their schools

NARCIS (Netherlands)

Beneker, Tine; Palings, Hans; Krause, Uwe

2015-01-01

One of the challenges of a geography teacher education program is preparing teachers for their leading roles in keeping geography education relevant for the young people of today. It is important to allow teachers to think about geography education and the future and to foster their

Thinking, Language and Learning in Initial Teacher Education

Science.gov (United States)

Taylor, Nick

2016-01-01

Initial teacher education (ITE) serves as a bridge between prospective teachers exiting the school system to enrol in teacher education faculties, on the one hand and newly qualified teachers (NQTs) who are embarking on a career in schooling on the other. The present paper describes the language and thinking skills student teachers bring to their…

Beyond the Garden of Eden: Deep teacher professional development1

African Journals Online (AJOL)

Becoming a professional teacher is falsely understood to be a simple process: usually consisting of a transference of skills to execute classroom pedagogy or classroom management. This article begins by exploring the many forces which influence the curriculum of teacher education in higher education, signaling the ...

Ethics Education in Initial Teacher Education: Pre-Service Provision in England

Science.gov (United States)

Walters, Sue; Heilbronn, Ruth; Daly, Caroline

2018-01-01

Ethics education exists in most professions internationally, yet is less prevalent in teacher education. This article reports on research exploring how ethics education is provided in university courses of initial teacher education (ITE) in England that was conducted as the second phase of an international survey study which considered the…

Reforms in Education: The Need for Re-Engineering Teacher Education for Sustainable Development

Science.gov (United States)

Ofoego, O. C.; Ebebe, I. E.

2016-01-01

The paper is concerned with reforms in Education and the need for re-engineering Teacher education in Nigeria for better professionalism and National Development. In the process, key concepts like Teacher Education and professionalism were explained. A brief review of the state of Teacher Education and Development in Nigeria revealed the…

Teacher Educators' Attitude towards Computer: Perspective Bangladesh

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Rahman, Mohammad Ataur

2011-01-01

This study examined how teacher educators perceive the attitude towards use of computer technology in Teachers' Training Colleges in Bangladesh. This study investigated teacher educators' computer attitudes by using the valid and reliable instruments of Loyd and Gressard's (1984) Computer Attitude Scale (CAS). The data was collected through …

How teacher education can make a difference

NARCIS (Netherlands)

Korthagen, F.

2010-01-01

Many studies reveal a huge gap between theory and practice in teacher education, leading to serious doubts concerning the effectiveness of teacher education. In this paper, the causes of the gap between theory and practice are analysed. On this basis, and grounded in a three-level model of teacher

Lessons for Teacher Education from Corporate Practice.

Science.gov (United States)

Houston, W. Robert

1987-01-01

Teacher education suffers from parochialism and is essentially the same today as it was 50 years ago. Corporate education programs are large and well developed, and adoption of their promising ideas could improve teacher education. Eight conclusions about corporate educational practices are presented from a study of corporate training programs…

Physics Teachers' Education (PTE): Problems and Challenges

Science.gov (United States)

Sassi, Elena; Michelini, Marisa

A vast majority of the research results acknowledge the crucial role of teacher's education, as a vital tool in enhancing the quality of physics education. The projects like PISA, ROSE and TIMMS showcase the impact of teacher's education as a qualitative improvement in the physics learning environment. In Physics Education Research (PER), the impact of teacher's education had been addressed for the its role in the enhancement of positive interest among the students. The current world-wide state of the art characterizes a large variety of boundary conditions, traditions and practices that are being followed. In our present context, we foucus and discuss on the multidimensional challanges such as competencies needed, degrees required, problems encountered, support to be provided and the basic pre-requirements of Teacher's education for the secondary schools. We present some of the teaching methods and practices followed in coherent with, both, the Student centered and open learning environments along with some of the useful didactical indicators. Also, we potray a couple of research-based examples successfully experimented in Italy. Finally we propose some useful recommendations along with the criteria to be followed in the teachers education for the overall improvement.

Current Challenges to Teacher Education in Denmark

DEFF Research Database (Denmark)

Staugaard, Hans Jørgen; Rasmussen, Palle

and other subjects. But the university colleges are not part of the regular university sector, so teacher education is still generally separated from the research-based university tradition. Currently this fact is much debated. Two main types of arguments are being put forward for relocating teacher...... education to universities. One is that it will improve the subject knowledge of teacher and thus enable them to raise the skill levels of Danish students in core subjects. This is deemed necessary in the wake of international comparative surveys of achievement (like the PISA). Another argument is that many......Until recently, teacher education in Denmark for primary and lower secondary school (the Folkeskole) was organised in separate teacher training colleges. During the last ten years two comprehensive reforms of the system of medium cycle higher education have been implemented, first the act...

Examining Secondary Special Education Teachers' Literacy Instructional Practices

Science.gov (United States)

Leko, Melinda M.; Handy, Tamara; Roberts, Carly A.

2017-01-01

This study presents findings from a survey of secondary special education teachers who teach reading. Respondents were 577 special education teachers from a large Midwestern state who completed an online or mail survey. Results based on quantitative and qualitative analyses indicate predominant foci of secondary special education teachers' reading…

The Use of Emancipatory Pedagogy in Teacher Education.

Science.gov (United States)

Gordon, Beverly M.

1986-01-01

Suggests that teacher education is historically grounded in a 19th century conception of education, influenced by social Darwinism and scientific determinism. Looks at the benefits of incorporating emancipatory pedagogy in teacher education programs, through the study of such master teachers as Sylvia Ashton-Warner, Cynthia Brown, and Charles…

Democracy in schools: are educators ready for teacher leadership?

Directory of Open Access Journals (Sweden)

Elsabé de Villiers

2011-01-01

Full Text Available The aim of this research was to determine educators' perceptions of and readiness for teacher leadership. A total of 283 educators in the Eden and Central Karoo Education District in the Western Cape participated in the study. The participants included district officials, principals, and members of school management teams, as well as veteran, middle, and novice educators. A series of instruments was used to determine educators' perspectives, perceptions and readiness for teacher leadership, including the Teacher Leadership Readiness Instrument (TLRI. The results indicated that educators held positive assumptions about teacher leadership. Educators' preliminary leadership perceptions, assumptions about and readiness for teacher leadership proved that the majority of educators are ready for a more distributed, deep democratic leadership practice in schools. Educators acknowledged the need for continuous professional development in the area of teacher leadership. It was also found that as preliminary leadership perceptions of educators improve or strengthen, readiness for teacher leadership is also likely to improve or strengthen. These findings have significant implications for leadership practices, collaboration, capacity-building and improvement in schools, educators' self-esteem, motivation and productivity, as well as student outcomes.

Job Design for Special Education Teachers

Science.gov (United States)

Major, Amanda E.

2012-01-01

Special education teachers, especially those that teach students with behavioral/emotional challenges, have high attrition rates stemming from stress, job dissatisfaction, and low motivation. The external factors in the school setting and job contribute to special education teachers' attrition and disengagement. A relationship between motivation…

A Personal Journey to Merge Literacy Education and Multicultural Teacher Education

Science.gov (United States)

Doepker, Gina M.

2015-01-01

There has been considerable attention to multicultural education and how to effectively integrate it into teacher education programs so that it helps teachers to be attentive to and effective for the economically, culturally, and racially diverse student populace. This article will focus on my personal journey with multicultural teacher education…

Inclusion Reconceptualized: Pre-Service Teacher Education and Disability Studies in Education

Science.gov (United States)

Gilham, Christopher M.; Tompkins, Joanne

2016-01-01

In this article, two teacher educators describe and explain how they are reconceptualizing a pre-service teacher education course on inclusion using disability studies in education (DSE) scholarship. The DSE approach better connects the oft-separated field of diversity and inclusion, and builds on the program's overall focus on equity education.…

Comprehensive Teacher Education: A Handbook of Knowledge.

Science.gov (United States)

American Association of Colleges for Teacher Education, Washington, DC.

Since 1992, AACTE and the DeWitt Wallace-Reader's Digest Fund have worked in partnership to advance the knowledge base of comprehensive teacher education. The AACTE/DeWitt Wallace-Reader's Digest Fund's Comprehensive Teacher Education National Demonstration Project is grounded in the mutual belief that preparation of classroom teachers must…

PETOM: Preservice Education for Teachers of Minorities.

