MOFET ITEC - Search Results

ITEC Home The MOFET Institute Home Page Home Page
Trends in Teacher Education Assessment & Evaluation Beginning Teachers Instruction in Teacher Training Professional Development ICT & Teaching Research Methods Multiculturalism & Diversity Preservice Teachers Theories & Approaches Teacher Education Programs Mentoring & Supervision Teacher Educators

Search Results for 'Teacher education programs' (Keyword)
323 items found 1 / 33 Go to page 
1 2 3 4 5 6 7 8 9 10
1   |   From section Teacher Education Programs
Accelerated Training for Applicants Seeking a Second-Career in Teaching
Two facts should be considered by those concerned with the teaching workforce in Israel. The first is that the profession does not attract "the best and the brightest" needed for education in the 21st century and that for many applicants it is a default option. The second is that rapid changes in the employment market force many workers to abandon one type of work for another. The challenge is to recruit them and then properly train them in both pre-service education and continuous professional development, while creating conditions to insure their retention in the system. In this context the accelerated programs have been found to make a positive contribution. In Israel alternative teacher training programs for retired army personnel are well-known as is the recommendation of the Dovrat committee (2005) to allow graduates with B.A. degrees to enter teaching before obtaining a teaching license.
Publication Year: 2017    |    Updated in ITEC: September 13, 2017
2   |   From section Multiculturalism & Diversity
Joining the Dots between Teacher Education and Widening Participation in Higher Education
This article examines the barriers to accessing teacher education for students from excluded groups both theoretically and in practice – using two examples: one in the North West of England and the second in Queensland, Australia. The findings reveal that expanding the diversity of the teaching profession is an important way in which higher education (HE) institutions can contribute to the overall goal of widening participation in HE as schools are fundamental to shaping who participates in HE. As the gap between the rich and poor widens, the authors argue that it is time for a change in the way potential student teachers access HE and the curriculum if we are to address the needs of under-represented learners.
Publication Year: 2016    |    Updated in ITEC: September 13, 2017
3   |   From section Preservice Teachers
The Romance and the Reality between Pre-service Teachers’ Beliefs about the Potential Benefits of a Short-term Study Abroad Programme and their Practices
The purpose of this study was to explore Hong Kong pre-service teachers’ beliefs about the potential benefits of a short-term study abroad programme and their practices. The findings reveal that the transformation of beliefs into practices plays a critical role in the actualization of possible learning outcomes, such as increasing the use of the target language, fostering pedagogical development, broadening cultural understanding and nurturing personal growth.
Publication Year: 2016    |    Updated in ITEC: September 6, 2017
4   |   From section ICT & Teaching
Reimagining Understandings of Literacy in Teacher Preparation Programs Using Digital Literacy Autobiographies
This paper examines preservice teachers' understandings and beliefs about literacy in the 21st century specifically at the beginning of their teacher education program. In particular, the authors explored preservice teachers' responses to the first assignment of their foundations literacy course for evidence of their emerging beliefs and understandings of literacy and literacy development. They found preservice teachers' definitions of literacy in the 21st century are complex and multifaceted, and inclusive sharing techniques helped them become aware of diverse literacy backgrounds and skills.
Publication Year: 2016    |    Updated in ITEC: August 14, 2017
5   |   From section Teacher Education Programs
University-Based Teacher Preparation and Middle Grades Teacher Effectiveness
This article investigates the relationship between the structural features of middle grades teacher preparation programs (TPPs) and student achievement gains in math and English/Language Arts (ELA), focusing on teachers recommended for initial licensure, prepared in University of North Carolina (UNC) system institutions. The findings reveal that subject matter has a negative relationship to middle grades mathematics achievement but no relationship to student achievement for ELA. Further, there is a negative relationship of full-time student teaching responsibility for mathematics and no relationship for ELA. Similarly, there is evidence of a negative relationship of early fieldwork hours to mathematics achievement, but no relationship to ELA achievement.
Publication Year: 2017    |    Updated in ITEC: July 26, 2017
6   |   From section Instruction in Teacher Training
Korean EFL Teachers’ Perceptions of the Impact of EFL Teacher Education upon their Classroom Teaching Practices
This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education programme on Korean teachers’ classroom teaching practices. Findings from the analysis included that: a) most of the teachers were dissatisfied with the largely theory-oriented pre-service teacher education programmes that they attended; b) a major source of influence on their teaching was their experience of in-service teacher training programmes with practical curricula; c) observation of other fellow teachers’ teaching had the strongest impact upon the teachers’ teaching practices; and d) the teachers’ low English proficiency and the washback effect of the Korea Scholastic Aptitude Test hindered the maintenance of the changes brought about by in-service teacher education programmes.
Publication Year: 2016    |    Updated in ITEC: July 10, 2017
7   |   From section Teacher Education Programs
Grade-level Overlap and Standards Mismatch between Nationally Recognized Programs that Prepare Teachers for Grades PreK–3
This study has two purposes regarding programs accredited by the National Council for the Accreditation of Teacher Education (NCATE). First, the study examines what extent NCATE-recognized elementary teacher preparation programs, which have been approved by the Association for Child Education International (ACEI), prepares candidates to teach in grades PreK–3. Second, it investigates the grades that the National Association for the Education of Young Children (NAEYC) considers part of early childhood education. This analysis indicates that ACEI’s standards include far fewer references to terms that capture essential features of early instruction (e.g., family, community, and observation). Further, while the NAEYC’s standards refer to “self-regulation” four times and “play” eight times, the elementary standards mention neither term.
Publication Year: 2016    |    Updated in ITEC: June 13, 2017
8   |   From section Teacher Education Programs
Teacher Training Programs for Gifted Education with Focus on Sustainability
This article presents information about the current state of teacher education for gifted pupils in Austria, Belgium, Finland and Slovakia with the focus on sustainability. These countries were chosen because of very different perceptions of the gifted education and teacher training. The review of the issues of teacher training for gifted pupils reveals that despite the great attention provided to the education of gifted pupils, the education of teachers of gifted learners has been neglected.
Publication Year: 2016    |    Updated in ITEC: June 11, 2017
9   |   From section Teacher Education Programs
Key Stakeholders' Attitudes towards Teacher Education Programs in TEFL: A Case Study of Farhangian University in Iran
In this study, the authors aimed at exploring the attitudes key stakeholders in a teacher education program hold toward the appropriateness of English Language Teaching (EFL) teacher education programs at an Iranian teacher education university and their relevance to and sustainable impact in the real teaching context. This study found that the three groups of participants were unanimous in their evaluations of the majority of the courses, while their evaluative perceptions significantly varied for a small fraction of the courses in the program. The findings also revealed that the participants had a positive attitude towards the maintenance of most of the courses addressing teaching methodology and practice. Moreover, they believed that there is a need for inclusion of practical courses like practice- and micro-teachings as well as real classroom observations.
Publication Year: 2016    |    Updated in ITEC: June 6, 2017
10   |   From section Theories & Approaches
The Affordances and Constraints of Special Education Initial Teacher Licensure Policy for Teacher Preparation
The authors examined initial licensure polices in special education to determine how these policies support or hinder reform efforts to develop teacher education programs that prepare graduates for the increasingly complex needs of diverse students. Initial special education licensure policies are described with an emphasis on the differences across states on two key options: whether licensure for special education teachers is a stand-alone initial license or whether the state requires a general education license prior to obtaining a second license in special education.
Publication Year: 2017    |    Updated in ITEC: May 15, 2017
1 2 3 4 5 6 7 8 9 10