International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Teacher education programs
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343 items
241
The current article reports on a hermeneutic phenomenological research inquiry which examined ‘lived experiences’ of the teacher–student relationship in teacher education. An essential understanding from this research is that teachers and students experience their relationship as a play that is uncertain and lived beyond the rules of engagement. This research calls for the re-educating of teacher educators and teachers towards essential understandings of relationship and the pathic sensibilities associated with being-in-relationship.
Published: 2010
Updated: Apr. 12, 2011
242
In this article, the authors are teacher educators who explore their own attempts to transform teacher–student relations by altering traditional grading practices. Using actor-network theory, the authors examine the social effects produced across and throughout a school of education when they changed the meaning and significance of grades. he findings reveal the deeply ingrained and broadly interconnected role that traditional understandings of grades play in defining and stabilizing identities and responsibilities.
Published: 2010
Updated: Apr. 04, 2011
243
In this article, the authors discuss policy and practice relevant to teacher education and professional experience programs in Australia. The authors provide a meta-analysis of current major trends in Australian educational reform and the implications of an 'education revolution' for professional experience. The paper maps and explores broadly key education agendas of 'productivity, participation and quality'. In relation to these agendas, significant policy trends are identified under the headings of partnerships, preparation and professional learning. Furthermore, the implications of each policy trend for the field of teacher education and professional experience are explored.
Published: 2010
Updated: Mar. 17, 2011
244
In the current study, the authors examine how broad heteronormative discourses circulate, become embodied within, negotiated by, and potentially resisted within a university, a college of education, and educators themselves. The authors pay special attention to how heteronormative discourses at Southwestern University (SWU) impact the various roles this college of education undertakes. The findings demonstrate the ways in which the institution of SWU maintains a hostile environment toward LGBTQ individuals.
Published: 2010
Updated: Mar. 02, 2011
245
In this article, the authors examine the content of reflective journals as written by Deaf pre-service teachers during their semester of student-teaching practicum in a general education classroom with hearing students. The authors found that these student teachers focused on many of the same issues mentioned in the literature on reflective teaching with hearing student teachers-pedagogy, teaching strategies, and relationships with students-and these student teachers often did so by incorporating key elements of Deaf culture into these categories.
Published: 2010
Updated: Jan. 09, 2011
246
This article discusses the results of a professional development project offered to faculty of Arizona State University’s College of Teacher Education and Leadership. The goals of this project were two-fold: (1) to assist instructors with progressing technologies; and (2) to promote transformation of pedagogy. The authors found that through the use of social networking tools, instructors and students were able to provide more feedback to one another as well as communicate more efficiently and effectively. These findings may have important implications for teacher education programs that are seeking to prepare teachers to teach in 21st century classrooms.
Published: 2010
Updated: Jan. 02, 2011
247
This article reports a study that examined the reflective practice of three beginning secondary mathematics teachers participated in a one-year university teacher education program and concurrent professional fieldwork experience or practicum. Results show some improvement in the participants' ability to reflect on their teaching during the practicum, while also highlighting the importance of the practicum school context in their professional formation and professional development.
Published: 2010
Updated: Nov. 30, 2010
248
The current article explores the nexus between the beliefs and practices of teachers working in a remote, Indigenous region of Australia. In particular, the article proposes that the discrepancy between beliefs and practices found in the reconnaissance phase of a design study is due to the teachers realising that they need to implement changed practices to enable students to learn but having little knowledge of what such practices may look like. This finding has implications for pre-service and in-service teacher education.
Published: 2010
Updated: Nov. 29, 2010
249
This case study describes the process education faculty went through to craft a response to a school-wide international experience initiative. Analysis revealed three competing frames that shaped individual faculty members' expectations. This is a cautionary tale providing lessons learned from one university's experience.
Published: 2010
Updated: Oct. 12, 2010
250
This article concentrates on the extent to which teacher education programs support, advocate, and broadcast an opportunity for increased global awareness - overseas student teaching. The article also examines whether state laws prohibit such experience, and the degree to which our states are open to foreign teachers. Through survey of states and content analysis of websites of 409 NCATE accredited institutions, conclusions are drawn regarding institutional commitment to internationalization in teacher education.
Published: 2010
Updated: Oct. 12, 2010