International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Theories & Approaches
Page 18/52
512 items
171
This article explores the field of medical education research to understand, from a comparative approach, how members of an established profession use research knowledge to increase expert practitioner skill.
Published: 2012
Updated: Jan. 12, 2015
172
This paper argues that teacher education curricula should include leadership knowledge. The authors discuss the political realities that affect teachers. They also discuss how these realities are best met with teacher leadership knowledge. They claim that knowledge of leadership would enable teachers to label what they see and do. In conclusion, the authors propose opportunities for the teaching profession to reclaim its pedagogical and curricular knowledge and to understand its own acts of leadership.
Published: 2012
Updated: Jan. 12, 2015
173
The purpose of this article was to derive a set of descriptive themes that pertained to the development of preservice teachers' mental models of learning and instruction. The findings highlight the importance of exploring preservice teachers' cause-effect conceptualizations.The authors point to several areas of potential concern in their mental model development. The authors believe that preservice teachers' mental models can be represented by a two-level structure.
Published: 2012
Updated: Dec. 25, 2014
174
This article examines how trainee teachers aligned themselves with the GTCE Code of Conduct and Practice. The authors used Q-methodology to identify trainees’ underlying subjectivity in relation to statements from the code. The findings revealed that trainees represented a highly homogenous group who were able to prioritise undifferentiated transgressions in very similar ways. This research has shown that within the sample of this enquiry those entering teacher training generally represent a homogenous group whose ethical values and underlying subjectivity are consistent with both the profession and GTCE. Trainees in the early stages of their training already recognise, prioritise and align themselves with those ethical issues that one would expect both the GTCE and profession to prioritise.
Published: 2012
Updated: Dec. 22, 2014
175
This article examines the school-based element of initial teacher education (ITE( and the ways in which it contributes to the professional learning of student teachers in university in Finland and university in Northern Ireland. In particular, the authors seek to assess the potential of Training Schools for Northern Ireland. Teaching/training schools have featured prominently in recent reviews of teacher education in England and Scotland and, while not specifically mentioned in the Northern Ireland (NI) review document, the overall concept could enrich the school-based element of ITE in NI, using existing collaborative networks of schools.
Published: 2012
Updated: Dec. 22, 2014
176
This meta-analysis was conducted to examine the effectiveness of both purely online and blended versions of online learning as compared with traditional face-to-face learning. The meta-analysis found that blended approaches have been more effective than instruction offered entirely in face-to-face mode.
Published: 2013
Updated: Dec. 10, 2014
177
In this article, the authors present the idea of “walking around” culture. By “walking around” culture, they mean that teachers need to put feet to pavement and purposefully “walk around” the neighborhoods of their students, similar to ethnographic study. The authors describe how each of them has “walked around” culture ethnographically. As they describe their experiences, they write in their own voice. As they have analyzed their experiences, several common themes have emerged. They have combined these themes into five critical factors, which they have labeled as “key principles”: culture is communication, culture is personal, culture has boundaries, culture is perceived by those who stand outside the culture, and culture is defined by the people in that culture.
Published: 2011
Updated: Nov. 25, 2014
178
This article reports on a study which examined the efforts of 62 early childhood teacher education faculty to prepare cooperating teachers to work with preservice teachers. Since the nature and purpose of this preparation and support must be carefully examined in order to identify key features that will truly enhance the ability of these teachers to provide the type of mentoring that leads to quality field experiences.
Published: 2013
Updated: Nov. 24, 2014
179
In this article, two teacher educators from Australian universities explored reflexive practices in preparing pre-service teachers for their complex teaching roles in the twenty-first century. Findings revealed that reflexive learning was a key mediating strategy in expanding the participants' consciousness. Participants engaged in confronting assumptions, raising awareness of diverse learning needs and critiquing social justice principles and equity issues.
Published: 2013
Updated: Nov. 24, 2014
180
The purpose of this study is to integrate research on the effects of school segregation with that on self-fulfilling prophecies by examining the mediating role of teacher expectancies regarding the impact of school composition on pupils’ math achievement. The analysis shows that teachers’ teachability expectations are lower in schools with a high share of nonnative and working-class pupils and that these teachability expectations have an indirect impact on pupils’ achievement through pupils’ feelings of academic futility. The findings also reveal that the low teacher expectations in these schools are largely triggered by alleged linguistic deficiencies and problematic language use of the pupils and that school staff persistently communicate their preference for Dutch monolingualism to pupils.
Published: 2013
Updated: Nov. 19, 2014