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Search Results for 'Teacher preparation' (Keyword)
40 items found 1 / 4
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1   |   From section Teacher Education Programs
Special Education Teacher Preparation in the Gulf Cooperation Council Countries
In countries of the world where special education systems are still developing the capacity to provide the education that laws and policies promise, choices made in the design and offering of preparation programs may interact with contextual factors, creating intended and unintended consequences, opportunities, and constraints that affect the countries’ abilities to provide special education. In this study, the authors investigate this idea by examining special education teacher preparation in the Arab countries of the Gulf Cooperation Council.
Publication Year: 2016    |    Updated in ITEC: March 26, 2017
2   |   From section Theories & Approaches
Building Adaptive Expertise and Practice-Based Evidence: Applying the Implementation Stages Framework to Special Education Teacher Preparation
In this paper, the authors describe a capstone project that meets these needs and prepares pre-service special educators for their role in the development of practice-based evidence. These aims align well with the Council for Exceptional Children’s Professional Standards. To describe this project and how it meets these aims, the authors used the Implementation Stages framework. Outcomes reflect an increase in pre-service special educators’ ability to research and design usable interventions based on evidence-based practices.
Publication Year: 2015    |    Updated in ITEC: March 19, 2017
3   |   From section Instruction in Teacher Training
Using Online Case Studies to Enhance Teacher Preparation
The purpose of this study was to assess the impact interactive, online case studies have on learning for preservice teachers. More specifically, it evaluated whether the use of online case studies in instruction could enhance the level of knowledge the preservice teacher gained from the content material.
Publication Year: 2015    |    Updated in ITEC: February 26, 2017
4   |   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
5   |   From section Theories & Approaches
Looking Back and Moving Ahead: A Content Analysis of Two Teacher Education Journals
The authors conducted a content analysis to examine trends in articles published between 1996 and 2014 in two journals—Teacher Education and Special Education (TESE) and the Journal of Teacher Education (JTE). They analyzed the data using visual inspection, magnitude of trend, and percent of change. Most notably, they confirmed reductions in nonempirical articles, survey research, qualitative inquiries, and program descriptions. By contrast, they observed increases in articles that included P-12 student outcomes and in quantitative research, as well as in topics of in-service, global, and clinical experiences.
Publication Year: 2016    |    Updated in ITEC: January 30, 2017
6   |   From section Theories & Approaches
Teaching, Learning, and Leading: Preparing Teachers as Educational Policy Actors
In this study, the authors investigate how field-based teacher preparation supports candidates’ evolving understanding and learning about the nature of educational policy in practice. The findings indicate that candidates developed enduring understandings regarding the relationship between educational policy and classroom practice through the field-based module. In addition, candidates understand the multiple layers and actors in educational policy, including the central role of teachers in implementing policy in practice to meet the needs of diverse students. The authors emphasize the importance of field-based teacher education.
Publication Year: 2015    |    Updated in ITEC: September 15, 2016
7   |   From section Theories & Approaches
Does Preservice Preparation Matter? Examining an Old Question in New Ways
This article aimed to investigate relationships between teacher preparation and teacher outcomes. The findings suggest that features of preservice teacher preparation are positively related to teacher outcomes. Teachers who completed more practice teaching and more methods-related courses felt significantly better instructionally prepared in their first year of teaching. Results suggest that estimated effects of preparation also vary by kind of school, and particularly by school level and urbanicity. Secondary school teachers, more than elementary school teachers, seem to benefit from additional preparation. The findings also indicate that estimated positive effects of preparation are stronger among teachers employed in urban and rural settings as compared to teachers in suburban settings.
Publication Year: 2014    |    Updated in ITEC: August 1, 2016
8   |   From section Multiculturalism & Diversity
Behind the Scenes of a Unique Initiative for the Program, "Preparing former Ethiopians for Teaching"
This article describes a unique initiative in Israel for preparing former immigrants from Ethiopia to become teachers. The author, who initiated this program in her college, describes the challenges she faced. The author outlines that this program is based on merging of two streams of education for multiculturalism: particularistic education at first and pluralistic education later on.
Publication Year: 2016    |    Updated in ITEC: April 14, 2016
9   |   From section Theories & Approaches
What Do Teaching Qualifications Mean in Urban Schools? A Mixed-Methods Study of Teacher Preparation and Qualification
This article examines the use of two readily available measures of incoming teacher qualification—amount of teacher education coursework and the highly qualified teaching credential as methods for predicting the teaching confidence and retention of incoming and novice teachers in high poverty/high minority urban schools.tthe author concludes that there is clearly a problem regarding the measurement of quality of preparation for teachers entering high poverty/high minority urban schools that desperately need a quality teaching force. To retain teachers, it is important that high poverty/high minority schools hire teachers who can articulate a belief in the success of the students in that school.
Publication Year: 2013    |    Updated in ITEC: February 21, 2016
10   |   From section Teacher Educators
Mobile Technology: Case-Based Suggestions for Classroom Integration and Teacher Educators
People use mobile technologies to navigate personal, social, and career responsibilities. Educators recognize the instructional potential of mobiles and are seeking ways to effectively utilize these technologies in support of learning. This article contributes to the literature by summarizing emerging evidence and offering case-based suggestions for effectively integrating mobiles in classrooms.
Publication Year: 2014    |    Updated in ITEC: November 29, 2015
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