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Kamehameha Journal of Education, 1993

1993-01-01

The paper presents an overview of a two-year program called PETOM (Preservice Education for Teachers of Minorities), which receives funding from the Kamehameha Schools and the University of Hawaii to prepare teachers of underachieving minority children. The program educates teachers who can make school successful for Hawaii's minority students.…

TEACHER EDUCATION FOR DISTANCE LEARNING BASED SPECIAL EDUCATION IN PAKISTAN

Directory of Open Access Journals (Sweden)

Tanzila NABEEL

2009-01-01

Full Text Available Special education is a mode of education in which specially designed instruction material and environment is required to meet the diverse requirements of children with special needs. In Pakistan, Open University (AIOU exclusively initiated a program for teacher preparation for Special Children through distance learning. This was a unique program of its kind with no precedence of defined services for Special Teachers’ Preparation. Dept of Special Education AIOU - through Distance learning system, offers study/training at graduate, masters and Ph. D. levels. Teachers are prepared in 6 specialized areas of Visual Impairment, Physical Disabilities, Hearing Impairment, Intellectual Disability, Learning Disability and Inclusive Education. The Open University has a well established regional network, outreach system providing educational counseling and guiding services to its students. University has 32 regional campuses with 86 part-time regional coordinating officers throughout the country for providing assistance to the Regional campuses. Over 900 study centers are established during the semester and are managed through the university’s regional campuses. Each student is assigned to a tutor who is a subject specialist. To maintain consistency of on and off campus observations, University faculty conducts reliability observations with adjunct Supervisors. Their professional growth impacts the quality of the teaching cadre. It was for the first time in the history of teacher training institutes of Pakistan that a teacher training program at Masters Level in the area of Special Education was offered through distance education. This paper gives the experiences, methodology and successes as outcome of the Distance- learning Special-Educator Program in Pakistan. Also highlighted is the Special Teacher Preparation Model through Distance Education System. Increased program completion rates support the fact that Open University faculty have become better

Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences

OpenAIRE

Al Otaiba, Stephanie; Lake, Vickie E.; Greulich, Luana; Folsom, Jessica S.; Guidry, Lisa

2012-01-01

This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor Assisted Intensive Learning Strategies (TAILS), which provided identical meaning-focused instruction (shared book reading), but differed ...

Novice Teachers Learning from Others: Mentoring in Shanghai Schools

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Salleh, Hairon; Tan, Charlene

2013-01-01

This paper explores critically the practice of teacher mentoring in Shanghai schools. It begins with a review of the literature on teacher mentoring, which is followed by an introduction to education and teacher mentoring in the schools. The next section critiques teacher mentoring in Shanghai and we highlight three key characteristics and…

Redefining Teacher Education: The Theories of Jerome Bruner and the Practice of Training Teachers.

Science.gov (United States)

Orlofsky, Diane D.

This book issues a call for the reform of teacher education from within each individual methods classroom. It challenges teacher educators to use the learning theories of Jerome Bruner as a catalyst for constructing their own narrative concerning teacher education. It provides practical applications of theory in order to improve pedagogical…

Teachers as Hackers: Implications for 21st Century Teacher Education

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Wizel, Maya

2017-01-01

This qualitative study introduces a new framework for describing teachers who act innovatively in public schools--teachers as "hackers." It examines the characteristics and conditions under which teachers "hack" their classroom pedagogy to create disruptive innovation in the public education system and identify implications for…

An Examination of Black Science Teacher Educators' Experiences with Multicultural Education, Equity, and Social Justice

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Atwater, Mary M.; Butler, Malcolm B.; Freeman, Tonjua B.; Carlton Parsons, Eileen R.

2013-12-01

Diversity, multicultural education, equity, and social justice are dominant themes in cultural studies (Hall in Cultural dialogues in cultural studies. Routledge, New York, pp 261-274, 1996; Wallace 1994). Zeichner (Studying teacher education: The report of the AERA panel on research and teacher education. Lawrence Erlbaum Associates, Mahwah, pp 737-759, 2005) called for research studies of teacher educators because little research exists on teacher educators since the late 1980s. Thomson et al. (2001) identified essential elements needed in order for critical multiculturalism to be infused in teacher education programs. However, little is known about the commitment and experiences of science teacher educators infusing multicultural education, equity, and social justice into science teacher education programs. This paper examines twenty (20) Black science teacher educators' teaching experiences as a result of their Blackness and the inclusion of multicultural education, equity, and social justice in their teaching. This qualitative case study of 20 Black science teacher educators found that some of them have attempted and stopped due to student evaluations and the need to gain promotion and tenure. Other participants were able to integrate diversity, multicultural education, equity and social justice in their courses because their colleagues were supportive. Still others continue to struggle with this infusion without the support of their colleagues, and others have stopped The investigators suggest that if science teacher educators are going to prepare science teachers for the twenty first century, then teacher candidates must be challenged to grapple with racial, ethnic, cultural, instructional, and curricular issues and what that must mean to teach science to US students in rural, urban, and suburban school contexts.

Multicultural Education: Teachers' Perceptions and Preparation

Science.gov (United States)

Alismail, Halah Ahmed

2016-01-01

This paper focuses on theory and practice in multicultural education as it pertains to the preparation of preservice teachers. The literature reviews the history and definition of multiculturalism and investigates multiple theoretical frameworks around the ongoing debate and issues of multicultural education. Teachers' perceptions of multicultural…

Work Adjustment of Vocational Education Teachers.

Science.gov (United States)

Muncrief, Martha Crawford

To investigate work adjustment of vocational education teachers, a nation-wide study was conducted focusing on vocational needs, job satisfaction, and job success. The study involved 180 secondary teachers from three vocational areas, business, home economics, and industrial education. A multistage sampling process was utilized to select…

On Teachers' Sound Personality in Modern Higher Education

Institute of Scientific and Technical Information of China (English)

加鹏飞; 黄丽颖; 姜丽

2009-01-01

This paper aims at the discussion on teachers' personality. Personality education has already been regarded as a part of whole education. Thus it is very necessary for those who are teachers or who are going to be teachers to know something about teachers' personality. This paper intends to discuss teachers' personality from the following aspects: what is teachers' personality; what are the standards of a sound personality of a teacher; what the effects of teacher's personality on students are; how to develop a sound personality.

The Attitudes of Teachers in Further Education.

Science.gov (United States)

Young, G. M.

1980-01-01

Reports a survey of educational attitudes among teachers and tutors in English colleges of education. Three domains were studied: naturalism-formalism in attitude toward pedagogic role and student-teacher interaction; egalitarianism-conservatism in attitude toward access to educational systems and resources; and liberalism-utilitarianism in…

Language teacher education in CALL: history and perspectives

Directory of Open Access Journals (Sweden)

Ana Cristina Biondo Salomão

2013-01-01

Full Text Available Over the last years, the new technologies have changed the way we relate to information and communicate with other people, which has brought on impact to foreign language teaching and learning, and, consequently, to the area of foreign language teacher education. The abbreviation CALL (Computer Assisted Language Learning has been used to designate the processes of language teaching and learning with the use of computers, and language teacher education in CALL to name teacher education for and with the use of new technologies, since a number of authors point to the interdependence of both processes. We intend in this article to present an overview of the literature of the area of language teacher education in CALL nowadays and discuss issues related to the use of new technologies concerning its integration to teacher education and the functional and institutional roles to be taken. We also present two proposals of teacher education with the use of new technologies which are being implemented and at the same time studied in Brazil, which we believe have essential elements for the development of language teachers for and with the use of new technologies currently.

