International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Trends in Teacher Education
Page 29/30
297 items
281
The article explores the 'good' work of teaching and learning, and explores the issue from the point of view of an educational anthropologist, an educational philosopher, and a teacher educator.
Published: 2007
Updated: Jan. 03, 2008
282
The article addresses the issue of shortages of teachers in science, mathematics, and special education, and the alternatives to traditional preparation programs that have been proposed and developed. The authors use economic research and theory to identify principles of effective design and include considerations such as program location, candidate selection, program cost, financial support, program requirements, practice teaching, and mentoring.
Published: 2007
Updated: Jan. 02, 2008
283
The article discusses changes to teacher education programs due to the growth of alternative route programs, the development of corporate professional development programs and the entrance of for-profit institutions to the market for higher education. Although challenges to social justice have been discussed, their relationships to the other alterations have not yet been explored.
Published: 2007
Updated: Jan. 02, 2008
284
The article examines the impact NCLB has had on teacher education programs and criticizes the increased focus on testing to determine who can teach. The author claims that the current NCLB program pushes out and alienates potential teachers whose strengths and interests do not show op on the tests, and that it has, in effect created a system of privilege and inequality.
Published: 2007
Updated: Jan. 02, 2008
285
This article examines the gap between the practicesthat beginning teachers learn in university teacher preparation courses and those they reencounter in the K-12 classrooms in which they learn to teach. The authors describe the theory of horizontal expertise and how its use can address the problem. They then identify three processes essential to the development of horizontal expertise: the exchange of tools, the negotiation of social languages, and argumentation.
Published: 2007
Updated: Jan. 02, 2008
286
The article examines the issue of social justice as it relates to teacher candidates' dispositions. The author argues that assessing teacher candidates in terms of their views on social justice is reasonable and can be done in a fair manner. The author also argues that the issue of social justice must underline the all-out war to redefine the goals of public education, the role of teachers, the nature of knowledge, and conceptions of learning, teaching and learning to teach.
Published: 2007
Updated: Jan. 02, 2008
287
The article discusses the use dispositions as a basis for evaluating teacher candidates and warns against open-ended interpretation that may suit the subjective biases of the evaluator. The author also encourages the use of a definition of disposition from behavioral sciences, so that standards for teacher assessments can be developed.
Published: 2007
Updated: Jan. 02, 2008
288
In an effort to mainstream teacher education programs for sustainability, the Australian Research Institute of Education for Sustainability |(ARIES) appraised models of professional development underpinning a range of teacher education programs. The article describes three models of professional development, and concludes by arguing that a systemic approach that engages the whole of the teacher education system is necessary if ESD is to be successfully mainstreamed in initial teacher education.
Published: 2007
Updated: Dec. 31, 2007
289
Student teachers explored their understanding of social class and underachievement, in this article which examined the issue of the social class attainment gap in education. The data collected revealed silence and resistance surrounding social class in educational contexts, and social class and underachievement were considered overlapping concepts by teachers' perceptions. The study aimed at preparing teachers to recognize and address barriers to education faced by underachieving working class pupils.
Published: 2007
Updated: Dec. 25, 2007
290
The issues of second order practice are examined in this article which compares teacher educators and educators of preservice courses for nurses and social workers. The article highlights teaching in higher education, research for scholarship, contribution to the original professional field and service to the university, as elements that bolster professional practices. Another discussion centers around tensions created for professional educators when they consider imperatives of both higher education and professional fields.
Published: 2007
Updated: Dec. 25, 2007