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Search Results for 'Teacher educators' (Keyword)
400 items found 1 / 40 Go to page 
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1   |   From section Theories & Approaches
What’s Missing in Most of Our Early Childhood Degrees? Focusing More Deeply on Relationships and Learning with Infants, Toddlers, and their Families
This study explored whether early childhood teachers were being prepared in coursework and field experiences to meet Washington state and nationally accepted core knowledge and broad competency areas for preparation of the infant-toddler workforce. A review of early childhood degree programs found an overall insufficient emphasis on a deeper understanding of holistic infant early development and intervention, as well as mental health and observable, evidence-based interactions that promote child and family resilience at the level of the individual early childhood educator’s preparation.
Publication Year: 2016    |    Updated in ITEC: June 13, 2017
2   |   From section Theories & Approaches
Practices of Compassionate, Critical, Justice-Oriented Teacher Education
In this case study, two teacher educators in urban teacher education programs identify and analyze the components of teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Drawing on the data, the authors offer a pedagogical framework that identifies key features of compassionate, critical, justice-oriented teacher education to inform research and practice. They highlight the contributions of this framework for justice-oriented teacher education and the inherent complexity of attempts to parse such fundamentally messy relational practice.
Publication Year: 2016    |    Updated in ITEC: June 13, 2017
3   |   From section Teacher Educators
Getting Inside Rehearsals: Insights From Teacher Educators to Support Work on Complex Practice
Building on prior analyses, this article elaborates a particular pedagogy of enactment, rehearsal, developed through a collaboration of elementary mathematics teacher educators (TEs) across three institutions.
Publication Year: 2016    |    Updated in ITEC: June 20, 2017
4   |   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
5   |   From section Teacher Educators
Linguistic and Cultural Appropriations of an Immigrant Multilingual Literacy Teacher Educator
In this study, the first author deploys autoethnographic self-study to intentionally and systematically examine her practice. Specifically, she was interested in investigating how her background as a Black immigrant educator as well as a multilingual communicator affected her practice with predominantly White monolingual prospective teachers. Findings revealed that the author's practice reflected three elements of multicultural awareness as displayed by her attention to individual predispositions, cultural practices and personal stereotypes. From this study, prospective teachers are better able to understand the ways in which language, culture, and diversity intersect in the backgrounds of foreign-trained literacy instructors.
Publication Year: 2016    |    Updated in ITEC: May 25, 2017
6   |   From section Instruction in Teacher Training
Wearable Cameras as a Tool to Capture Preservice Teachers’ Marked and Recorded Noticing
The present study utilized an innovative methodological approach to capture the noticing of preservice teachers using wearable cameras while they were in an introspective position within the elementary classroom context. Findings indicate that differences exist in the ability for preservice teachers to mark noticing as compared to practicing teachers.
Publication Year: 2016    |    Updated in ITEC: May 15, 2017
7   |   From section Trends in Teacher Education
Teacher Education Futures: Today’s Trends, Tomorrow’s Expectations
This article investigate teacher educators’ views of current trends and their consequences for teacher education futures. The findings reported give voice to the expert participants. The data were then used to develop the discussion which comprised two scenarios. Two major fields of change are identified here and these are used to imagine different futures through the use of a two-dimensional model. The two major fields identified from the discussion are a continuum on location of teacher education, from school based to university based, and a continuum on autonomy and regulation, ranging from high government regulation to self-regulation by the profession.
Publication Year: 2013    |    Updated in ITEC: May 8, 2017
8   |   From section Theories & Approaches
Postcolonial teacher education reform in Namibia: Travelling of policies and ideas
This article reviews the impact of an educational reform in Namibia in the early 1990s called the Integrated Teacher Training Programme (ITTP), which was an outcome of collaboration between the South West African People’s Organisation (SWAPO), the liberation movement and teacher educators from Sweden and other Western countries. Research questions posed concerned: (1) the ITTP’s perceived impact on the participants’ private and professional lives; and (2) the ITTP’s impact on the participants’ views on knowledge and education in relation to democracy. This follow-up study indicates that the ITTP was crucial for the participants’ professional careers and private lives. The majority saw education as a key to democracy and social transformation, and considered themselves as important actors at local, regional and national levels in forwarding these aims.
Publication Year: 2016    |    Updated in ITEC: April 4, 2017
9   |   From section Teacher Education Programs
Special Education Teacher Preparation in Singapore’s Dual Education System
This article aims to describe Singapore’s dual education system as well as teacher preparation in a country that educates many students with disabilities in a separate environment. The focus will be on three of the factors critical to understanding comparative work: the goals and purposes of inclusive education and inclusive policy, the past and present state of Singapore with regard to policy and governance, and teacher training in the context of dual education.
Publication Year: 2016    |    Updated in ITEC: April 4, 2017
10   |   From section Professional Development
Supporting Professional Learning and Development through International Collaboration in the Co-Construction of an Undergraduate Teaching Qualification
This paper explores one thread from a longitudinal research programme: that relating to senior managers’ and teacher educators’ reported views and experiences of the collaboration and the impact of the co-constructive approach taken on professional development. It examines the impact of the approach taken to collaboration, which included the development and sharing of a pedagogical model for teacher education (ARM: action, reflection, modelling) and reflects on the value of this to professional learning and development. The findings suggest that co-construction of a programme can provide an effective approach to developing teacher education. In this collaboration, because the two elements of trust and shared understanding were achieved, the teacher educators in both countries were empowered to analyse critically what the UK participants brought in the context of local practice.
Publication Year: 2016    |    Updated in ITEC: March 8, 2017
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