Teachers' Attitudes towards Inclusive Education in Jordanian Schools

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Al-Zyoudi, Mohammed

2006-01-01

The purpose of this study was to investigate teachers' attitudes towards inclusive education in Jordan, and the factors that influenced such attitudes. Qualitative research was used to gather information from all general education and special education teachers. The sample consisted of 90 teachers at 7 schools. The results of this study showed…

Refueling the STEM and Special Education Teacher Pipelines

Science.gov (United States)

Goldhaber, Dan; Krieg, John; Theobald, Roddy; Brown, Nate

2016-01-01

Improving the quality of the teacher workforce is high on the nation's education policy agenda, but school systems continue to face difficulties in staffing STEM and special education classrooms with qualified teachers. This article documents the mismatch between the supply and demand of STEM and special education teachers in Washington State,…

Fostering Teacher Educators' Professional Development in Research and in Supervising Student Teachers' Research

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Geerdink, Gerda; Boei, Fer; Willemse, Martijn; Kools, Quinta; Van Vlokhoven, Haske

2016-01-01

Most teacher educators who work at institutes for higher vocational education have faced a new role since the European Community aimed to upgrade the general quality of education. Research tasks have been added as a new important core business for institutes that used to be mainly focused on education. Teacher educators therefore have to become…

Pathway — Using a State-of-the-Art Digital Video Database for Research and Development in Teacher Education

Science.gov (United States)

Adrian, Brian; Zollman, Dean; Stevens, Scott

2006-02-01

To demonstrate how state-of-the-art video databases can address issues related to the lack of preparation of many physics teachers, we have created the prototype Physics Teaching Web Advisory (Pathway). Pathway's Synthetic Interviews and related video materials are beginning to provide pre-service and out-of-field in-service teachers with much-needed professional development and well-prepared teachers with new perspectives on teaching physics. The prototype was limited to a demonstration of the systems. Now, with an additional grant we will extend the system and conduct research and evaluation on its effectiveness. This project will provide virtual expert help on issues of pedagogy and content. In particular, the system will convey, by example and explanation, contemporary ideas about the teaching of physics and applications of physics education research. The research effort will focus on the value of contemporary technology to address the continuing education of teachers who are teaching in a field in which they have not been trained.

Teacher education - meeting the needs of the new generation

DEFF Research Database (Denmark)

2014-01-01

Temanr. fra konferencen: Teacher Education: Meeting the Needs of the New Generation 33rd Annual Seminar of International Society for Teacher Education, Hong Kong Baptist University, Hong Kong, May 27 – 31, 2013......Temanr. fra konferencen: Teacher Education: Meeting the Needs of the New Generation 33rd Annual Seminar of International Society for Teacher Education, Hong Kong Baptist University, Hong Kong, May 27 – 31, 2013...

The Case for History of Education in Teacher Education

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Ediger, Marlow

2018-01-01

Students have much to benefit from courses pertaining to the history of the teaching profession. History of education, as a course to be taken in teacher education, has been greatly minimized in the ensuing years. Approximately six per cent of colleges/universities require a course in this area for prospective teachers. When being a student in the…

The Cost of Mentoring Non-University-Certified Teachers: Who Pays the Price?

Science.gov (United States)

Steadman, Sharilyn C.; Simmons, John S.

2007-01-01

Across America today, school districts face a problem of numbers: too many students, too few educators. In some areas, the shortage of classroom teachers is approaching crisis proportions. Attempts to address the problem of teacher supply have focused on either bringing new people into the field of education or keeping beginning teachers in the…

Training of adult education teachers in Denmark

DEFF Research Database (Denmark)

Wahlgren, Bjarne

The article presents the Danish adult educational system, the extend of adult learning and the objectives of the adult education program. It presents the teacher training institutions and programs and the programs for continuing education in practice. Further on the article presents and discus...... the pedagogical principles and theories behind the training of teachers in adult education....

Teachers Envisioning Future Geography Education at Their Schools

Science.gov (United States)

Béneker, Tine; Palings, Hans; Krause, Uwe

2015-01-01

One of the challenges of a geography teacher education program is preparing teachers for their leading roles in keeping geography education relevant for the young people of today. It is important to allow teachers to think about geography education and the future and to foster their curriculum-making competences. In a master course at Fontys…

In-Service Teacher Education: Some Suggestions for Improvement ...

African Journals Online (AJOL)

This paper therefore examines teacher education, especially in-service teacher education and how it has been practised elsewhere. It is hoped that education policy makers will take note of some of the issues raised in this paper as the one day workshop which has hitherto been the most used strategy of in-service teacher ...

Training Teachers in Special Needs Education in Tanzania: A Long ...

African Journals Online (AJOL)

This study examined the training of special education teachers in Tanzania. ... learning materials, few trained teachers, teacher attrition, negative attitudes, barrier to ... Keywords: Special needs education, disability, inclusive education, teacher ...

Teacher Educator Changing Perceptions of Theory

Science.gov (United States)

Smith, Kim; Hodson, Elaine; Brown, Tony

2013-01-01

An alternative formulation of the actor in educational action research is shown to refresh notions of theory within initial teacher education. Methodologically, the actor is depicted as identifying with ongoing cultural adjustments through reflective data. Specifically, the paper considers the experience of mature trainee teachers in the United…

Teacher Professional Development with an Education for ...

African Journals Online (AJOL)

This national case study reports on the development of a national network, curriculum framework and resources for teacher education, with specific focus on the inclusion of environment and sustainability, also known as education for sustainable development (ESD) in the South African teacher education system. It reviews ...

Theory-practice Dichotomy in Mathematics Teacher Education: An ...

African Journals Online (AJOL)

Theory-practice Dichotomy in Mathematics Teacher Education: An Analysis of Practicum ... Zimbabwe Journal of Educational Research ... practices in primary teacher education continue to create dichotomous gaps in this relationship.

Work-related violence, lifestyle, and health among special education teachers working in Finnish basic education.

Science.gov (United States)

Ervasti, Jenni; Kivimäki, Mika; Pentti, Jaana; Salmi, Venla; Suominen, Sakari; Vahtera, Jussi; Virtanen, Marianna

2012-07-01

Studies have reported higher levels of absenteeism due to illness among special education teachers compared to other teachers, but it is not known which factors might contribute to this difference. We examined whether health, health behaviors, and exposure to violence at work differed between special education and general education teachers in Finnish basic education. Survey data from 5760 general and special education teachers were analyzed with multilevel logistic models adjusted for individual- and school-level confounding factors. No difference was found between the health behaviors of general and special education teachers. The differences in physical and mental health between the two groups were also relatively small. With regard to work-related violence, however, male special education teachers were 3 times more likely to be exposed to mental abuse, and 5 times more likely to be exposed to physical violence when compared to their male colleagues in general education. Although female special educators were also at an increased risk of mental abuse and physical violence compared to their female general teacher colleagues, their odds ratios for such an encounter were smaller (2- and 3-fold, respectively) than those of male special education teachers. The school-level variance of physical violence toward teachers was large, which indicates that while most schools have little physical violence toward teachers, schools do exist in which teachers' exposure to violence is common. These findings suggest that special education teachers may benefit from training for handling violent situations and interventions to prevent violence at schools. © 2012, American School Health Association.

Process Mediates Structure: The Relation between Preschool Teacher Education and Preschool Teachers' Knowledge

Science.gov (United States)

Blömeke, Sigrid; Jenßen, Lars; Grassmann, Marianne; Dunekacke, Simone; Wedekind, Hartmut

2017-01-01

Data about processes and outcomes of preschool teacher education is scarce. This paper examines the opportunities to learn (OTL) of prospective preschool teachers (N = 1,851) at different types and stages of preschool teacher education and their relation to general pedagogical knowledge (GPK), mathematics pedagogical content knowledge (MPCK), and…

Understanding Higher Education-Based Teacher Educators' Identities in Hong Kong: A Sociocultural Linguistic Perspective

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Yuan, Rui

2016-01-01

While teacher educator identities have received increasing attention over the past decade, there is a lack of research on teacher educators' professional identities in the complex and shifting higher education contexts. Informed by the sociocultural linguistic perspective, this study investigates two language teacher educators' professional…

Changes in Teacher Education in Thailand 1978-2014

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Thongthew, Sumlee

2014-01-01

This paper reviews the long attempt to transform teacher education in Thailand. Although a brief summary of educational systems and models of teacher preparation from 1892 to 1973 has been provided, the prime focus of the paper is on presenting changes in teacher education from 1974 to the present day, against the backdrop of key political and…

