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1.
Robsan M. Egne 《Teacher Development》2017,21(3):422-444
This study explores the perceptions and practices of multicultural education among Ethiopian secondary teacher education program officials, teacher educators and prospective teachers. To that end, data were collected from secondary teacher education program officials, teacher educators and student teachers using questionnaire and interview. The data were analyzed by employing mixed methodologies. The study revealed that while Ethiopian secondary teacher education program officials and teacher educators have awareness about multicultural education, the prospective teachers’ awareness was found to be very low. Furthermore, there are inadequate practices of multicultural education in the secondary teacher education institutions. Suggestions which may enhance the implementation of multicultural education in the secondary teacher education program of the country and beyond are discussed in the article. 相似文献
2.
Denise Taliaferro Baszile 《The Urban Review》2008,40(4):371-385
In this paper, I offer my own counterstory of matriculating through a teacher education program as an African American student
on a predominately White campus as a reference point for thinking through how racism operates through teacher education’s
dominant discourse and practice of teacher reflection. It is an important story to tell primarily because it touches on a
largely unexplored dimension of teacher reflection. While the large majority of the literature has focused on how to prepare
White preservice teachers to teach in a culturally and racially complex world, little qualitative attention has been given
to the preparation of nonwhite students. While there are a few select and important articles that touch on some of the challenges
African American students face in predominately White teacher education programs, including covert and overt racism, none
focus on how teacher reflection might reproduce these dynamics. Thus what the literature on teacher reflection often suggests
is that it is a racially neutral practice. In this essay, however, I suggests otherwise, by providing an intimate and critical
look at my process of learning to be a reflective practitioner. The question I seek to grapple with is quite simply, “What
does teacher reflection work to repress?” 相似文献
3.
The advent of computer technology in the classroom raised the issue of its appropriate use by teachers and their students
alike. It has been recommended that teacher education programs provide more opportunities for teacher candidates’ use of technology
including teaching their own technology-enhanced lessons. With a goal of integrating scholarship into student teaching, a
teacher candidate enrolled in a graduate program in childhood education carried out a technology-enhanced research project
within a professional development school. Examining the impact of the project on the teacher candidate, this article describes
how one’s pedagogical content knowledge and technological competence can be developed through a research-oriented teaching
experience. The article also demonstrates the emergence of a community of practice that shares the goal of providing learning
spaces for the teacher candidate and young children in the context of mathematics enrichment with computers. 相似文献
4.
5.
Kathryn S. Young 《Teaching and Teacher Education》2011,27(2):483-493
The purpose of this spatial study is 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. The data provides evidence for the pervasive separation between general and special education within the new program. This study points to the importance of examining space in relation to teacher education reform as a way to highlight where policy, institutional, programmatic, physical, and pedagogic changes are needed to support inclusive teacher preparation. 相似文献
6.
Esther Ntuli Jared Keengwe Lydia Kyei-Blankson 《Early Childhood Education Journal》2009,37(2):121-126
The use of electronic portfolios is increasingly becoming popular in teacher education programs. The electronic portfolio
allows learners to express their work and take ownership over their own ability to plan and assess and reflect upon their
learning during a specific period of time. While many teacher education programs have adopted electronic portfolios in order
to meet accreditation requirements, others use electronic portfolios to develop and improve on students’ technology skills—train
students on how to better use technology in instruction and student assessment. Irrespective of the reasons for adoption,
there is the need to assess students’ perceptions of electronic portfolios, and especially to explore the benefits and challenges
students face in using electronic portfolios in their course work. Using a qualitative research design, the current study
explored teacher candidates’ attitudes toward electronic portfolios and the differences that electronic portfolios bring to
their profession. Such a study is necessary to help administrators identify students’ needs to ensure that they are gaining
the maximum benefits from the use of electronic portfolios in their programs of study. 相似文献
7.
Christopher Pierce Brown 《Early Childhood Education Journal》2009,36(5):423-430
As early childhood education becomes more regulated through a range of education reforms and mandates, early childhood teacher
educators are seeking ways to prepare their preservice teachers to address these policy constraints through appropriate teaching
practices that foster learning with understanding. Using the National Research Council’s conception of learning as a framework
for analysis, this article considers strategies to achieve this goal by first presenting findings from a case study that examined
the training of a sample of preservice teachers who were both educated in high-stakes learning classrooms as well as taught
to be early educators in these same environments. This article then uses these findings to the make case for practical and
political approaches to teaching that can assist teacher educators in preparing their students for this regulated field of
early education. 相似文献
8.
