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Teacher Education Programs (teacher + education_program)
Selected AbstractsHigh School, Community Colleges, and Universities: Partners in Teacher Education and National EffortsNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 121 2003Fred Gaskin This chapter focuses on the activities and outcomes of the Teacher Education Partnership Commission in Arizona and the efforts of the newly formed National Association of Community College Teacher Education Programs. [source] Validity Evidence of an Electronic Portfolio for Preservice TeachersEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 1 2008Yuankun Yao This study applied Messick's unified, multifaceted concept of construct validity to an electronic portfolio system used in a teacher education program. The subjects included 128 preservice teachers who recently completed their final portfolio reviews and student teaching experiences. Four of Messick's six facets of validity were investigated for the portfolio in this study, along with a discussion of the remaining facets examined in two previous studies. The evidence provided support for the substantive and generalizability aspects of validity, and limited support for the content, structural, external, and consequential aspects of validity. It was suggested that the electronic portfolio may be used as one requirement for certification purposes, but may not be valid for the purpose of assessing teacher competencies. [source] Teaching about ethics through socioscientific issues in physics and chemistry: Teacher candidates' beliefsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2010Sarah Elizabeth Barrett Abstract The purpose of this qualitative study was to identify and explain the origins of physics and chemistry teacher candidates' beliefs about teaching about ethics through socioscientific issues (SSI). This study utilized a series of in-depth interviews, while the participants (n,=,12) were enrolled in a 9-month teacher education program at an urban university in Canada. Our data analysis revealed that beliefs about teaching physics and chemistry using SSI derive from a complex web of fundamental beliefs exemplified by four archetypes representing the subject-specific identities of our teacher candidates,Model Scientist/Engineer, Model Individual, Model Teacher, and Model Citizen. Furthermore, we found that the justification for belief change required by a particular teacher candidate depends on these subject-discipline identities. Thus, the presence of each archetype in preservice classrooms has ramifications for the way a teacher educator should encourage his or her students to include SSI in their teaching. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 380,401, 2010 [source] Preservice teachers' pedagogical content knowledge of using particle models in teaching chemistryJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2005Onno De Jong In this article, we describe the results of a study of the pedagogical content knowledge (PCK) of preservice chemistry teachers in the context of a postgraduate teacher education program. A group of preservice teachers (n,=,12) took part in an experimental introductory course module about the use of particle models to help secondary school students understand the relationship between phenomena (e.g., properties of substances, physical and chemical processes) and corpuscular entities (e.g., atoms, molecules, ions). The module emphasized learning from teaching by connecting authentic teaching experiences with institutional workshops. Research data were obtained from answers to written assignments, transcripts of workshop discussions, and reflective lesson reports, written by the participants. The outcomes of the study revealed that, initially, all participants were able to describe specific learning difficulties, such as problems secondary school students have in relating the properties of substances to characteristics of the constituent particles. Also, at this stage, all preservice teachers acknowledged the potential importance of using models of molecules and atoms to promote secondary school students' understanding of the relationship between phenomena and corpuscular entities. After teaching, all preservice teachers demonstrated a deeper understanding of their students' problems with the use of particle models. In addition, about half of the participants had become more aware of the possibilities and limitations of using particle models in specific teaching situations. Through learning from teaching, the preservice teachers further developed their PCK of using particle models, although this development varied among preservice teachers studied. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 947,964, 2005 [source] Listening to Students, Negotiating Beliefs: Preparing Teachers for Urban ClassroomsCURRICULUM INQUIRY, Issue 2 2008KATHERINE SCHULTZ ABSTRACT Learning to teach in urban schools is difficult, particularly when prospective teachers come from different racial, ethnic and/or class backgrounds than their students. The task of urban-focused teacher education programs is to prepare prospective teachers to learn and enact practices that enable them to teach successfully in under-resourced districts that offer both opportunities and constraints. In this article, we report on a 2-year ethnographic study designed to investigate how new teachers enacted a listening stance in teaching that was introduced in their preparation program. Taking a listening stance implies entering a classroom with questions as well as answers, knowledge as well as a clear sense of the limitations of that knowledge (e.g., Cochran-Smith & Lytle, 1999; Lytle & Cochran-Smith, 1992; Schultz, 2003). The article focuses on how four teachers attempted to adopt a listening stance in their classroom practice, while also responding to the constraints of the standardized curriculum of their district. We conclude that the process of negotiating among teachers' beliefs, practices introduced in a teacher preparation program and district mandates is a critical practice for teachers to learn. We further suggest that in the current climate of high-stakes testing and mandated curriculum, explicit teaching of negotiation skills is likely to support more teachers to enter into and remain in classrooms. [source] Middle School Mathematics Teachers' Beliefs About Inclusion of Students with Learning DisabilitiesLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 2 2006Janet R. DeSimone The purpose of this descriptive study was to investigate middle school general education mathematics teachers' beliefs and self-perceived knowledge regarding teaching students with learning disabilities (LD) in inclusive classrooms. Teacher beliefs regarding administrative support and higher education teacher preparation were also examined. The Survey on Teaching Mathematics to Students With Learning Disabilities in Middle School was completed by 228 sixth-, seventh-, and eighth-grade general education mathematics inclusion teachers from 19 states. In addition, telephone interviews were conducted with a subset of 26 survey respondents. Frequency analyses were performed on the survey data, with ,2 tests comparing teachers on demographic variables. Follow-up interview responses were summarized to elaborate on the major research questions. The findings revealed three central issues: (1) teachers had a limited understanding of the mathematics learning needs of students with LD, (2) teacher collaboration was judged to be the most beneficial and available resource by general educators teaching students with LD in inclusive mathematics classrooms, and (3) teachers did not feel that teacher education programs at the preservice level and professional development at the inservice level were adequate in preparing them for teaching students with LD in inclusive mathematics classrooms. Implications and recommendations for teacher preparation and program implementation are provided. [source] Toward a Socioliterate Approach to Second Language Teacher EducationMODERN LANGUAGE JOURNAL, Issue 3 2002John S. Hedgcock This article proposes that effective language teacher preparation should facilitate candidates' access to the shared knowledge, discursive practices, and instructional processes of language teaching (LT) as an inherently disparate discipline. Whereas the reflective orientation widely embraced in North American teacher education programs should be preserved, reflective practice should be promoted within a socioliterate framework. The author explores the position that teacher education must be grounded partly (though not exclusively) in what is commonly called "theory," but that this theoretical dimension should be developed by systematically examining socioeducational practices. A genre,based, sociorhetorical approach to LT discourse, it is argued, can build candidates' awareness of knowledge,construction practices, enhance their declarative knowledge, and develop their professional skills. By modeling analytic and reflective processes that focus on disciplinary knowledge, teacher education can help LT candidates to shape their own professional literacies, enabling them to participate meaningfully in the profession's many conversations. [source] Achieving voice and security in colleges of educationNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 91 2001Michael J. Day Finding a niche in teacher education programs in colleges of education can help adult educators secure their place in higher education while still maintaining integrity within the discipline. [source] | ||||||||||