International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Teacher Education Programs
Page 13/30
294 items
121
This spatial study is aimed to understand the function space play in a combined credential program in the US in helping or hindering the program’s inclusive mission. The study examines how physical and social manifestations of general and special education are (re)organized in the new program. It was found that the lack of successful inclusive education in schools is related to the lack of well-aligned inclusive preparation in universities. Furthermore, physical and social spaces are active components of maintaining the educational status quo.
Published: 2011
Updated: Dec. 15, 2011
122
The current case study investigates how several universities in the state of Connecticut responded to teacher education accreditation policy between 2002 and 2006. Using a cognitive perspective on policy implementation and a purposeful sample, the authors describe three common responses: articulation of a programme-wide conceptual framework, greater focus on teacher candidate assessment, and the creation of data collection systems.
Published: 2011
Updated: Nov. 17, 2011
123
This study examines the participation of preservice teachers in community-based organizations (CBOs) and the outcomes of this innovation on their opportunities to learn. Through this research, the authors aim to advance the field of teacher education’s understanding of community experiences, and in particular to highlight the ways in which partnerships with community organizations advance the preparation of teachers. The findings highlight specific dimensions of teachers’ participation in CBOs and indicate ways in which the community experiences added to the resources for learning provided by the teacher education program.
Published: 2011
Updated: Oct. 27, 2011
124
This study examined the relationship between preparation characteristics and pre-service teachers’ multicultural awareness, knowledge, and skills.Specifically, the study answered two research questions: 1) How do the initial level and change in pre-service teachers' beliefs about diversity in personal and professional contexts differ by their background characteristics? and 2) What characteristics of teacher preparation for diversity reported by pre-service teachers are associated with positive changes in their beliefs about diversity in personal and professional contexts, controlling for their background characteristics?
Published: 2011
Updated: Oct. 24, 2011
125
The current article delineates the many problems experienced by English language learners (ELLs) students within special education. The article also describes a set of preservice modules that were designed for special education teacher candidates to learn about and develop strategies for working with students of diverse language backgrounds. The authors conclude that only by infusing these principles into special education teacher training programs can we hope that future generations of ELLs will not repeat the experiences that past generations have had to endure.
Published: 2011
Updated: Sep. 14, 2011
126
This article reports an evaluation of an innovative university-school partnership in which teacher practitioners work as university lecturers in a regional Australian pre-service teacher education programme. The goal of the study was to understand the experiences and outcomes for the teacher practitioners and in documenting their experiences.
Published: 2010
Updated: Jul. 05, 2011
127
This article highlights the fact that some social issues are excluded from the teacher preparation curriculum. The author argues that if any educational reforms are to be enacted to provide students equal access to quality education, they must place more emphasis on the SES of students, coupled with a determined effort to integrate its impact on socially disadvantaged students. The article points out the necessity for changes to be made to teacher education programs in an effort to better prepare teachers to address the effects of poverty in their classroom.
Published: 2010
Updated: Jul. 05, 2011
128
The current reforms of initial teacher education in the learning and skills sector in England are standards based and emphasize subject specialism. A qualitative study found that trainees generated knowledge resources through participation in their workplace, initial teacher education course and other social contexts, and from embedded and encoded workplace knowledge. It is argued that using a knowledge resources perspective, which recognizes how trainees generate knowledge and seeks to bridge gaps in their access to knowledge resources, would be more effective in supporting trainees' development than the recent reforms.
Published: 2010
Updated: Jun. 13, 2011
129
In this article, the authors bring together the fields of teacher education, authentic learning, and arts-based learning to articulate a means of enhancing pre-service programs. Specifically, this article documents and analyzes the process of engaging teacher candidates in an authentic learning experience of a musical theatre production.
Published: 2010
Updated: Jun. 13, 2011
130
This article analyses efforts at one institution to respond to demands for higher education accountability through the development and implementation of an institution-specific, programme-level model of assessment and accountability. In conclusion, the authors suggest that the programme-specific accountability model with the four components they have elaborated on in this article is potentially applicable to any higher education institution or programme seeking to respond to internal and external accountability demands.
Published: 2010
Updated: May. 26, 2011