International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Trends in Teacher Education
Page 17/30
297 items
161
The present study investigated the effectiveness of cooperating teachers at four sites where several of the factors associated with effective supervision were present. In the first stage of the research, information was gathered through interviews and artifact collection about cooperating teachers' supervisory preparation, practices, and perceptions. In the second stage of the research, researchers used ex post facto methods to used ex post facto methods to identify background and intervention factors associated with their effectiveness levels. 13 pairs of cooperating-teacher-student-teacher from four sites participated in the study.
Published: 2009
Updated: Jul. 15, 2009
162
The purpose of this study was to identify, describe, and analyze the changes in one college of education, including programs, policies, and practices related to partnership reform efforts. The primary question was as follows: What changes do persons in the educational system perceive as a result of their involvement in PDS work? To begin this study, the authors reviewed the extant research on changes resulting from PDS work. The authors then considered Bronfenbrenner's (1979) theory of ecological influence to provide a framework for understanding the various perspectives provided by participants in differing roles at the university.
Published: 2009
Updated: Jul. 09, 2009
163
Drawing on ethnographic research in detracked and inclusion classrooms, this paper analyzes the nature and sources of the tensions and dilemmas felt by teachers working in intentionally heterogeneous settings. It argues that the implementation of these policies is not often accompanied by a serious interrogation of the taken-for-granted understandings of ability, standards, and structural inequality that pervade educational discourse inside schools.
Published: 2009
Updated: Jul. 06, 2009
164
This article explores the process through which a group of preservice early childhood/early childhood special education students examined their own beliefs about quality teaching and learning. Students' reflections and actions are illuminated through a careful individual and cross-case analysis of field-based journals. The students considered that there are multiple ways to teach and learn, and realized that their own understandings of quality teaching must be informed by the children they teach.
Published: 2009
Updated: Jun. 11, 2009
165
This article describes how the development of critical reflection in student teachers has been made an explicit part of a teacher education program. The authors used a rubric presented by Ward and McCotter, (2004) and supported by an online discussion forum. This rubric was used in a meta-analysis activity where students identified the quality of critical reflection in their lesson evaluations.
Published: 2009
Updated: Jun. 03, 2009
166
Since 2002 the arrangements for training teachers in the broadly defined learning and skills sector have been subject to scrutiny and a wide-ranging reform agenda has been put forward by the Government. This article examines the key reforms using a three stage model to analyze the policy development process. It also discusses the functions and status of the sector skills council, Learning UK (LLUK), in order to examine its relationships with external stakeholders.
Published: 2009
Updated: Jun. 02, 2009
167
In this article, the authors report on an inquiry exploring the experiences of 10 mainland Chinese student teachers of English so as to understand why they came to Hong Kong for a teacher education program. The study revealed that these students were largely attracted to teaching in Hong Kong because of its extrinsic benefits such as professional stability and the prestige associated with the English language teaching profession.
Published: 2009
Updated: Jun. 01, 2009
168
This article describes how the structure and content of an initial teacher education program for primary and secondary teachers has been revised to ensure that social and educational inclusion is addressed within the core program. A rationale is presented for the development of ‘inclusive practice’.
Published: 2009
Updated: Jun. 01, 2009
169
It is difficult to introduce innovations such as inclusive pedagogy through conventional initial teacher education (ITE) programs. The solution to this problem is widely recognized to be the much stronger involvement of schools in ITE partnerships. However, research and experience have suggested that real barriers stand in the way of the kind of partnership that is needed.
Published: 2009
Updated: Jun. 01, 2009
170
The article provides a methodological justification for a longitudinal study of the experience of developing an integrated ‘inclusive education’ curriculum in one initial teacher education program. The research focus is on the day-to-day practicalities of how teacher education program reform is attempted.
Published: 2009
Updated: May. 27, 2009