Exploring the Educative Power of an Experienced Mathematics Teacher Educator-Researcher

Science.gov (United States)

Yang, Kai-Lin; Hsu, Hui-Yu; Lin, Fou-Lai; Chen, Jian-Cheng; Cheng, Ying-Hao

2015-01-01

This paper aims to explore the educative power of an experienced mathematics teacher educator-researcher (MTE-R) who displayed his insights and strategies in teacher professional development (TPD) programs. To this end, we propose a framework by first conceptualizing educative power based on three constructs--communication, reasoning, and…

Teachers' Misunderstanding: The Concept of Inclusive Education

Science.gov (United States)

Sanagi, Tomomi

2016-01-01

Teachers' misunderstanding the concept of inclusive education will not lead to good practices, rather make an exclusive environment for pupils with special educational needs in mainstream schools. This study clarified teachers' attitudes towards the image of inclusive education with conjoint analysis and cluster analysis. The participants for this…

Teachers Implementing Entrepreneurship Education: Classroom Practices

Science.gov (United States)

Ruskovaara, Elena; Pihkala, Timo

2013-01-01

Purpose: This study aims to highlight the entrepreneurship education practices teachers use in their work. Another target is to analyze how these practices differ based on a number of background factors. Design/methodology/approach: This article presents a quantitative analysis of 521 teachers and other entrepreneurship education actors. The paper…

Historiography in Graduate Technology Teacher Education

Science.gov (United States)

Flowers, Jim; Hunt, Brian

2012-01-01

A proposal is made suggesting the inclusion of historiography (i.e., historical research and the writing of history) into graduate technology teacher education. In particular, a strategy is forwarded to have graduate students in technology teacher education, who are working at schools in different locations, conduct historical research and write…

Teacher Education and the Professional Perspectives of Student Teachers.

Science.gov (United States)

Tabachnick, B. Robert; And Others

1979-01-01

The perceptions and attitudes of elementary education majors engaged in student teaching are examined. The desirability of a mandatory student teaching component in preservice teacher education is questioned. (RJG)

Secondary Special Education Teachers as Teacher Leaders: Redefining Their Role

Science.gov (United States)

Mulrine, Christopher F.; Huckvale, Manina Urgolo

2014-01-01

As the responsibilities and challenges of special education teachers at the secondary level increase, their roles are expanding to include mentor, coach, and facilitator for other teachers. In these roles, they lend their expertise and skills to become the new teacher leaders for today's inclusive secondary classroom settings.

Perspectives on instructor modeling in mathematics teacher education

OpenAIRE

Brown, Cassondra

2009-01-01

Teachers' instructional practices are greatly shaped by their own learning experiences as students in K-12 and college classrooms, which for most teachers was traditional, teacher-centered instruction. One of the challenges facing mathematics education reform is that, traditional teaching is in contrast to reform student- centered instruction. If teachers learn from their experiences as mathematics students, mathematics teacher educators are encouraged to model practices they would like teach...

Promoting Transfer and an Integrated Understanding for Pre Service Teachers of Technology Education

Directory of Open Access Journals (Sweden)

David Morrison-Love

2014-11-01

Full Text Available The ability of students to transfer learning between subjects and contexts when problem solving is critical for developing their capability as Technologists and teachers of Technology. However, a growing body of literature suggests this ability is often assumed or over-estimated, and rarely developed explicitly within courses or degree programs. The nature of the problems tackled within technology are such that solutions draw upon knowledge from a wide range of contexts and subjects, however, the internal organisation and structure of institutions and schools tends to compartmentalise rather integrate these. Providing a knowledge base and range of strategies that enhance students’ awareness of and skills in transferring learning may allow for a more integrated understanding to develop. The importance of developing this in a more explicit manner is heightened as trainee teachers will, in turn, be responsible for developing the similar capabilities of the children they go on to work with as professional teachers. This paper begins by considering problem solving in technology education and some of the issues associated with learning transfer. Thereafter, a framework and strategy for better integrating learning between courses is described and forms the basis for developments in an Initial Teacher Education degree program for Technology Education. Provisional data from evaluations and student work indicated a positive effect in enhancing trainee teachers’ thinking and additional data in the form of questionnaires, interviews and student work help to explore this further. Finally, it is argued that the development framework and approach enhances their mental models of teaching and offers a significant step forward in promoting student teachers’ transfer of future learning between subjects; something increasingly critical for 21st century STEM Education.

Contested Discourses of Teacher Professionalism: Current Tensions between Education Policy and Teachers' Union

Science.gov (United States)

Mausethagen, Solvi; Granlund, Lise

2012-01-01

This article addresses constructions and redefinitions of teacher professionalism by focusing on the discursive negotiations between the government and the teachers' union in Norway. Based on an examination of three white papers on teacher education from the past 15 years and policy documents put forth by the Union of Education Norway during the…

Multiculturalism in Four Teacher Education Programs: For Replication or Transformation

Science.gov (United States)

Ensign, Jacque

2009-01-01

This article describes four teacher education programs and their student teachers' responses to why some students in their classrooms were not doing well. The responses and programs fell into two categories: education for replication of inequities and education for transformation. If teacher education programs want their prospective teachers to be…

Teacher education program explores building professional learning ...

International Development Research Centre (IDRC) Digital Library (Canada)

2 mai 2016 ... ... use are influencing educational practices and policy across the developing world. ... STF is an in-service teacher education program for high school teachers ... to use digital tools and resources in their classroom teaching.

Expanding Computer Science Education in Schools: Understanding Teacher Experiences and Challenges

Science.gov (United States)

Yadav, Aman; Gretter, Sarah; Hambrusch, Susanne; Sands, Phil

2017-01-01

The increased push for teaching computer science (CS) in schools in the United States requires training a large number of new K-12 teachers. The current efforts to increase the number of CS teachers have predominantly focused on training teachers from other content areas. In order to support these beginning CS teachers, we need to better…

Teachers as Rural Educators

Science.gov (United States)

Kristiansen, Andrew

2014-01-01

In the article, education is seen as a hierarchical cultural encounter between urban and rural values and ways of life. Good teachers do not only deliver curriculum, they also consider the needs and values of their students, as well as those of the local community. The article discusses how teachers' competence, knowledge and attitudes can affect…

Character education in perspective of chemistry pre-service teacher

Science.gov (United States)

Merdekawati, Krisna

2017-12-01

As one of the pre-service teacher education programs, Chemistry Education Department Islamic University of Indonesia (UII) is committed to providing quality education. It is an education that can produce competent and characteristic chemistry pre-service teacher. The focus of research is to describe the perception of students as a potential teacher of chemistry on character education and achievement of character education. The research instruments include questionnaires and observation sheets. Research data show that students have understood the importance of character education and committed to organizing character education later in schools. Students have understood the ways in which character education can be used. The students stated that Chemistry Education Department has tried to equip students with character education. The observation result shows that students generally have character as a pre-service teacher.

The Views of the Social Studies Teachers About Chaotic Situations that Arise in Social Studies Education in 4+4+4 Educational System

Directory of Open Access Journals (Sweden)

Oğuzhan KARADENİZ

2015-04-01

Full Text Available Named as 4+4+4 by the public, the law which extends the compulsory education in Turkey to 12 years stage by stage and which demands some amendments in Elementary Education Law Number 6287 and some other laws came into force by being published in the Official Gazette with number 28261 on 11th April, 2012. Social Studies was continued to be implemented in the 5, 6, 7 and 8th grades as a major area course in the 4+4+4 education system. The changes and innovations that are performed in the program have created different effects on the administrators, the teachers and the students at the schools. In this research, it was aimed to determine the opinions of the social studies teachers about the chaotic situations caused by innovations and changes experienced in social studies. The Research is a special case study conducted with the qualitative research approach. As a result, teachers who participated in the survey evaluated the positive and negative aspects of the 4+4+4 education system application. It is determined that the teachers who find the system negative had chaotic situations about student’s age, physical environment, application-guidance, harmony wih school, continuity of the system öngörülemeand administration problems. It is concluded that in social studies teaching, teachers had chaotic situations because of deficiency of the program, inadequate time of lessons causing not to catch up with the scheduled time, harmony problems of the students who begin the secondary school just after the fourth grade and students’ insufficiency in cognitive and sensual developmental levels of readiness. It is determined that students had chaotic problems caused by the change of their physical environment, leaving their friends and leaving their class teacher while trying to adapt to their new branch teacher. It is determined that these results made the teachers face chaotic and complex situations and caused them not to be able to foresee the future.

