International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Teacher Education Programs
Page 16/30
294 items
151
Pre-service teacher education in England has been essentially school-based since 1992. The current paper offers a critique of this design from the perspective of a practitioner and researcher working in one of its most influential schemes. The fundamental problem described concerns an impoverished understanding of experience that underpins how beginning teachers are intended to learn in schools. The paper suggests that the ontological and epistemological dimensions of experience need to be brought into a dialogue if the potential of experiential learning for pre-service teachers is to be realised.
Published: 2010
Updated: Sep. 27, 2010
152
This article addresses training for teaching English as an Additional Language (EAL) at initial teacher education (ITE) level in Northern Ireland. 15 primary and post-primary teachers participated in this small-scale qualitative study. The study investigates reflections on EAL content in ITE programmes, and the type of difficulties faced when teaching pupils whose first language is not English.
Published: 2010
Updated: Sep. 19, 2010
153
The current article reports on a study of Chinese pre-service teachers' perceived problems in their teaching practicum. Reflective paper-writing was employed to investigate the views of 210 student teachers on an English as a foreign language (EFL) teacher education programme in Central China. The findings highlight six major problems. The article points out that these problems have been caused by the exiting rationalist model of teacher education. Furthermore, the article also emphasises the need to transform the existing model of teaching practicum.
Published: 2010
Updated: Sep. 19, 2010
154
This article describes the process for change undertaken by one early childhood teacher preparation program. While the changes were spurred in part by increasing emphases on standards and assessment systems, faculty noted concerns with how this framed the program and with how students negotiated learning in this system.
Published: 2010
Updated: Sep. 05, 2010
155
The main purpose of the study was to evaluate the quality of BEd programme with regard to the internal efficiency of Government Colleges for Elementary Teachers. The study was conducted on a random sample of 600 BEd students in Punjab province. The findings revealed that BEd programme was effective in terms of updating student teachers' knowledge and skills.
Published: 2010
Updated: Aug. 17, 2010
156
The authors’ goal was to understand the contrasting discourses used by teacher educators in talking about curriculum development, on the grounds that such discourses frame interpretations that direct the implementation of teacher education as a whole. Five contrasting interpretative repertoires were found. The authors illustrate these and discuss what they imply for the development of teacher education.
Published: 2010
Updated: Aug. 17, 2010
157
This research explored the impact upon pre-service teachers' orientations towards the arts of a performing arts week within a one-year postgraduate teacher education programme. Findings indicated that the performing arts week had helped to strengthen participants' self-image as artistic individuals who recognise the value of the arts in children's education.
Published: 2010
Updated: Aug. 15, 2010
158
This research evaluates the impact of a training programme on trainee physics and chemistry teachers, focusing on the way pupils' explanations are dealt with during teacher-pupil interaction. 8 teachers and 172 pupils participated in the research. The analysis of the recordings of the sessions shows that teachers, after training, are more ready to take pupils' productions into account, use a greater number of appropriate arguments, and are more frequently aware of pupils' misconceptions
Published: 2010
Updated: Aug. 03, 2010
159
Schools face a lot of data on the functioning of their school which they can use to make improvements in teaching, learning and the organization. This explorative study in the Netherlands shows that teachers mainly use classroom level data for making instructional decisions at classroom level, and school leaders mainly use school level data for policy development decisions. The article concludes with suggestions with regard to enhancing the effectiveness of data-driven decision making.
Published: 2010
Updated: Aug. 03, 2010
160
A content analysis of the textbooks used in the Dutch early childhood teacher education shows clear inconsistencies with the intended curriculum. Neither the content standards found in the professional profile for teachers nor the content standards from the educational profile of their training courses are adequately covered in the books.
Published: 2010
Updated: Aug. 01, 2010