Section archive - Trends in Teacher Education

The article describes a content analysis study of preservice students' applications to their education programs. The findings of the applicant essays showed interesting similarities regarding their perceptions of 'good' and 'bad' early childhood education teachers. A discussion of the results' implications for teacher education programs follows.

In response to the dramatic changes in programs serving young children with all abilities and children with disabilities, the author has presented a review of research and rationale behind the decision to integrate Early Childhood Education (ECE) and Early Childhood Special Education (ECSE).

Hands-on experiences are fundamental and need to be positive for student teachers' preferences of assessment methods. That is the result of a study conducted on a course of child development within the first year of elementary teacher education program. The study which utilized questionnaires was linked to four assessment methods: portfolio, case-based, peer assessment and multiple-choice evaluations. Data was gathered during three points of measurements. Results show an initial negative response to unknown assessment methods, but as students became familiar, their preferences changed positively.

The article discusses school linked models for teacher education in England, France, Germany, the Netherlands and Sweden, and what, if any, are the consequences of the models in terms of teacher quality. The authors note a substantial variation between countries in terms of integration between the institution and the school, emphasis on practical learning, embedding of teacher education and duration of teacher education.