International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Teacher Education Programs
Page 14/30
294 items
131
This study aims to explore the development of attitudes towards educational inclusion among prospective primary school teachers in Scotland. Using a mixed methods design, the study employed a quantitative survey, a qualitative interview and survey to obtain data from two cohorts of student teachers. The findings indicate significant changes in student teachers' attitude towards educational inclusion. The student teachers' conceptions of inclusion pointed to a focus on creating an environment of belongingness, fairness, sensitivity and provision of support to enable all children to access the curriculum.
Published: 2010
Updated: May. 26, 2011
132
This paper discusses the gap between theory and practice which has made teacher education a difficult enterprise. Central to the argument of the article is the presentation of a three-level model of teacher learning that helps to frame the relationship between practice and theory in a specific manner. Based on this model, the so-called 'realistic approach' to teacher education is described. The authors conclude that teacher education can make a difference, but that this may require a careful programme design.
Published: 2010
Updated: May. 26, 2011
133
The current paper presents the results of an investigation carried out across 20+ country-regions under the auspices of ICMI Study 15 into the structures, approaches and general characteristics of the mathematics preparation and development of teachers. The paper provides an analytic perspective on (a) teacher education systems’ characteristics including institutional arrangements and regulations; (b) teacher’s recruitment, selection, and credentials; (c) teacher education programs’ structure and approaches; (d) teacher educators’ characteristics; and (e) the structure and content of the curriculum.
Published: 2010
Updated: May. 19, 2011
134
The goal of this study was to explore the advantages of an approach to instruction. The authors used current problems and issues as curriculum organizers and illustrated how teaching must change to accomplish real learning. The participants were preservice science teachers who took science discipline-specific courses as one part of a total science teacher education program at a large Midwestern university. Students were involved with idea generation, consideration of multiple points of views, collaborative inquiries, and problem solving.
Published: 2010
Updated: May. 10, 2011
135
The current paper discusses the value of narrative for conceptualizing and promoting teacher research and inquiry in early childhood teacher education. This paper provides an overview of essential forms and functions of narrative. In this discussion, the authors provide illustrative examples of their teaching and research with early childhood teacher researchers applying elements of narrative at the graduate level.
Published: 2010
Updated: May. 10, 2011
136
A socially just society is one in which all people are accorded equal worth and opportunity. It is a society incompatible with any form of prejudice or discrimination based on race, class, gender, sexual orientation, age, physical ability or any other factor .This article explores current research into the role of education in combating social injustice. The authors have reconfigured a number of the identified themes from these research papers into four groups of issues of which teacher education programmes must be cognisant if they wish to work towards social justice outcomes.
Published: 2010
Updated: Apr. 17, 2011
137
This study examines whether teacher education institutions in Flanders have succeeded to implement competences in teacher education programs. An online survey inquiry was set up in eight elementary teacher education institutions. Findings reveal that whereas some competences are clearly present in the institutions’ policies and practices, others, such as teacher as partner of parents, external parties and as a member of the educational community, are poorly represented, .
Published: 2010
Updated: Apr. 12, 2011
138
The current article reports on a hermeneutic phenomenological research inquiry which examined ‘lived experiences’ of the teacher–student relationship in teacher education. An essential understanding from this research is that teachers and students experience their relationship as a play that is uncertain and lived beyond the rules of engagement. This research calls for the re-educating of teacher educators and teachers towards essential understandings of relationship and the pathic sensibilities associated with being-in-relationship.
Published: 2010
Updated: Apr. 12, 2011
139
This article outlines initial training in England within an international context. The paper then reports findings of a recent national survey of Programme directors and subject tutors of Post Graduate Certificate in Education programmes (PGCE) for primary and secondary teachers about the initial training provision regarding inclusive education.
Published: 2010
Updated: Apr. 04, 2011
140
In this article, the author argues that for teachers to be leaders in contemporary classrooms, teacher education programs need to focus more on the deeper and wider implications of ICT and the Internet in education than has hitherto been the practice. The author considers the reforms in the ICT teacher training policy in Hong Kong. The article shows that these reforms, and the fact that Hong Kong is a 'wired', has resulted in pre-service teachers being well informed in the technical competencies of computer usage and its pedagogical manifestations.
Published: 2010
Updated: Mar. 22, 2011