Heidi B. Carlone Julie Haun-Frank Sue C. Kimmel 《Cultural Studies of Science Education》2010,5(4):941-965
Science educators and researchers have bemoaned the lack of reform-based science in elementary schools and focused on teachers’
difficulties (i.e., lack of knowledge, interest, experience) in enacting quality science pedagogy. We present compelling evidence
that challenges assumptions about science education reform and draw on a practice theory perspective to examine the stories,
commitments and identities of thirteen teachers, whose beliefs and practices aligned with those promoted by science education
reform documents. Through ethnographic interviews, we learned about these teachers’ critical science experiences, perceived
science teacher identities, and their goals and commitments. Their stories highlight institutional and sociohistorical difficulties
of enacting reform-based science, the many biases, contradictions, and unintended consequences prevalent in educational policy
and practice today, and emphasize how easily the status quo can get reproduced. These teachers had to work as ‘tempered radicals’,
‘working the system’ to teach in ways that were consistent with reform-based science. 相似文献
9.
文章从分析当前我国师范生招生的录取分数线,院校的评价及录取标准入手,认为当前我国师范专业的招生质量不高,影响到教师教育的质量。文章提出,提高教师社会经济地位;重建师范生的免费制度和教育服务制度———如采取与教育服务挂钩的费用支付制度;建立师范生的招生标准,严格招生程序是提高师范专业招生质量的关键性因素。 相似文献
10.
Susan L. Swars Stephanie Z. Smith Marvin E. Smith Lynn C. Hart 《Journal of Mathematics Teacher Education》2009,12(1):47-66
The universal emphasis in mathematics education on teaching and learning for understanding can require substantial paradigmatic
shifts for many elementary school teachers. Consequently, a pressing goal of teacher preparation programs should be the facilitation
of these changes during program experiences. This longitudinal, mixed methods study presents a thorough investigation of the
effects of a distinctive teacher preparation program on important constructs related to prospective teacher preparedness to
teach mathematics for understanding, including mathematics pedagogical and teaching efficacy beliefs, mathematics anxiety,
and specialized content knowledge for teaching mathematics. The results indicate that the programmatic features experienced
by the prospective teachers in this study, including a developmental two-course mathematics methods sequence and coordinated
developmental field placements, provided a context supporting teacher change. These shifts are interpreted through the nature
and timing of the experiences in the program and a model of teacher change processes. The findings provide insights for mathematics
educators as to the outcomes of these programmatic features. 相似文献
11.
Research points to particular problems in the experiences of White teachers teaching students of color (Cochran-Smith et al.,
2004). Despite good intentions, teaching students of diverse backgrounds and experiences can be challenging for teachers who are
unfamiliar with their students’ backgrounds and communities. The purpose of this paper is to describe the development of notions
about “good urban teaching” for three women in a preservice teacher preparation program. Reporting on two years of data, we
show how the three women negotiated their beliefs and identities in light of program demands and classroom realities. The
lack of synchronicity within the women’s experiences highlights that the traditional (white, female, middle class) students
in preservice teacher education programs are not homogeneous. The significance of this difference is highlighted through the
concept of heterogeneity. We define heterogeneity as the differences that exist among traditional students in preservice teacher
preparation programs. Our research suggests that heterogeneity is complicit in the progress or lack of progress of preservice
teachers developing professional identities.
This paper was originally presented at the Annual Meeting of the American Education Research Association April 7–11, 2006 San Francisco, CA
An erratum to this article can be found at 相似文献
12.
杨跃 《陕西师范大学继续教育学报》2011,(1)
随着我国高师院校教师教育改革实践的深入,教师教育者的身份认同与建构问题逐渐凸显。改革压力及其对本体性安全感的破坏以及教师教育在大学学术架构中的边缘地位与夹缝求生的生存状态是影响教师教育者自我身份认同的重要因素。教师教育改革应充分信任并帮助教师教育者合理疏导和缓减改革引致的内在压力,提升教师教育的学术品质与地位,在尊重差异的基础上努力构建教师教育专业共同体,促进教师教育者认定自我存在的意义与价值并建构稳定的自我专业身份认同。 相似文献
13.
A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an international and comparative needs analysis through a survey of 1158 higher education-based teacher educators in the countries participating in the International Forum for Teacher Educator Development: Belgium, Ireland, Israel, the Netherlands, Norway and the UK. Our results suggest that while teacher educators are only moderately satisfied with their professional development experiences, a strong desire exists for further professional learning. This desire, influenced by their professional context, relates to their current beliefs concerning ‘best practice’ in teacher education, the academic skills required to further their professional careers and knowledge of the curriculum associated with their fields of expertise. 相似文献
14.
