MOFET ITEC - Teacher Education Programs

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Last update in this section: January 14, 2018
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Teacher Education Programs
Making the Grade: Describing Inherent Requirements for the Initial Teacher Education Practicum*
This study examines the development, description, and illustration of inherent requirement (IR) statements in relation to the professional practice component of an initial teacher education (ITE) course. The authors used consultative group processes with stakeholders involved in ITE to identify seven IR domains. Furthermore, they used interviews with academics to develop first-person narratives and to illustrate pre-service teachers’ performance in complex professional practice scenarios. Then, university staff and pre-service teachers rated the narratives in relation to three of the IR domains. In conclusion, the authors believe that these narratives have potential to exemplify the IR, to develop understanding of professional practice performance requirements for pre-service teachers and to assist the decision-making of teacher educators.
Publication Year: 2016    |    Updated in ITEC: January 14, 2018
Preparing Teacher-Students for Twenty-First-Century Learning Practices (PREP 21): A Framework for Enhancing Collaborative Problem-Solving and Strategic Learning Skills
The purpose of this paper is describe the authors' pedagogical framework for the twenty-first-century learning practices in teacher education. The authors argue that teacher education has been challenged by the need to enhance the new teachers’ ability to implement new pedagogical approaches and take advantage of ICT for teaching and learning. Since the current way of working in teacher education does not match well enough the needs of twenty-first-century learning environments, such as inquiry-based learning approaches that focus upon collaboration and social forms of learning, as well as the use of ICT. According to the authors' approach, pre-service teachers are educated in a way they are supposed to teach their future students.
Publication Year: 2017    |    Updated in ITEC: January 14, 2018
The Effect of Teacher Education Programs on Future Elementary Mathematics Teachers’ Knowledge: A Five Country Analysis Using TEDS-M Data
This study examined the associations between teacher preparation components and the knowledge of teaching candidates based on data from the TEDS-M study. The findings reveal that the number of mathematics content courses taken has an effect on teaching candidates’ level of MCK in three countries. Specifically, the authors found that taking courses in discrete structure and logic had an effect on MCK in Chinese Taipei, Spain, and Switzerland. Furthermore, they found that taking courses in continuity and functions had an effect on MCK in Chinese Taipei, Switzerland, and the USA.
Publication Year: 2016    |    Updated in ITEC: December 11, 2017
Impact of Short-term Study Abroad Program: Inservice Teachers' Development of Intercultural Competence and Pedagogical Beliefs
In this study, the authors examined the design of a short-term study abroad program for inservice teachers and the impact of the program on both teachers’ intercultural competence development and their teaching beliefs and practices. The authors conclude that study abroad programs offer a unique opportunity for teachers to develop intercultural competency and teaching beliefs through intercultural immersion experiences. They also emphasize that teacher educators interested in integrating study abroad programs in professional development programs need to design intentional and meaningful integration of cultural experiences, teaching opportunities, language learning, reflection, and collaboration.
Publication Year: 2017    |    Updated in ITEC: November 1, 2017
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