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Search Results for 'Curriculum development' (Keyword)
56 items found 1 / 6
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1   |   From section Assessment & Evaluation
An Authentic Assessment at the Graduate Level: A Reflective Capstone Experience
This paper introduces an innovative form of assessment for graduate students that is comprehensive, constructive and deeply reflective. Throughout their final semester, students were invited to synthesize and critically and thoughtfully reflect on their learning, to engage in self-assessment, and to take an active role in the conceptualization and design of their Capstone presentations. This product was used as both a personal and professional learning tool, as well as a means of program assessment for faculty.
Publication Year: 2015    |    Updated in ITEC: January 3, 2017
2   |   From section Theories & Approaches
Comparative Glocal Perspectives on European Teacher Education
This paper reports the findings of a PhD study, which offers comparative perspectives on teacher education in a period of reforms, inquiring into stakeholders’ perceptions in English, French, Italian and Spanish contexts as case studies. In the four case study contexts, the focus is on secondary teacher education; when a subject perspective is required, it concerns the area of modern languages, considering their transversal role in European education policies.
Publication Year: 2014    |    Updated in ITEC: June 5, 2016
3   |   From section Theories & Approaches
Getting a Grip on the Classroom: From Psychological to Phenomenological Curriculum Development in Teacher Education Programs
Using a phenomenological lens, the authors argue that this approach to teacher education is flawed in two respects: (1) the intellectualist approach misses prepropositional forms of meaningful coping and dealing with an environment that define everyday teaching and (2) does not adequately describe what constitutes “excellence.” In conclusion, they suggest teacher education curricula shift from promoting teaching as critical self-reflection to promoting tactful coping.
Publication Year: 2014    |    Updated in ITEC: May 4, 2016
4   |   From section Theories & Approaches
Teaching for Diversity: A Literature Overview and an Analysis of the Curriculum of a Teacher Training College
This article starts with an overview of the literature aiming to answer the question of what the knowledge aspect of teacher competence entails in urban schools. The conclusion of the overview identifies five areas of expertise needed by teachers who are to teach classes of pupils from diverse backgrounds: (1) language development, (2) pedagogy, (3) social interaction and identity, (4) parental involvement, and (5) schools and community. The second part of the article describes the results of an analysis of the curriculum of a teacher training college in one of the largest cities in the Netherlands. The authors conclude with recommendations regarding the curriculum.
Publication Year: 2014    |    Updated in ITEC: May 5, 2016
5   |   From section ICT & Teaching
Adopting an Online Curriculum Planning Tool: Facilitation for Teachers’ Thinking about Student-Centered Pedagogy and Technology Integration
This study analyzed the impact of a year-long adoption of an online curriculum planning tool on teachers’ thinking about content and pedagogy, as well as their use of technology in the classroom. Results showed that teachers increased their discussion of constructive pedagogical strategies and reduced the degree to which they focused on directed uses of technology. Overall, findings demonstrate teachers’ adoption of an online curriculum planning tool in a supported context can have important impacts on their instructional approaches.
Publication Year: 2014    |    Updated in ITEC: February 17, 2015
6   |   From section Preservice Teachers
Recognition, Responsibility, and Risk: Pre-service Teachers’ Framing and Reframing of Lesbian, Gay, and Bisexual Social Justice Issues
This article analyzes the ways pre-service teachers (PST) conceptualize justice to further understand how teacher educators might communicate ideas about LGB inclusion to their students and understand the complexities of enacting a social justice framework for LGB issues. It utilizes Fraser’s theory of justice to consider curricular change. The findings reveal that PSTs viewed homophobia as an individual value that negatively affected students’ lives, and viewed adults as being primary perpetuators of homophobia. The authors argue that this occurs because sexuality injustice is framed through homophobia, not heteronormativity. The use of Fraser’s framework illustrates the different natures of justice-oriented claims posed by marginalized groups. It also suggests ways for teacher educators to consider curriculum beyond homophobia and individual protections to greater exploration of structure and transformational approaches.
Publication Year: 2012    |    Updated in ITEC: February 15, 2015
7   |   From section Trends in Teacher Education
Curriculum Development in Teacher Education: Process and Politics of the Redesign of an Undergraduate Middle-Grades Program
The goal of this article is to describe the process that was used to redesign the middle-grades program in a state university. The article describes the guiding framework that led the process, the data collected, how that data was used to make decisions about learning experiences, the politics of the curriculum change, and the process that will be used to evaluate the program changes. The author concludes that the evaluation of the new program reveals that middle-grades program meets all of the standards mandated by the governing organizations while also responding to the needs of current middle schools.
Publication Year: 2013    |    Updated in ITEC: September 9, 2014
8   |   From section Theories & Approaches
Australian Early Childhood Educators: From Government Policy to University Practice
The current article provides an overview of the Australian Federal Government initiatives in the area of early childhood with regard to the provision of early childhood education and care. Recent Australian policies, reforms, and curriculum documents show there is an increasing need for educators to recognise the social, cultural and political influences on teaching and learning. These changes have influenced a Western Australian university to develop an innovative birth to 8 years preservice educator education curriculum. The program redesign at Curtin University is one example of a way in which academics involved in program development at universities can interpret policy, recognize change and act on this change by reforming and implementing appropriate courses of study.
Publication Year: 2013    |    Updated in ITEC: July 19, 2014
9   |   From section Theories & Approaches
Educating for Intelligent Use of the Web: Opportunities and Challenges in Teacher Education
This study examines the characteristics, advantages and shortcomings of the educational approaches used by Israeli students, who have developed and taught curricula on the intelligent use of the Web. Most of the students chose balanced approaches for developing and teaching curricula on the subject, relating both to the benefits and the dangers of using the Web. Quite a few, however, chose a negative critical approach focusing on the dangers and harmful effects of the Internet. A marginal minority chose a positive approach stressing only the beneficial uses of the Web.
Publication Year: 2013    |    Updated in ITEC: May 26, 2014
10   |   From section Theories & Approaches
The Epistemological Fog in Realising Learning to Learn in European Curriculum Policies
This article describes the accounts of school students regarding the difference between traditional and competence-based models. The data demonstrate the tensions caused by pupils’ perceptions of the demands of summative assessment systems, which reflect a very different epistemology from experiential/competence models. The authors conclude that greater pedagogical literacy, attention to professional development, assessment reform and engaging students as partners in curriculum reform are needed.
Publication Year: 2012    |    Updated in ITEC: September 16, 2013
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