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Search Results for 'Teacher education' (Keyword)
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1   |   From section Trends in Teacher Education
South African Teacher Voices: Recurring Resistances and Reconstructions for Teacher Education and Development
This article will focus on the shifts in discourses about teacher education and teacher voice within the South African research and policy environment over the last four decades. The alignment of the political and educational agenda in providing resistance to the apartheid system culminated in 1994, the start of the new democracy.
Publication Year: 2014    |    Updated in ITEC: February 27, 2017
2   |   From section Trends in Teacher Education
The Struggle for the Soul of Teaching and Teacher Education in the USA
This article discusses changes over the last 40 years in teacher education in the USA. These changes have resulted in two very different strategies for improving the preparation of teachers and in substantial inequities in the distribution of the teaching force.
Publication Year: 2014    |    Updated in ITEC: February 27, 2017
3   |   From section Trends in Teacher Education
Retaining Public and Political Trust: Teacher Education in Scotland
The present article traces the key periods, players and events which have contributed to the shaping of the current landscape of teacher education in Scotland. The authors examine ebb and flow amongst General Teaching Council for Scotland (GTCS), government, colleges of education and universities. The authors conclude that the rate of change in Scotland is often glacial, with two major factors contributing to that, the conservatism of the teacher unions and indirectly of the GTCS on which these unions have a majority. However, Scotland is now committed to a career-long process of professional learning with periodic review of individual teacher progress and is moving towards a profession which is qualified to postgraduate Master’s level. In all of this, the teacher education faculties in universities play a part, in partnership with schools and local authorities.
Publication Year: 2014    |    Updated in ITEC: January 25, 2017
4   |   From section Multiculturalism & Diversity
Multicultural Apprenticeships in Teacher Education
This article aims to explore the theoretical structure of what the authors call multicultural apprenticeships in teacher education. This structure is drawn from decades of scholarship and research in teacher education, in general, and in preparing teachers for diversity, in particular. It is further situated within the authors' own work in an Early Childhood Education Masters in Education program and their commitments to preparing teachers to support diverse populations of children.
Publication Year: 2015    |    Updated in ITEC: January 3, 2017
5   |   From section Theories & Approaches
“Learning in Depth” in Teaching Education
The “Learning in Depth” program is a simple but radical innovation, which was first implemented in Canada in 2008/2009 and is now being used in a dozen countries with many thousand students. The purpose of the program is to ensure that every student becomes an expert on something during schooling.
Publication Year: 2015    |    Updated in ITEC: January 3, 2017
6   |   From section Theories & Approaches
Failing Intercultural Education? ‘Thoughtfulness’ in Intercultural Education for Student Teachers
This article proposes a rethinking of intercultural education in teacher education. It argues that discussion of the intercultural education of student teachers tends to have the following two gaps: one, such discussion tends to overlook student teacher education as a context for teaching intercultural education, and two, it tends to ignore the self of the teacher educator. This article aims to address both gaps.
Publication Year: 2014    |    Updated in ITEC: December 7, 2016
7   |   From section Theories & Approaches
Final Thesis Models in European Teacher Education and Their Orientation towards the Academy and the Teaching Profession
The present study concerns different final thesis models in the research on teacher education in Europe and their orientation towards the academy and the teaching profession. The author found that in scientific journals, 33 articles support the occurrence of three models: the portfolio model, with a mainly teaching-professional orientation; the thesis model, with a mainly academic orientation; and the action research model, related to both orientations. All models had some relationship with both orientations.
Publication Year: 2014    |    Updated in ITEC: December 7, 2016
8   |   From section Theories & Approaches
Neuropedagogy in Teacher Education
Over the last two years, a unique model for exploring teaching and learning has been created at Achva Academic College. This model, which is based on brain research findings and is called "The Achva Neuropedagogy Model", focuses on teachers' teaching processes and on pupils' learning processes. It works toward implementing the brain research findings so as to ameliorate teaching and learning via a dialogue between neuropedagogy and educators, teachers, and principals. The experts, who hail from the fields of psychology, pedagogy, and brain research, present educators with relevant biological-neurological-psychological information, and the educators propose possible applications based on this information.
Publication Year: 2016    |    Updated in ITEC: December 6, 2016
9   |   From section Preservice Teachers
What Are They Asking? An Analysis of the Questions Planned by Prospective Teachers When Integrating Literature in Mathematics
In this study, the researchers chose to explore the kinds of questions prospective teachers plan when utilizing literature in mathematics lessons to scaffold children’s understanding of the mathematics concepts presented through the text. Results revealed that some of the prospective teachers possessed a limited recognition of or ability to incorporate questioning when planning lessons. Furthermore, the results presented a need to analyze the planned questions based upon their dependency and utilization of said literature. Based upon the results of this study, there are implications and recommendations for both classroom teachers and teacher educators alike to consider when making determinations relative to the mathematics classroom, course, and field experience.
Publication Year: 2015    |    Updated in ITEC: December 6, 2016
10   |   From section Theories & Approaches
Putting Philosophy to Work in the Classroom: Using Rhizomatics to Deterritorialize Neoliberal Thought and Practice
As two teachers/researchers committed to the values of social justice in the classroom, the authors are deeply disturbed by the explicit and implicit ways that their education system, operating through neoliberalism, reproduces the inequalities of larger society. To problematize and deterritorialize dominant neoliberal notions of schooling, education, teaching, and learning in their classrooms, they embarked on a co/autoethnographic self-study of their teaching practice. Findings, or becomings, indicate that the concepts of the rhizome can be practically put to work in the classroom to raise consciousness and inform thinking about resisting the neoliberal status quo.
Publication Year: 2013    |    Updated in ITEC: November 9, 2016
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