Around the world reforms in teacher education have been oriented towards making the preparation of teachers more functional for development of competencies they need in practice. At the same time, much criticism has been voiced about such reforms jeopardising the fundamental humanist traditions in teaching, based on beliefs about non-instrumental values of education. In this study we examine teachers' perceptions of importance of competencies and explore their implications for teacher education. The study has been designed to ensure that voices of teachers and teacher educators are heard in identification of areas of expertise that make up a competent teacher. We conducted a principal component analysis of the response of 370 teachers and teacher educators in Serbia to a questionnaire about the importance of a number of aspects of teacher competence. We identified four components underling teachers' perceptions of competencies relating to 1) values and child-rearing; 2) understanding of the education system and contribution to its development; 3) subject knowledge, pedagogy and curriculum; and 4) self-evaluation and professional development. Teachers perceived all but the second area of competence as very important, with the fourth scale perceived as of the highest importance. Implications of each area of competence for teacher education are discussed and conclusions are drawn for the development of teacher education curricula. 相似文献
15.
This study investigated teacher educators’, prospective teachers’, and K-12 teachers’ opinions about the effectiveness of
ICT related courses and the ways to improve the courses in Turkey’s pre-service teacher education programs. The researchers
used both quantitative and qualitative research approaches within the data collection and analysis processes. The data were
collected from 111 teacher educators, 1,330 prospective teachers, and 1,429 K-12 teachers through questionnaires; and from
6 teacher educators, 6 prospective teachers, and 6 K-12 teachers through interviews. Even though a majority of the participants
felt that ICT related courses are effective, most participants recommended that these courses need to be redesigned to be
more beneficial in practice. 相似文献
16.
Zahra Gooya 《Educational Studies in Mathematics》2007,65(3):331-347
The geometry textbooks of the new system of secondary education in Iran differed dramatically from the old ones considering
the aims, the visions, the content, the approach, and the educational purposes. Four hundred eighty mathematics teachers participated
in a nationwide professional development program conducted by the author to facilitate the implementation of the new changes.
Based on this program, a research study was designed to investigate the teachers’ beliefs about a new reform in high school
geometry as a result of the professional development program. The data of the study were collected through teachers’ reflective
writings, project works, group discussions, reflective questionnaires, and oral communications. The purpose of this paper
is to draw upon this study and to document mathematics teachers’ beliefs about new changes. 相似文献
17.
柴福洪 《武汉职业技术学院学报》2009,8(6):10-14
2009年,中国的高职教育改革,出现两种不同的理论观点,给高职教育基层造成了一定的认识混乱。通过整理高职教育的六大要素,并结合两种不同的高职教育改革理论,从五个方面解析了高职教育改革的真谛。 相似文献
18.
Gary M. Grossman Pinar E. Onkol Margaret Sands 《International Journal of Educational Development》2007
Educational development is one way through which Turkey enhances progress towards its social goals and prepares itself for European Union membership. A major effort to upgrade the Turkish educational system was made through a multi-phased comprehensive reform of the sector introduced during the 1990s. One part of this reform, perhaps most crucial to the long-term effectiveness of other developments in education, was a transformation of the approach to teacher education. This paper utilizes recently conducted research to assess the nature and extent of that reform as well as identifying the factors which enhanced its effectiveness. 相似文献
19.
Yeping Li Dongchen Zhao Rongjin Huang Yunpeng Ma 《Journal of Mathematics Teacher Education》2008,11(5):417-430
It is generally perceived that Chinese elementary teachers have a profound understanding of the school mathematics they teach.
This perception has led to further interest in understanding teacher education practices in China. As some dramatic changes
in elementary teacher preparation have taken place in China over the past decade, this article aims to outline these changes
with a focus on curriculum provided in the new 4-year bachelor preparation programs. Sample mathematics teacher educators
in China were also surveyed to gather insiders’ views about teacher preparation practices and to identify relevant issues.
We believe that elementary teacher preparation and its changes in China can provide an important case for mathematics teacher
educators around the world to reflect on teacher education practices in their own systems.
相似文献
| Yeping LiEmail: |
20.
It is incumbent on universities to reflect current research on effective teacher preparation and respond to the changing needs of the 21st century. These needs include the knowledge and skills to instruct diverse students; an increasing emphasis on standards and an integrated curriculum model; and the call for all educators to work together to improve the performance of students. In the spring of 2006, University of Utah set out to restructure its teacher programs. The design phase of this restructuring was completed in 2008, and the first cohort of teacher candidates has entered the program. 相似文献