International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Teacher Education Programs
Page 21/30
294 items
201
This study investigates the challenges that non-native pre-service English teachers experience in their target language use when they do their practicum in actual language classrooms. This study found that the common difficulties the student teachers encounter related to certain grammatical structures, explaining unknown words to students, modifying language according to students' level, and authenticity of the classroom language. Furthermore, the findings indicated that the language awareness training had a positive impact on the target language use of the pre-service English teachers.
Published: 2009
Updated: Oct. 01, 2009
202
This paper presents the results of an investigation into the effectiveness of an initiative in a large education faculty in the North West of England. The initiative designed to ensure that all generalist primary teacher trainees on an undergraduate course are prepared to support the implementation of the UK government's National Languages Strategy in primary schools.
Published: 2009
Updated: Oct. 01, 2009
203
In this study, the authors compared teacher candidates who followed three pathways leading to certification in adolescence education while attending the same university. A limited number of factors were held constant among pathways, and only factors inherent to the routes were varied. The dependent variables were (1) teacher effectiveness, as measured through Danielson's Observation Scale, and (2) teacher efficacy, as measured through Gibson and Dembo's Teacher Efficacy Scale. No significant differences in efficacy or effectiveness were found.
Published: 2009
Updated: Jul. 15, 2009
204
This study investigated the effects of an extensive inquiry-based field experience on pre service elementary teachers’ personal agency beliefs, a composite measure of context beliefs and capability beliefs related to teaching science. The research combined quantitative and qualitative approaches. It also included an experimental group that utilized the inquiry method and a control group that used traditional teaching methods.
Published: 2009
Updated: Jul. 08, 2009
205
This paper presents an effort to support reflective practice of teachers in the outdoors. The teaching experience of five pre- and in-service teachers included preparation for teaching in the outdoors, designing learning materials, teaching elementary and junior-high school students in an ecogarden, and reflecting upon these teaching experiences. The authors suggest that supported field experience followed by individual and group reflection are promising in encouraging teachers to carry out outdoor learning activities.
Published: 2009
Updated: Jul. 08, 2009
206
In this article, the authors propose that guiding teachers to examine the regulative/discursive norms of school mathematics with tools derived from social semiotics can serve two goals. The first one is to deconstruct the “math is math period!” disposition in prospective teachers by promoting their critical understanding of the symbolic domination work they often unknowingly perform. The second goal is to reconstruct a more socio-political disposition by equipping them with tools for decoding the dominant discursive practices of school mathematics.
Published: 2009
Updated: Jul. 08, 2009
207
The authors examine teachers' perceptions regarding students' knowledge and understanding of their learning disability. Therefore, a mix-method survey was developed to answer the following questions: (a) What are teachers' perceptions regarding students' knowledge and understanding of their learning disability? (b) What do teachers tell students about their identified learning disability? (c) What do teachers do (specific activities, lessons, discussions) to help students understand their disability and how the disability affects their academic, social, and emotional lives?
Published: 2009
Updated: Jun. 29, 2009
208
The purpose of this study was to determine the extent to which teacher candidates are successful in meeting the needs of all students, including those with disabilities.Units of 20 teacher candidates were examined to determine: (a) the learning demonstrated by students with disabilities; and, (b) the teaching models and strategies used by the teacher candidates. Evidence of student learning was determined through analysis of disaggregated data from class-wide results.
Published: 2009
Updated: Jun. 29, 2009
209
In light of the current federal intent to evaluate the Individuals with Disabilities Education Act Personnel Preparation program and the potentially high stakes of this evaluation, the purpose of this paper is to review previous evaluation studies and offer recommendations for the future. The authors present a summary of previous efforts and pose issues and questions for those who seek to understand the impact of the program. Furthermore, they provide recommendations for future research.
Published: 2009
Updated: Jun. 29, 2009
210
This paper reports on hopes and challenges in the first attempt to assist Ethiopian student teachers to develop practical awareness about action research through collaborative learning methods. Two moments of intervention were set during the project. Evidence on the candidates' use of the knowledge they acquired through the intervention is presented in this paper.
Published: 2009
Updated: Jun. 17, 2009