Teacher Labor Markets in Developed Countries

Science.gov (United States)

Ladd, Helen F.

2007-01-01

Helen Ladd takes a comparative look at policies that the world's industrialized countries are using to assure a supply of high-quality teachers. Her survey puts U.S. educational policies and practices into international perspective. Ladd begins by examining teacher salaries--an obvious, but costly, policy tool. She finds, perhaps surprisingly,…

Qualities of Ideal Teacher Educators

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Nihal Tunca

2015-04-01

Full Text Available Abstract Generally, the relationship between the teacher educators' qualities and the quality of teacher education has not been discussed extensively in the literature. At the same time, various studies can be found in the eastern literature examining the characteristics of faculty members at the education faculties. The effect of teacher educators over teacher candidates has not been explored, and in this sense, there is limited number of studies examining faculty members at education faculties in Turkey. Mostly employing quantitative research designs, these studies have focused on faculty members in terms of various characteristics However, which qualities that faculty members should have as a whole have not been studied. However, faculty members, as well as teachers who are a matter of debate in terms of the qualities they are supposed to have should be examined in research studies. In this context, this study aims to identify the qualities that an ideal teacher educator should have from the perspective of education faculty students as future teachers. The current research is a qualitative study in phenomenology design. The participants of the study are third and fourth year 214 pre-service teachers from the departments of Science and Technology Teaching, Pre-School Teacher Education, Classroom Teacher Education, Social Studies Teaching and Turkish Language Teaching. Criterion sampling was used for participant selection. The data gathering tool consisted of an open-ended question that would reveal the qualities that an ideal teacher educator should have based on teacher candidates’ views. Junior and senior teacher candidates’ views were asked and the data were analyzed according to content analysis approach. As a result, the qualities that an ideal teacher educator should have been gathered under five main themes including ‘professional roles and responsibilities, professional values, personal characteristics, professional ethic

Teachers' Views on Co-Education: Co-Education or Single-Sex Education?

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Sari, Mediha

2017-01-01

The purpose of this study is to investigate teachers' views on co-education. The study, which adopted a descriptive screening model, involved 240 teachers (142 females and 84 males) working in four primary schools and four secondary schools located in the central towns of Adana. Data were collected using Views on Co-education Scale (VCS). Analysis…

Developing Inclusive Pre-Service and In-Service Teacher Education: Insights from Zanzibar Primary School Teachers

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Juma, Said; Lehtomäki, Elina; Naukkarinen, Aimo

2017-01-01

Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers' insights into the development of inclusive teacher education by drawing on collaborative action research conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were…

Bilingual Intercultural Teacher Education: "Nuevos Maestros Para Bolivia"

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Delany-Barmann, Gloria

2009-01-01

Educational reform efforts in Bolivia have created possibilities for teacher-training institutions to focus on bilingual intercultural education. How teacher trainers and future teachers embark upon this endeavor differs somewhat depending on the sociolinguistic, historical, and institutional contexts of each community. This article reports…

Literacy teacher education principles and effective practices

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Litt, Deborah G; Place, Nancy A

2014-01-01

Few resources exist to give literacy teacher educators a comprehensive view of effective, innovative practices in their field, making this uniquely practical volume an important addition to the literature. Each chapter describes research findings and pedagogical methods, with an emphasis on what teachers really need to know to succeed. Woven into the text are more than 30 detailed activities and assignments to support teacher development, written by outstanding teacher educators. Links to professional teaching standards and the Common Core State Standards are highlighted throughout. Suppleme

Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands

NARCIS (Netherlands)

Harmsen, R; Helms-Lorenz, M.; Maulana, R; van Veen, K; van Veldhoven, M.J.P.M.

2018-01-01

The main aim of this study was to adjust the Questionnaire on the Experience and Evaluation of Work (QEEW) in order to measure stress causes and stress responses of beginning secondary school teachers in the Netherlands. First, the suitability of the original QEEW stress scales for use in the

National and transnational teacher education

DEFF Research Database (Denmark)

Dorf, Hans; Rasmussen, Jens

2011-01-01

in educational theory are chosen to present different perspectives on dilemmas of modernity and set the stage for the subsequent discussion of the paradigms of teacher education policy. In a brief historical account, basic positions in Danish teacher education are identified. Moving on to the European Union...... level, the next section is a tour de force of mostly European Commission educational documents, and it is shown that a dual, partly integrated paradigm of competence development and citizenship education catches the goals of European Union educational policy. The prevailing mode of educational...

Elementary General and Special Education Teachers' Mathematics Skills and Efficacy

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Flores, Margaret M.; Thornton, Jennifer; Franklin, Toni M.; Hinton, Vanessa M.; Strozier, Shaunita

2014-01-01

The purpose of this study was to extend the literature regarding elementary teachers' beliefs about mathematics instruction to include special education teachers by surveying special education and general education teachers' mathematics teaching efficacy. In addition, the researchers' surveyed teachers' mathematics skills. The participants (n =…

The Internationalization of Teacher Education: Different Contexts, Similar Challenges

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Bruno Leutwyler

2017-05-01

Full Text Available This is a comparative study focused on the internationalization of teacher education in three countries – Bulgaria, Switzerland, and South Africa. The authors stress on the fact that on the one hand, teacher education is exposed to the increasing imperative to internationalize but on the other hand, teacher education is traditionally to a very large extent nationally shaped. The classical fields of internationalization of teacher education – individual mobility of students and staff, program and provider mobility, internationalization of the curriculum, internationalization of the campus, international cooperation – are used as a basis for constructing the chapter. The authors present these fields in teacher education in Bulgaria, Switzerland, and South Africa. Then, comparing the three different national contexts, some common features, similarities and differences between the countries are analyzed. Finally, the study ends with synthesizing two main challenges that illustrate how an appropriate internationalization of teacher education is still to be developed.

Professional development of teacher educators through informal learning

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MEd Marly Gootzen; drs Maurice Schols; dr Rita Schildwacht; dr.ir. Quinta Kools; drs Marina Bouckaert-den Draak

2012-01-01

Introduction and theoretical background Professional development of teacher educators is an important issue because in order to be able to teach the teachers of the future, teacher educators have to keep their own knowledge and skills 'future proof' (Kools, 2011a). A lot of professional development

Teaching the teachers of teaching : tertiary teacher education in Papua New Guinea

OpenAIRE

McLaughlin, Glenn Denis

1991-01-01

This thesis is centred upon the development, implementation and evaluation of the Bachelor of Education (Tertiary) BEd T. program at the University of Papua New Guinea, which aims to promote quality teacher educators. The program has its in rationale cognitive development theory, research on approaches to learning and the literature concerning adult and teacher development in the Melanesian context. The theoretical position adopted is that teacher development is a form of adult development...

A Qualitative Phenomenological Exploration of Teachers' Experience With Nutrition Education.

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Hall, Elisha; Chai, Weiwen; Albrecht, Julie A

2016-05-03

Background: Nutrition education delivered by classroom teachers has become a popular intervention designed to combat childhood obesity. However, few qualitative studies have explored nutrition education with teachers Purpose: The purpose of this study was to explore how elementary teachers describe their experience with nutrition education. Methods: A qualitative phenomenological approach was used. Semistructured interviews, observations, and document analysis were conducted with 10 teachers who delivered nutrition education in their classrooms. Inductive coding was used to determine invariant constituents, reduce constituents to categories, and cluster categories into themes. Reliability and validity were accomplished through intercoder agreement, audio recording, triangulation, bracketing, and member checking. Results: Results identified 5 core themes related to roles teachers play in nutrition education, the importance placed upon nutrition, motivation for supplementary activities, barriers, and a triadic relationship between students, teachers, and curriculum. Discussion: Findings reveal interactions within the nutrition education experience in which teachers balance barriers with their value of nutrition education and motivation to help students make healthy choices. Translation to Health Education Practice: Health educators should work with classroom teachers at the program design, implementation, and evaluation stages of curriculum development to better address needs and facilitate the delivery of high-quality nutrition education for students.

