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Search Results for 'Teacher educators' (Keyword)
414 items found 1 / 42 Go to page 
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1   |   From section ICT & Teaching
More than Social Media: Using Twitter With Preservice Teachers as a Means of Reflection and Engagement in Communities of Practice
The present article illustrates the authors' attempts integrating twitter into their methods courses and investigates different opportunities that twitter provided for preservice teachers. The article describes these attempts from multiple perspectives—both from English educators and preservice teachers. The authors conclude that twitter provided unique opportunities for preservice teachers to engage with communities of practice and, to engage in reflection.
Publication Year: 2016    |    Updated in ITEC: October 15, 2017
2   |   From section Beginning Teachers
Challenging Transitions and Crossing Borders: Preparing Novice Mathematics Teacher Educators to Support Novice K-12 Mathematics Teachers
The purpose of this study was to compare the challenges faced by new K-12 mathematics teachers (MTs) and new mathematics teacher educators (MTEs) and use what is known about supporting new K-12 MTs to begin to develop improved support systems for new MTEs. These findings show that novice mathematics teacher educators need additional and more valuable teaching opportunities throughout their preparation programs as well as mentoring experiences to help them as they transition into their new positions. These findings are consistent with literature review findings on the experiences of novice K-12 mathematics teachers. The authors conclude that these findings about the need for teaching experiences and mentorship for novice MTEs ,much like those needs identified for novice MTs, may help improve teacher education programs while also improving mathematics teacher education programs.
Publication Year: 2016    |    Updated in ITEC: October 15, 2017
3   |   From section Teacher Educators
Embracing Institutional Authority: The Emerging Identity of a Novice Teacher Educator
This article examines how various aspects of the first author's identity, i.e. natural, institutional, discursive, and affinity, intersected during his first semester as teacher educator. The experience of the novice teacher educator revealed that his preoccupation with students’ perceptions of who he was as a teacher and as an individual prevented any substantial consideration of the kind of teacher educator he wanted to be. Given the insecurities often tied to this new professional identity, the authors argue that it is important to consider and negotiate the pedagogical and professional development of first-time teacher educators.The authors believe that an emphasis on community should be promoted in order to enhance the possibilities of teacher education. They say that novice teacher educators should be surrounded by like-minded individuals who function as both critical friends and a supportive community.
Publication Year: 2014    |    Updated in ITEC: October 15, 2017
4   |   From section Instruction in Teacher Training
Roles of Urban Indigenous Community Members in Collaborative Field-Based Teacher Preparation
Author Anna Lees
The purpose of this study was to explore the roles and perceptions of Indigenous community partners as co-teacher educators working to improve teacher preparation for Indigenous education. The author found that community partners identified three themes of active involvement to support the needs of urban Indigenous children and their teachers: (a) experiences with Native peoples, (b) professional development, and (c) community. Each of these facets advanced the conversations around the perceptions and roles of Indigenous communities as sovereign stakeholders committed to decolonization in primarily non-Indigenous teacher preparation.
Publication Year: 2016    |    Updated in ITEC: September 27, 2017
5   |   From section Mentoring & Supervision
Teacher Involvement in Pre-service Teacher Education
This article examined the involvement of in-service teachers in teacher education programs. Specifically, the author asked: 1. in what ways have in-service teachers been involved in pre-service teacher education, beyond the traditional role of the cooperating teacher? 2. what are in-service teachers’ views on teacher involvement in pre-service teacher education and are they willing to become more involved? The author used al litrature review and a survey to collect data. Based on the literature review, there are many potential benefits to increased teacher involvement in pre-service teacher education, including the professionalization of the teaching profession, and, ultimately, better preparing pre-service teachers for the realities of the classroom. The results of the survey indicated that most teachers would consider becoming more involved, if given the opportunity.
Publication Year: 2013    |    Updated in ITEC: September 19, 2017
6   |   From section Teacher Educators
Mathematics Teacher Educators Focusing on Equity: Potential Challenges and Resolutions
This study aimed to create understandings across mathematics teacher educators' (MTEs) self-reports about the challenges they encountered and the resolutions they implemented when teaching mathematics methods courses through a lens of equity. The authors identified several self-reported challenges and resolutions that emerged from the data: loci of challenges, nature of challenges, and nature of resolusions.
Publication Year: 2015    |    Updated in ITEC: September 5, 2017
7   |   From section Teacher Educators
Teacher Education as a Journey of Opportunity for Continuous Learning and Personal Growth
As a teacher educator, the author shares her experiences and positioning as an apprentice, academic and administrator. While she refers to each as a ‘phase’, she suggests each overlap at varying times throughout teacher educators' careers/life, particularly if they are lifelong learners and that an element of apprenticeship is present in all that they strive to do, although not everyone perhaps acknowledges and engages with apprenticeship as professional learning and learning about oneself.
Publication Year: 2017    |    Updated in ITEC: July 11, 2017
8   |   From section Teacher Educators
Understanding Higher Education-Based Teacher Educators’ Identities in Hong Kong: A Sociocultural Linguistic Perspective
Author Rui Yuan
This study investigates two language teacher educators’ professional identities in Hong Kong universities. The findings show that the participants discursively constructed their identities, such as “accidental teacher educator,” “teacher educator-researcher,” “struggling researcher,” “teacher of teachers,” and “inactive researcher” in their professional work.
Publication Year: 2016    |    Updated in ITEC: July 9, 2017
9   |   From section Teacher Educators
Embodying Pre-Tense Conditions for Research among Teacher Educators in the Australian University Sector: A Bourdieusian Analysis of Ethico-Emotive Suffering
The authors argue that government-run assessments, such as Excellence in Research for Australia, and localised institutional strategies developed in response, provoke “pre-tense” conditions that unsettle institutions of the Australian university sector regarding future claims for research status. Drawing on interviews with an early- and a mid-career teacher educator, both of whom evidence significant research aspirations,the authorse portray and analyse their ethico-emotive sufferings, linked to contemporary pre-tense conditions in which they work, which thwart their dispositions to do research.
Publication Year: 2016    |    Updated in ITEC: July 9, 2017
10   |   From section Theories & Approaches
Teacher Education as Academic Work: The Affordances of a Materialist Analysis
In this article, the authors argue for paying close attention to the materiality of practice in understanding the work of teacher educators; specifically, the meanings of artefacts used by teacher educators in the course of their daily work. They locate this analysis within a dialectical materialist understanding of the development of human activity, providing examples of artefacts-in-use in initial teacher education and the meanings accorded to these artefacts by the teacher educators they observed and interviewed. Their aim is to make a case for what is afforded epistemologically when researchers pay attention to artefacts from a dialectical materialist viewpoint.
Publication Year: 2016    |    Updated in ITEC: July 6, 2017
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