International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Teacher Education Programs
Page 12/30
294 items
111
In conjunction with the social structures that shape one's sense of agency, neoliberal factors frame the context wherein teachers' develop their perceptions about incorporating critical multicultural curricula. In this research project, the author examined this intersection – between the local and the global – to better understand how teacher education can work to support and strengthen the possibility for critical pedagogy to be realized in teachers' classrooms. The findings indicate that structural obstacles undermined these teachers' ability to visualize and place aspects of social justice and diversity at the foundation of instruction.
Published: 2011
Updated: Jul. 30, 2012
112
In summer 2009, the Labour government in England introduced of the Masters in Teaching and Learning (MTL), which was fully funded by the Training and Development Agency for Schools (TDA). The proposed aim of the MTL is ‘to improve teacher quality to raise standards in education. The authors discuss what the MTL might mean both for in‐service teacher education and initial teacher training. The authors also explore issues relating to the structure and delivery of MTL.
Published: 2011
Updated: Jul. 24, 2012
113
The present paper highlights how different types of learning opportunities are available in school subject departments for student teachers even when they are working in the same school and within the same PGCE partnership scheme. This article derives from a year-long doctoral ethnographic study exploring initial teacher education (ITE) work with 15 student teachers in four subject departments (geography, history, modern foreign languages (MFL) and science) in one secondary school (for 11- to 18-year-old pupils) in the south of England. The discussion concentrates on three different types of learning were identified in relation to ITE in the subject departments: Learning by imitation, Learning by enculturation and Learning by innovation.
Published: 2011
Updated: May. 21, 2012
114
In this article, the author situates contemporary issues in early childhood teacher education within the historical context of the kindergarten movement in the U.S. The author frames the discussion around two central questions that recur in contemporary pre-K expansion discourses: (a) What constitutes a qualified teacher?, and (b) What is high-quality early childhood teaching?
Published: 2010
Updated: May. 09, 2012
115
This study explores social expectations around adequate knowledge for prospective secondary mathematics teachers in South Korea and the United States. The authors selected a sample of 49 teacher preparation institutions in South Korea and the United States. The findings suggest that transnational commonalities and national differences exist simultaneously, and examining both is necessary to better understand teacher knowledge.
Published: 2011
Updated: Apr. 01, 2012
116
In this article, the author reflects on his last 15 years of experience as an environmental education researcher and teacher education faculty member. Through the personal reflections of narrative inquiry, the author observes and interprets the changes he has witnessed and participated in at the state, university, college, and department level, and also on the bureaucratic forces. The author argues that such changes can begin with sustainability-responsive course revisions, and can connect to more significant changes in college and state programs and policies.
Published: 2010
Updated: Mar. 12, 2012
117
In this article, the author examines preservice teachers’ autobiographical stories in a literacy methods course as a curriculum for teacher education. The teacher educator’s key role is examined in facilitating a public context of vulnerability.
Published: 2011
Updated: Feb. 08, 2012
118
This study explores a preservice teacher’s intercultural development over the course of a semester-long teacher education study abroad program in England. The preservice teacher experienced cultural dissonance during her immersion in the cultural context in England. Her immersion experience provided her with the opportunity to have the experience of being a cultural outsider. The authors conclude that such study abroad programs can be powerful vehicles in teacher educators’ efforts to prepare preservice teachers for work with culturally diverse students.
Published: 2011
Updated: Feb. 08, 2012
119
This study compared three teacher preparation programs at a Midwestern university. The purpose of the study was to examine how the teachers from the three programs perceived the impact of the programs and how employers perceived their teaching competencies. The teachers from the three teacher education programs at the Midwestern university held positive attitudes about the impact of their programs on their competencies. Their positive views were confirmed by the perceptions of their employers, who provided high ratings of their teachers' competencies in all three programs.
Published: 2010
Updated: Jan. 12, 2012
120
This exploratory study examined the authors' utilization of two service-learning tutoring programs with preservice teachers (PSTs). The PSTs were assigned to either Tutor-Assisted Intensive Learning Strategies (TAILS) or Book Partners (BP) tutoring program and taught one of the tutoring programs with identified kindergarten or first-grade struggling readers. The findings reveal that the TAILS journals were more informative, included very specific social skills details. TAILS journals reported twice as many classroom social behaviors when compared to the BP journals.
Published: 2010
Updated: Jan. 02, 2012