Preservice Teachers' Developing Conceptions of Teaching English Learners

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Kelly, Laura Beth

2018-01-01

In this study, 12 preservice teachers in a community college English as a second language (ESL) K-12 teacher education program drew pictures and wrote descriptions of teachers teaching English language learners (ELLs) at the beginning and end of an ESL methods course. Using content analysis, the researcher analyzed the drawings and descriptions…

Education facilities and motivation of teachers & students at ...

African Journals Online (AJOL)

Education facilities and motivation of teachers & students at correction centers: the case of Goba, Delomena and Sheshamene Oromia in Ethiopia. ... Goba Correction School had better education services. More specifically ... Keywords: Correction Centers, prison, education, teachers' and students' motivation, Ethiopia ...

Teacher Education and Black Male Students in the United States

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H. Richard Milner

2013-10-01

Full Text Available Teacher education programs in the United States (U.S. struggle to prepare teachers to meet the complex needs of elementary and secondary students in public schools - especially those of color, those living in poverty, and those whose first language is not English. In this article, we argue for focused attention on preparing educators to teach African American male students as these students face particular institutional challenges in successfully navigating the U.S. public school system. Drawing from the significant body of research on teacher education and teacher learning for equity and social justice, four Black teacher educators discuss challenges they have faced in classes designed to prepare teachers to teach Black male students. Through an analysis of commonalities in their experiences, they propose means for teacher educators to foster greater understandings of the heterogeneity found among Black male students so that teachers can craft more responsive and responsible educational experiences for Black males.

CoRes utilization for building PCK in pre-service teacher education on the digestive system topic

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Nugraha, Ikmanda

2017-05-01

Knowledge of teachers in learning activities in the classroom has a close relationship with how well and how much students learn. Recently, a promising development in teacher education has appeared that centers on the academic construct of pedagogical content knowledge (PCK). This study was an exploratory study into a science teacher education program that seeks to build the foundations on which pre-service teachers can begin to build their pedagogical content knowledge (PCK). The program involved the use of Content Representations (CoRes), which was initially applied as component of a strategy for exploring and gaining insights into the PCK of in-service science teachers. This study involved the researcher and 20 students (third year) in a pre-service teacher education course (School Science I) in science education when the students worked to make content analysis on the digestive system topic. During the course, the students make their own CoRes through a workshop for digestive system topic individually, in pairs and whole class discussion. Data were recorded from students' CoRes, student reflective journals, interviews, and field notes recorded in the researcher's reflective journal. Pre-service teachers' comments from interviews and reflective journals were coded in relation to references about: (1) the effectiveness of variety strategies in building the knowledge bases required to design a CoRes and (2) their awareness and/or development of tentative components of future PCK for a digestive system topic as a result of CoRes construction. Observational data were examined for indications of increasing independence and competency on the part of student teachers when locating appropriate information for designing their CoRes. From this study, it is hoped that the pre-service science teachers are able to build knowledge and then transform it into a form of PCK for digestive system topic for their first classroom planning and teaching to teach digestive system

Continuing education of teachers in the early years: "Good Practices Seminar" as a proposal for teacher education and integration

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Mariana Vaitiekunas Pizarro

2017-12-01

Full Text Available There are many studies that show challenges, demands and needs in the search for improvement of teacher education. Seeking to break with the teacher's view that "always plays the same practices", the present study aimed to evaluate the placement of teachers on a proposal for training in school through socialization of pedagogical practices considered successful by teachers called "Good Seminar Practices" and to assess the extent of this situation as a proposal for continuing education. The research, qualitative, made use of semi-structured questionnaires to map the perceptions of teachers regarding this formative proposal. The results highlight the importance of qualifying the teacher do to not summarize a make devoid of purpose and criticism, valuing teachers' ideas in order to legitimize the faculty knowledge and refine their practices surpassing the understanding of teacher as mere executor of tasks.

Beginning Teachers' Conceptual Understandings of Effective History Teaching: Examining the Change from "Subject Knowers" to "Subject Teachers"

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Reitano, Paul; Green, Nicole C.

2013-01-01

This article reports the investigation of change in preservice teachers' conceptions of effective history teaching across a secondary history methods course in a postgraduate diploma of education program. Using concept mapping to plot shifts in their expressed reflections, data were obtained that indicate personal constructs of effective history…

Four discourse models of physics teacher education

OpenAIRE

Larsson, Johanna; Airey, John

2017-01-01

In Sweden, as in many other countries, the education of high-school physics teachers is typically carried out in three different environments; the education department, the physics department and school itself during teaching practice. Trainee physics teachers are in the process of building their professional identity as they move between these three environments. Although much has been written about teacher professional identity (see overview in Beijaard, Meijer, & Verloop, 2004) little ...

Effective Mathematics Teaching in Finnish and Swedish Teacher Education Discourses

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Hemmi, Kirsti; Ryve, Andreas

2015-01-01

This article explores effective mathematics teaching as constructed in Finnish and Swedish teacher educators' discourses. Based on interview data from teacher educators as well as data from feedback discussions between teacher educators and prospective teachers in Sweden and Finland, the analysis shows that several aspects of the recent…

The Impact of Globalization on Teacher Education: The Philippine Perspective

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de Guzman, Allan B.; dela Rosa, Praxedes S. M.; Arcangel, Clotilde N.

2005-01-01

This qualitative study is an attempt to describe how administrators, teachers and researchers in a select group of teacher education institutions (TEIs) in the capital of the Philippines collectively view globalization. Specifically, concepts of a globalized teacher education, impact of globalization in teacher education, and problems of teacher…

Making Philosophy of Science Education Practical for Science Teachers

Science.gov (United States)

Janssen, F. J. J. M.; van Berkel, B.

2015-04-01

Philosophy of science education can play a vital role in the preparation and professional development of science teachers. In order to fulfill this role a philosophy of science education should be made practical for teachers. First, multiple and inherently incomplete philosophies on the teacher and teaching on what, how and why should be integrated. In this paper we describe our philosophy of science education (ASSET approach) which is composed of bounded rationalism as a guideline for understanding teachers' practical reasoning, liberal education underlying the why of teaching, scientific perspectivism as guideline for the what and educational social constructivism as guiding choices about the how of science education. Integration of multiple philosophies into a coherent philosophy of science education is necessary but not sufficient to make it practical for teachers. Philosophies are still formulated at a too abstract level to guide teachers' practical reasoning. For this purpose, a heuristic model must be developed on an intermediate level of abstraction that will provide teachers with a bridge between these abstract ideas and their specific teaching situation. We have developed and validated such a heuristic model, the CLASS model in order to complement our ASSET approach. We illustrate how science teachers use the ASSET approach and the CLASS model to make choices about the what, the how and the why of science teaching.

Mentors' Perspectives on the Effectiveness of a Teacher Mentoring Program

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Tant-Tierce, Tabatha

2013-01-01

Teacher retention is an issue in education, and the loss of teachers has a direct affect on student achievement. Schools are battling the attrition of beginning teachers by the use of mentoring programs. The purpose of this study was to determine the effectiveness of a mentoring program, according to teachers who have served as mentors,…

The development of community competence in the teacher education curriculum

NARCIS (Netherlands)

Dobber, M.; Vandyck, I.J.J.; Akkerman, S.F.; de Graaff, R.; Beishuizen, J.J.; Pilot, A.; Verloop, N.; Vermunt, J.D.

2013-01-01

Teachers are expected to frequently collaborate within teacher communities in schools. This requires teacher education to prepare student teachers by developing the necessary community competence. The present study empirically investigates the extent to which teacher education programmes pay

Challenges to Vocational Teacher Education.

Science.gov (United States)

Erickson, Richard C.

