International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Trends in Teacher Education
Page 22/30
297 items
211
This article compares global markets with teacher education. Authors argue that the economy of universal information cannot provide an educational system with the tools it needs to train teachers and develop students as valuable contributors to the emerging world economy.
Published: 2008
Updated: Nov. 26, 2008
212
A professional development course was learned by three teachers, with the purpose of sensitizing teachers about learning difference. The case study focuses on their extreme learning preferences and discusses the impact of these preferences on their language, beliefs and practice, both before and after the course. Finding indicate that teachers tend to teach the way they prefer to learn; over-generalize and project their own learning needs onto students; and hold initial “blame the learner” beliefs about students mismatched to them.
Published: 2008
Updated: Nov. 26, 2008
213
This article describes the effects of using a video-case curriculum in a university mathematics methods course. The course addressed two issues: how to use the video-case curriculum, and the extent reflection on the teacher practice is affected. Theresults of this study speak to the power of using a video-case curriculum as a means of developing a reflective stance in prospective mathematics teachers.
Published: 2008
Updated: Nov. 17, 2008
214
The National Science Foundation has allocated funds, to support the recruitment, preparation, and retention of prospective teachers through a close-knit learning community in which participants experience an innovative and multifaceted program for their four years of undergraduate study. This article describes the innovative aspects of the program for preparing highly qualified mathematics teacher.
Published: 2008
Updated: Nov. 16, 2008
215
The article explores the effect of learning via computerized project-based learning, on the changes in views of third year prospective mathematics teachers regarding the image of the ‘good teacher.’ A questionnaire was used, supported by evidence from the portfolios, and results show that CPBL is an effective approach for supporting the change in views of our pre-service mathematics teachers regarding the image of the ‘good teacher.’
Published: 2008
Updated: Nov. 12, 2008
216
The article focuses on mathematical metaphors, as they can be used to express already-held perceptions about the nature of mathematics. The authors consider the use of metaphors as a strategy for explicating elementary teachers’ views of mathematics, and the investigation of metaphors of mathematics creates a shared communicative space and enhanced the quality of the discussion with the teachers.
Published: 2008
Updated: Nov. 12, 2008
217
The study investigated the effects of an online practicum using quantitative date to assess professional growth, and identify the quantitative components of the practicum experience. Findings indicated that teachers did change instructional practices as a result of the practicum experience, and identified three critical components of the online practicum: (a) use of meaningful learning activities, (b) collaborative learning communities, (c) structure of the practicum project.
Published: 2008
Updated: Nov. 10, 2008
218
The article examines the value added to public middle school education by pedagogically trained college student. 680 middle schools were randomly selected and assigned groups. University arts and sciences students were put into two groups on the basis of those with formal teacher training and those without. Each student was thought four lessons to his instructional group. Results indicated that pupils' achievement was influenced by their perceptions of task difficulty and that teaching behaviors had a statistically significant influence on adjusted pupil achievement outcomes among students with formal pedagogical training.
Published: 2008
Updated: Oct. 29, 2008
219
Multiple policy strategies exist to promote equity and inclusion in education and training systems. Across countries, the provision of additional resources to students with special educational needs is a common strategy; previous research indicates that providing extra resources to students with special educational needs can help those students make progress in schools.
Published: 2008
Updated: Oct. 27, 2008
220
This article addresses the ideological challenges and opportunities presented by the European Commission’s commitment to the identification of key competencies for education and training. Furthermore, it examines the development of indicators which can be used to monitor and evaluate progress towards these competences across the European Union. The construction of ‘competence’ is an ideological and political act, since it is an indication of a particular understanding of the ‘good life’, which may be different when viewed from within a social justice narrative or a neo-liberal narrative. The notion of ‘meta-competence’ is explored as a means of transcending the binary tension between an economic and a social narrative.
Published: 2008
Updated: Oct. 27, 2008