|
|
Search Results for 'Teacher educators' (Keyword)
Tale of Two Talents: How Two Early Childhood Teacher Educators Use Peer-Reflection to Examine Their Practices
The purpose of this article is to examine how college professors prepare their lessons for class.
Two highly effective teachers engaged each other in peer-reflection as they explored their own methods of lesson preparation. As they conferred with one another, they recognized similarities and examined their differences. Their similarities on seven attributes of lesson preparation were strong; however, on seven facets they differed.
Publication Year: 2010 | Updated in ITEC: September 5, 2010
|
Grappling With Big Ideas: The Process of Program Improvement
This article describes the process for change undertaken by one early childhood teacher preparation program. While the changes were spurred in part by increasing emphases on standards and assessment systems, faculty noted concerns with how this framed the program and with how students negotiated learning in this system.
Publication Year: 2010 | Updated in ITEC: September 5, 2010
|
Fostering Reflection Through Challenging Practica
The current paper describes challenging practicum situations that provided three early childhood education students with leadership opportunities to promote best practices in child care centers. Using excerpts from student journals and meetings, the article documents students' initial discouragement at practices observed.
Publication Year: 2010 | Updated in ITEC: September 5, 2010
|
Data Literacy: Understanding Teachers' Data Use in a Context of Accountability and Response to Intervention
The purpose of this study is to understand the qualitatively different ways that current practicing teachers are using data to inform instruction. Nine elementary schools teachers participated in this study. Findings from teacher interviews are presented through the image of a ladder representing the stages that teachers experience as they engage in data usage to inform their instructional decision making. These findings have implications for teacher educators and school-based practitioners alike in better supporting the professional development of preservice and in-service teachers for this data-driven context of schools.
Publication Year: 2009 | Updated in ITEC: September 2, 2010
|
Culturally Responsive Training of Teacher Educators
In this article, the author discusses the professional literature on culturally responsive higher education training. The author focuses on the intended outcomes of professional development, including faculty knowledge, skills, and dispositions. Once the intended outcomes for professional development have been established, activities that best meet these outcomes can be designed and implemented.
Publication Year: 2009 | Updated in ITEC: August 29, 2010
|
Tracing One Teacher Candidate's Discursive Identity Work
Drawing on the work of one teacher candidate, the author demonstrates what can be learnt about the process of discursively constructing a teacher identity. This teacher candidate positioned herself differently over time in relation to discourses from her teacher education programme about the importance of using detailed knowledge of students to guide planning and instruction. The findings have implications for the ways teacher educators work with teacher candidates around artefacts of practice.
Publication Year: 2010 | Updated in ITEC: August 22, 2010
|
Actors and Act-ers: Enhancing Inclusion and Diversity in Teaching and Teacher Education through the Validation of Quiet Teaching
The goals of this article are two-fold: (1) the authors will attempt to clarify the elusive concept of personality within the context of teaching and challenge commonly held assumptions of a “quiet” or introverted person; (2) the authors will explore ways for teacher educators to validate the abilities of student teachers who seem quiet. The authors will gain insights from those with “quiet voices”, that is, the student teachers, teachers, administrators, and teacher educators themselves who have addressed their own issues of quietness within the context of teaching.
Publication Year: 2010 | Updated in ITEC: August 22, 2010
|
Recent Tensions and Challenges in Teacher Education as Manifested in Curriculum Discourse
The authors’ goal was to understand the contrasting discourses used by teacher educators in talking about curriculum development, on the grounds that such discourses frame interpretations that direct the implementation of teacher education as a whole. Five contrasting interpretative repertoires were found. The authors illustrate these and discuss what they imply for the development of teacher education.
Publication Year: 2010 | Updated in ITEC: August 22, 2010
|
The Scholarship of Research in Teacher Education in a Higher Education Institution in Transition: Issues of Identity
This article examines perceptions of professional and organizational identity of teacher educators in a ‘new’ University of Technology in South Africa. The findings show that most staff consider teaching and research as dichotomous. Research activities are seen to satisfy the institutional requirements for securing research funding and producing publications. Peer support in collaborative research groups with a focus on own practice is seen as an opportunity to strengthen research expertise.
Publication Year: 2010 | Updated in ITEC: August 17, 2010
|
Training Preservice Teachers Rapidly: The Need to Articulate the Training Given by University Supervisors and Cooperating Teachers
This study evaluated the impact of a specific program on the training of preservice teachers.
The program consisted of alternating periods of “condensed” and autonomous classroom work and training sequences with university supervisors and cooperating teachers in order to prepare for these practical work periods. Based on theoretical conceptualization of teacher training, this study examined the circumstances in which preservice teachers are able to use experiences from training situations for professional growth in the training situations and/or in later classroom situations.
Publication Year: 2010 | Updated in ITEC: August 17, 2010
|
|
|