1985-01-01

Challenges to vocational teacher education include technological change that is sending large numbers of adults back to school; increasing numbers of women, minorities, and handicapped individuals who are seeking employment in nontraditional occupations; vocational preparation for jobs in the information economy; teacher recruitment; and creative…

Problematizing Finland's Pursuit of Intercultural (Kindergarten) Teacher Education

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Layne, Heidi; Dervin, Fred

2016-01-01

The argument that teachers should become ethical intercultural teachers is increasingly recognized as legitimate. This article presents a case study in kindergarten teacher education in Finland, a country that has been at the center of global discussions about quality education. The authors question the agenda for studying and teaching in an…

Media Education: Opinions of Russian Teachers

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Alexander Fedorov

2014-11-01

Full Text Available The analysis of the conducted questionnaire among teachers of secondary schools showed that realizing the great importance of the media in the contemporary information society, three quarters of them support the idea of media education at schools and 58% believe that a new major for pedagogical institutes needs to be introduced - “Media Education”. Most of teachers justly think that the combination of the autonomous and integrated media lessons is the most effective way today for the development of media education in Russia, and therefore - for the increase of media literacy of the young generation. However, in spite of the fact that majority of teachers define the aim to develop the critical thinking of the audience as one of the most important, they significantly overestimate the weight of “protectionist” approach to media studies today, and on the contrary, undervalue the goals to develop the democratic thinking of the pupils, their knowledge about theory and history of media and media culture. Moreover, despite of the general support of media education ideas (in theory expressed by 75 % of the teachers, actually only one third of them use some elements of media education at their lessons (in reality, and one fifth of the group does not integrate it at all. The hardest obstacle on the way of media education into the Russian classrooms is the absence of financial motivation, according to the teachers, though to our point of view, last but not the least is the passive anticipation of the authority’s directives and insufficient level of knowledge of today’s Russian teachers in terms of the theory and methods of media education. Thus, the analysis of the teachers’ questionnaire has given us additional proof for the necessity of the official introduction of the new university-level Major- “Media Education” (namely, Major, because the homonymous Minor was registered in 2002 and media education courses for the students of all

Practice Teachers’ Role in Teacher Education – Individual Practices across Educational Curricula

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Kirsten Elisabeth Thorsen

2016-04-01

Full Text Available Praksislærere har en sentral rolle i lærerutdanning. Forskning peker imidlertid på at både tilfeldigheter og uklarheter er knyttet til utøvelse av rollen. Forskningsprosjektet “Teachers` Professional Qualifications” (TPQ, undersøker intensjoner med den nye lærerutdannings­reformen i Norge i et bredt perspektiv. Denne artikkelen undersøker hvordan praksislærere oppfatter sin rolle og sine oppgaver på bakgrunn av at reformen har ambisjoner om praksis­lærere som likeverdige samarbeidspartnere i lærerutdanning. Studien har utgangspunkt i en spørreundersøkelse med 45 praksislærere i tillegg til dybdeintervju med åtte andre.Resultatene viser at det som kjennetegner rollen som praksislærer, først og fremst er lang erfaring som lærer. I tillegg viser resultatene at generelle læreroppgaver har mer oppmerk­somhet i praksisperioder enn det som er mål i lærerutdanningsprogrammet. På den måten legitimerer praksislærere sin rolle ut av en lærerutdanningskontekst. Studien bekrefter også det internasjonal forskning viser: behovet for å involvere praksislærere i felles prosesser for å utvikle sammenhenger mellom teoristudier og praksisopplæring i lærerutdanning.Fire år etter implementering av lærerutdanningsreformen i Norge er det grunn til å stille spørsmål ved i hvilken grad intensjonene i reformen har blitt realisert. Diskusjonen er i hovedsak knyttet til profesjonalisering av praksislærerrollen og praksislærere som likeverdige samarbeidspartnere i lærerutdanning.Nøkkelord: lærerutdanning, lærerutdannere, praksislærere, forholdet teori-praksisAbstractPractice teachers have a central role in teacher education. However, research indicates ran­domness and obscurity in performing this role. The research project “Teachers’ Professional Qualifications” (TPQ examines objectives regarding the new Teacher Education Reform in Norway from 2010 in a broad perspective. As the reform places high demands on practice

Democracy and Emancipation in Teacher Education: A Summative Content Analysis of Teacher Educators' Democratic Assignment Expressed in Policies for Teacher Education in Sweden and Ireland between 2000-2010

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Edling, Silvia; Mooney Simmie, Geraldine

2018-01-01

How questions concerning democracy and emancipation thread through teacher education is currently under theorized and there is a paucity of cross-national studies examining the problem. In this study, we draw from a number of theoretical frameworks for their discursive positioning of democracy and emancipation in teacher education and what we are…

Preschool Teacher Competence Viewed from the Perspective of Students in Early Childhood Teacher Education

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Lillvist, Anne; Sandberg, Anette; Sheridan, Sonja; Williams, Pia

2014-01-01

This paper examines contemporary issues in early childhood teacher education in Sweden. The aim of the study was to explore dimensions of the construct of preschool teachers' competence as reported by 810 students enrolled in early childhood teacher education at 15 Swedish universities. The results showed that students' definitions of preschool…

Examining Professional Learning and the Preparation of Professionally Competent Teachers in Initial Teacher Education

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Tang, Sylvia Y. F.; Wong, Angel K. Y.; Cheng, May M. H.

2016-01-01

The relative contributions of higher education and schools, and hence the conceptual and practical aspects of ITE, to student teachers' professional learning have been an issue of concern in teacher education. This article reports a mixed-methods study showing the relationship between student teachers' engagement with the practical and conceptual…

Quality of Work Life: Perceptions of Jordanian Special Education Teachers

Science.gov (United States)

Al-Zboon, Eman K.; Al_Dababneh, Khuloud A. H.; Ahmad, Jamal

2015-01-01

The purpose of the current study was to investigate the level of quality of work life QOWL of Jordanian special education teachers. Participants of the study were 133 special education teachers. Results showed that special education teachers cited average level of QOWL. Furthermore, teachers rated administrators' and colleagues' respect as the…

VIDEOCONFERENCING ON EDUCATION: A CASE STUDY WITH TEACHERS OF BASIC EDUCATION

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Paulo Sérgio Garcia

2013-12-01

Full Text Available This study investigated teachers’ objectives for using videoconferencing (VC, their forms of use, and advantages and difficulties faced in the context of public schools. It was also analyzed VC contribution to teacher education and the skills that teachers require to use it. It was used interviews with 17 teachers who participated in projects. The data analyzed qualitatively revealed that teachers had objectives related to the expansion of the content, the study of other cultures, the creation of new teaching methods and techniques, the encouragement of the students in decision-making, and the motivation of the students. Forms of use were associated with lectures and talks delivered by experts. Among the main difficulties were the lack of support and time for teacher planning his activities, and lack of technical support. The VC can contribute with teacher education in updating teacher knowledge, and in the process of learning how to use new technologies. Among the competencies required are: master the use of technologies, control physical space, and master the strategies of dynamics of the use. The results promote further discussions on teaching practices and classroom management, both in pre-service and in-service education.

Portfolio Development in Teacher Education and Educational Leadership.

Science.gov (United States)

Biddle, James

The Ohio Consortium for Portfolio Development was established in 1988 as an interinstitutional research effort to integrate portfolio development into teacher education. A subphase focused on portfolio use by entry year teachers in a metropolitan school system. Personnel at Wright State University, Central State University, and the University of…

Virtues and Well-Being of Korean Special Education Teachers

Science.gov (United States)

Kim, So-Young; Lim, Young-Jin

2016-01-01

Although much emphasis has been paid to stress and burnout among special education teachers, little attention has been paid to their well-being. This study aimed to examine relations between virtues and well-being among Korean special education teachers. Virtues and well-being of 115 Korean special education teachers were assessed using the…

Preparing Culturally Responsive Teachers: Effective Practices in Teacher Education

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Ellerbrock, Cheryl R.; Cruz, Bárbara C.; Vásquez, Anete; Howes, Elaine V.

