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Search Results for 'Teacher educators' (Keyword)
393 items found 1 / 40 Go to page 
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1   |   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
2   |   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
3   |   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
4   |   From section Theories & Approaches
Exploring Ethical Tensions on the Path to Becoming a Teacher
The article explores the authors', two teacher educators’ and a pre-service teacher’s, understanding of the ethical dilemmas, obligations, and plotlines that emerged in the experiences of a pre-service teacher as she began to develop her identity as a teacher.
Publication Year: 2011    |    Updated in ITEC: March 6, 2017
5   |   From section Preservice Teachers
Secondary Preservice Teachers’ Knowledge of the First Amendment
This study aimed to investigate the level of knowledge of students’ First Amendment rights among secondary preservice teachers in various disciplines and their confidence in dealing with First Amendment issues in the classroom. The findings of this study provide evidence that when pre-service teachers have experience with a particular First Amendment issue, they have more confidence in their ability to deal with that issue in the classroom. For the majority of the preservice teachers in this study, when they had confidence in dealing with a particular issue, they were also an interventionist. However, preservice teachers who were less confident were more likely to seek advice from a fellow teacher or an administrator before taking any disciplinary action.
Publication Year: 2011    |    Updated in ITEC: March 2, 2017
6   |   From section Teacher Educators
Teacher Educators’ Professional Development in Flanders: Practitioner Research as a Promising Strategy
The purpose of this paper is to explore a Flemish intervention designed to support teacher educators’ professional development in general, and teacher educators’ role as researchers in particular. The results suggest that teacher educators who participated in the intervention express a stronger confidence towards conducting research, absorb more research into their own practice, and value the relevance of their role as a ‘researcher’ to improving their role as a ‘teacher educator’.
Publication Year: 2016    |    Updated in ITEC: March 2, 2017
7   |   From section Professional Development
Measuring Teacher Educators’ Researcherly Disposition: Item Development and Scale Construction
This article presents a measurement instrument (TERDS) to measure teacher educators’ self-reported researcherly disposition throughout their working lives. The first part of the article reports the results of factor analysis (EFA and CFA), which suggest a four-factor structure of teacher educators’ researcherly disposition: (1) ‘ valuing research’, (2) ‘being a smart consumer of research’, (3) ‘ being able to conduct research’, and (4) ‘conducting research’. Goodness of fit estimates were calculated, indicating good fit. The authors conclude that by using the instrument to explore differences between several subgroups of teacher educators, this study enhances empirical understanding of a previously ‘undiscovered’ and ‘neglected’ professional group.
Publication Year: 2016    |    Updated in ITEC: March 2, 2017
8   |   From section Teacher Educators
Facilitating Professional Development during International Practicum: Understanding our Work as Teacher Educators through Critical Incidents
This article describes collaborative self-study details the experiences of two teacher educators, who led teacher candidates on international practicum placements. This study documents the complexities of two teacher educators’ work in unfamiliar cultural contexts and highlights tensions to be navigated as a teacher educator in an international practicum setting. The analyzes of their experiences make it clear that they as teacher educators were on a learning journey similar to that of their teacher candidates. Collaborative analysis of the critical incidents conducted during this self-study enabled them to acquire greater understandings of their academic, professional, and personal identities.
Publication Year: 2016    |    Updated in ITEC: February 26, 2017
9   |   From section Teacher Education Programs
The Search for Role Clarity: Challenges and Implications for Special Education Teacher Preparation
The recent re-authorization of the Elementary and Secondary Education Act (ESEA) creates a new policy context with the potential to bring about additional changes in PK-12 settings and teacher preparation. In recognition of the need to more clearly articulate and align the demands of PK-12 schooling with the teacher education enterprise, this paper concludes with a set of policy recommendations intended to promote clarification of special educators’ roles and inform the future of university-based teacher preparation programs (TPPs) engaged in fostering their development at the preservice and in-service levels.
Publication Year: 2016    |    Updated in ITEC: February 1, 2017
10   |   From section Teacher Educators
Being and Becoming a Mathematics Teacher Educator in and for Differing Contexts: Some Lessons Learned
In this study, the author examines how differing locations and cultural contexts shaped her understandings of being and becoming a mathematics teacher educator. The purpose was to improve the author's own practice, accompanied by the hope that what she learned could also be potentially beneficial to other teacher educators. During this self-study, the author has become convinced that deliberations regarding mathematics education may be futile unless considerations regarding context, or culture, are central to decision-making. She has learned, but frequently must relearn, that she cannot impose his views of mathematics, or mathematics education, on others. Thus she can work toward transforming her practice while, at the same time, supporting teachers as they engage in the hard work of transforming their own.
Publication Year: 2013    |    Updated in ITEC: January 25, 2017
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