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Last update in this section: February 21, 2017
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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
Acceptance of Virtual Worlds as Learning Space
This study investigated the acceptance of virtual worlds as a learning space. In this study, the effect of perceived usefulness (PU), ease of use and perceived enjoyment on the behavioural intention (BI) of students to use virtual worlds, as well as the relationship among the variables were examined. The findings from this study highlight important issues related to acceptance and adoption of virtual worlds. First, the results contribute to the literature by defining virtual worlds as a mixed system with both utilitarian and hedonic value. Virtual worlds can focus on the productive use of a system to increase learning as well as the prolonged use to provide fun and enjoyment.
Publication Year: 2015    |    Updated in ITEC: January 29, 2017
Preparing Teachers for Family–School Partnerships: A Dutch and Belgian Perspective
This study was conducted to examine whether the teacher training programmes in Belgium (Flanders) and the Netherlands prepare their students for Family–school partnerships (FSP). Findings show that in general, preparation for FSP is considered important and that this topic is integrated into different courses. Most respondents indicated that communication with parents received the most attention. However, a majority of programme managers feel that preservice teacher’s preparation in this area is not sufficient.
Publication Year: 2016    |    Updated in ITEC: January 25, 2017
Aspirations for a Master’s-Level Teaching Profession in England
This research focuses on aspirations for an M-level teaching profession within one densely populated government region – the English West Midlands – from the perspectives of key stakeholders. In particular, teachers’ perceptions regarding aspirations for an M-level profession are generally overlooked and neglected in academic literature. This article contributes to addressing this gap in academic literature by highlighting teacher perceptions, alongside the perceptions of HEIs. Findings show that aspirations for an M-level teaching profession in England received an overwhelmingly positive response from these key stakeholders in this government region. Clearly, all respondents were overwhelmingly in favour of an M-level teaching profession. However, there were also concerns around an M-level profession in the manner in which it was being implemented.
Publication Year: 2016    |    Updated in ITEC: January 25, 2017
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