2016-01-01

Despite the growing diversity in our nation's schools, many teacher educators avoid discussions on diversity issues for myriad reasons. As a result, numerous preservice teachers lack quality learning opportunities to become well versed on issues of diversity in meaningful ways that can translate to P-12 practice. This article elaborates on…

A Survey into Czech Teachers'Attitude towards Inclusive Education

OpenAIRE

Hui, Luo

2006-01-01

Teachers are considered the key elements in promoting inclusive education and their attitude toward inclusion may influence school learning environment and the availability of equal educational opportunities for all students. The survey was carried out in Prague, Czech Republic to examine teachers' attitude toward inclusive education and the sample comprised of 104 regular and speciál school teachers. The analysis of data confirmed findings of many previous studies on teacher attitude toward ...

Education, learning and teacher's formation for a lively distance education

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Rosana Silva de Moura

2017-08-01

Full Text Available This study aims to discuss teaching and learning in distance education in higher education, from an experiment in a course of specialization lato sensu, directed the continuing education of teachers, developed at the Federal University of Santa Catarina (2013-2014. Present and analyze the specificity of the Specialization Course in Pedagogical Coordination in view the prospect of a living EAD, anchored on a solid basis containing three elements, namely: 1 learning is the reason for the school 2 the undeniable need linked to the pedagogical practice democratic management in school, requiring collaborative work of its subjects, and 3 the pedagogical practice is also theory, because who exercises it is the teacher-scholar. After facing the initial prejudices about this format of school education, which are the limits and the scope verified in this experience? We can infer that the results of this experiment in distance education, still ongoing, have led the student teachers to think their pedagogical practices in their schools.

The reflective teacher education: teaching as an object of research

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Altair Alberto Fávero

2013-06-01

Full Text Available The continuing education of teachers has become a compulsory subject in our time. There is a consensus among teachers and school leaders regarding the need to “educate the educators”, because the rational knowledge learned in the process of formation of teachers is not sufficient to face the complexity and the diversity of the problems that the teachers’ work demands. It is necessary and urgent, in any area from education, to reflect about the new forms of exercising the skills needed for the professional practice. In regards to teaching, reflecting in and about the practice enables the educator to reconsider their own performance. The focus of this essay is to analyze the continuing education of teachers from the paradigm of the reflective teacher.KEYWORDS: Reflective teacher, Formative process, Educational policies.

Teacher Educators as Cultural Workers: Problematizing Teacher Education Pedagogies

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de los Ríos, Cati; Souto-Manning, Mariana

2015-01-01

From a Latina/o Critical Race Theory perspective, in this article we engage in a process of testimonio co-creation to trace Freire's notion of critical pedagogy in our lives as former schoolteachers and current teacher educators. Through the critical analysis of our lived experiences, we unveil the powerful affordances we have gained by employing…

Teacher Competence and Teacher Quality in Cambodia's Educational Context Linked to In-Service Teacher Training: An Examination Based on a Questionnaire Survey

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Phin, Chankea

2014-01-01

Competent teacher is an indispensable pillar for students' learning outcome and education quality improvement. This paper examines Cambodian teachers' perception regarding: (1) teacher competence and improving education quality and (2) ensuring teacher quality and in-service teacher training. This study used questionnaire that targeted a line of…

Contextualization processes and the initial education of physics teachers

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Cristina Cândida de Macedo

2014-03-01

Full Text Available Contextualization of school contents has been seen as a possibility of facilitating students’ learning, since it makes the educative process more significant to them. However, there is no agreement as to the meaning and the forms of applying such processes. Particularly in the area of Science teaching, the creation of thematic projects has been seen as a way of contextualizing school contents. It is noteworthy that the experience with the education of Physics teachers shows that the creation and execution of such projects brings many difficulties to teachers, the main obstacle being the understanding of what contextualized educative processes are. Having this in mind, a project has been elaborated with the objective of analyzing the comprehension Physics teachers that are going through teacher education courses have of the processes of contextualization. The data for this investigation has been obtained from students who attended a course of the Physics Teacher Education module at the Federal University of Itajubá. It is significant to mention that in this course students are asked to create three versions of a thematic project. In order to analyze the data, the procedure of Thematic Content and Category Analysis was adopted. This research shows that Physics teachers to be incorporate the discourses of the educative ideas throughout the course. However, there is a series of obstacles they face as they attempt to understand and carry out contextualized educative processes. Those difficulties are connected to their experience with this kind of educative process throughout the years they spend at school and in the teacher education course. We conclude thus that it is essential that contextualized educative activities be part of the reality of teacher education programs.

Research-Based Teacher Education? Exploring the Meaning Potentials of Swedish Teacher Education

Science.gov (United States)

Alvunger, Daniel; Wahlström, Ninni

2018-01-01

In this article, we explore the meaning potentials of teacher education in terms of the significance of a research-based approach and the different pedagogic identities that such an approach implies. The study's aim is to examine the important factors for education to be considered research-based and to identify and analyse the research base of…

Teacher testing and implications for physical education

OpenAIRE

O'Sullivan, Mary; Tannehill, Deborah

1990-01-01

peer-reviewed There has been a dramatic increase in teacher testing in the last decade. State and national attention to this issue is evidenced by the amount of literature devoted to assessment in general and teacher testing in particular. An invitational conference was held last fall by the Educational Testing Service (ETS) to provide a forum for clarifying issues regarding uses of standardized tests in American education in general and teacher testing in particular. Flippo...

Problem Solving Abilities and Perceptions in Alternative Certification Mathematics Teachers

Science.gov (United States)

Evans, Brian R.

2012-01-01

It is important for teacher educators to understand new alternative certification middle and high school teachers' mathematical problem solving abilities and perceptions. Teachers in an alternative certification program in New York were enrolled in a proof-based algebra course. At the beginning and end of a semester participants were given a…

The Challenges Faced by New Science Teachers in Saudi Arabia

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Alsharari, Salman

2016-01-01

Growing demand for science teachers in the Kingdom of Saudi Arabia, fed by increasing numbers of public school students, is forcing the Saudi government to attract, recruit and retain well-qualified science teachers. Beginning science teachers enter the educational profession with a massive fullfilment and satisfaction in their roles and positions…

Cultural Brokers and Student Teachers: A Partnership We Need for Teacher Education in Urban Schools

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Lane, Paula J.

2017-01-01

Paula Lane, who has supervised student teachers at a university in the suburban wine country of northern California for the past 12 years, describes a field experience with a group of new student teachers in an urban school. Like the majority of teacher candidates in education programs, the pre-service teacher education students were White and…

From the Beginning: The "Journal of Chemical Education" and Secondary School Chemistry

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Lagowski, Joseph J.

2014-01-01

The people, events, and issues that were involved in the beginning and the evolution of the "Journal of Chemical Education" and the Division of Chemical Education (DivCHED) are traced and discussed. The constitution of the American Chemical Society incorporates the roots of chemical education as an area of interest to the Society. Both…

Empirical Moral Philosophy and Teacher Education

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Schjetne, Espen; Afdal, Hilde Wågsås; Anker, Trine; Johannesen, Nina; Afdal, Geir

2016-01-01

In this paper, we explore the possible contributions of empirical moral philosophy to professional ethics in teacher education. We argue that it is both possible and desirable to connect knowledge of how teachers empirically do and understand professional ethics with normative theories of teachers' professional ethics. Our argument is made in…

Assessment of Resources for Training Prospective Teachers in Business Education at the Colleges of Education

Science.gov (United States)

Okoro, James

2014-01-01

This study assessed Resources for Training Prospective Teachers in Business Education at the colleges of Education at South South Nigeria. Business Teacher Education programmes are set up to produce competent teachers for the secondary schools and skilled labour force for the private sector. These products of Business Education programme at the…

The Magic of Psychology in Teacher Education

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Fendler, Lynn

2012-01-01

Educational psychology is a curricular requirement for most teacher preparation programs in the world. Knowledge of educational psychology is assessed on examinations for teacher licensure in most jurisdictions, and understanding of psychology is assumed to be indispensible for effective teaching at all levels. Traditional university-based…

So You Want to Be a Teacher Educator? The Job Advertisement as a Construction of Teacher Education in Canada

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Hales, Anne; Clarke, Anthony

2016-01-01

This article contributes a Canadian perspective to a growing body of international research investigating teacher education, specifically as a category of academic work exemplified in employment advertisements. By investigating how Canadian employment advertisements in teacher education are constructed as mediating artefacts in the relationship…