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1.
《Teaching and Teacher Education》1996,12(2):197-210
This article reports on two studies that describe the status of male elementary preservice and inservice teachers. One study looked at entering teacher candidates, describing differences between males entering elementary education and other teacher candidates, at three universities in the U.S.A. (n = 936), with three sets of variables: (1) high school background, (2) self-confidence in teaching, and (3) expectations for teacher education. The second study looked at practicing male elementary school teachers who were recent graduates of teacher education programs at 12 different universities (n = 1098), with three sets of variables: (1) career status, (2) ratings of teacher education program quality, and (3) self-evaluation of teaching knowledge and skills. Male elementary candidates were less academically oriented, more self-confident about teaching, and less optimistic about usefulness of courses than other subgroups of entering teacher candidates. Male elementary teachers had lower job satisfaction and less favorable opinions of their teacher education programs than other subgroups of teachers, but were just as sanguine about their level of teaching skill as were the other groups. 相似文献
2.
Jennifer Baumgartner Cynthia DiCarlo Renée Casbergue 《Journal of Early Childhood Teacher Education》2020,41(2):111-127
ABSTRACTService learning (SL) is both a pedagogy and philosophy adopted by many early childhood teacher educators. Extant research suggests the incorporation of service-learning can be effective for facilitating preservice teacher learning of curriculum, pedagogy, approaches to diverse learners and families as well as establishing a professional identity. To guide the intentional adoption of SL and its assessment in early childhood teacher education programs, the authors present the Developmentally Appropriate Practice /P.A.R.E. model and illustrate how the model might be applied in a teacher education program. Challenges to incorporating service-learning in early childhood education programs and future areas of research are described. 相似文献
3.
This paper discusses the challenge of retaining teachers in hard-to-staff schools by examining how it is addressed in three context specific teacher education programs, which prepare teachers to teach in urban public, urban Catholic, and Jewish Day Schools in U.S.A. The findings of this study suggest that counter to teaching force trends teachers from the three programs that we studied expressed high motivation to serve as teachers or leaders in their particular schools and communities. In particular, we found that teachers' career commitments developed around the religious or civic missions promoted by their respective programs. Finally, teachers' career perceptions seem to correlate, though not entirely match, with those of their program leaders. 相似文献
4.
Aleksandra N. Pitt Courtney A. Schultz Jerry J. Vaske 《Environmental Education Research》2019,25(9):1386-1399
AbstractThe US Forest Service has a long history of youth conservation education. We investigated U.S. Forest Service citizen science programs that involve secondary school students in field collection of monitoring data to understand (1) how the programs integrated science and environmental education and (2) whether these programs advance ecological literacy and environmental stewardship. We conducted semi-structured interviews with the program leads, teachers, and students. Program leads and students said programs produced reliable data and met monitoring and other U.S. Forest Service stewardship objectives. Although these programs varied in design and objectives, our findings suggest these programs were incorporating both science and environmental education, and there is some indication they are creating ecological literacy among participants. Students exhibited environmental stewardship to some degree as a result of all programs, but the extent of this is tied to programs’ objectives and design. 相似文献
5.
This article reports on a longitudinal study that aims to investigate pre-service EFL teacher beliefs about learning and teaching in Greece. The study attempts to track possible changes in those beliefs during a 3-year teacher education program and explores the impact of teaching practice, in particular, on student teachers’ beliefs. The results indicate that while there is a gradual and sometimes significant development in student teachers’ beliefs during the program, student teachers’ engagement in the teaching practice seems to have a low impact on the development of their beliefs. Those findings are interpreted with reference to the structure and context of the specific teacher education program and can be useful for the design and development of EFL teacher education programs. 相似文献
6.
Jeanne Maree Allen 《Asia Pacific Education Review》2011,12(2):289-299
In this paper, I show how Mead’s theory of emergence can prove explanatory in how the theory-practice gap is co-created and
sustained in front-end loading university programs. Taking teacher education as an exemplar, I argue that trainee teachers encounter different and oft-times
conflicting environmental, social and cultural conditions in the two ‘fields of interaction’ of their training program, namely,
the on-campus pre-service program and the in-school experience. The argument draws on interview and focus group data collected
via a study of first-year graduate teachers of an Australian pre-service teacher education program. My conclusions are two-fold.
First, I argue that role taking and self-regulated behaviour within the two environmental fields of interaction in front-end
loading programs inhibit the trainee professional from exercising the power of agency to implement theory learned at university
in practice in the workplace. Second, I conclude that Mead’s theory of emergence proves effective in predicting the obduracy
of the gap between theory and practice in front-end programs. 相似文献
7.
Minkee Kim Jari Lavonen Kalle Juuti Jack Holbrook Miia Rannikmäe 《International Journal of Science and Mathematics Education》2013,11(2):359-383
In inquiry-based science education, there have been gradual shifts in research interests: the nature of scientific method, the debates on the effects of inquiry learning, and, recently, inquiry teaching. However, many in-service programs for inquiry teaching have reported inconsistent results due to the static view of classroom inquiries and due to the partial perspective between individual and collaborative reflections. Thus, by means of a theoretical progress model of collaborative reflection, this qualitative research aims to investigate reflections of four participant teachers before and during a half-year in-service teacher program. The model captures the following four interactions for each individual teacher and among the teacher cohort: belief to practice, practice to belief, stimulation, and reinforcement. The audio–video data and their quantification allowed identification of the teachers’ consistent prior beliefs and practices as a multiplicity of inquiry teaching and their interwoven progress during the program. The findings are further discussed in terms of the implicit development and the richer repertoire. 相似文献
8.
9.
This paper discusses recent developments in U.S. teacher education that are tied to the global neo-liberal project. The focus is on how changes experienced throughout the world have played out in the U.S. Three areas are addressed in particular: the commodification of teacher education, hyperrationality and increased accountability, and attacks on multicultural education. The paper closes with a look at the future for teacher education in the U.S. 相似文献
10.
Questions abound in the U.S. based teacher education literature about the kind of knowledge teachers should possess about learning and academic achievement that will enable them to provide all students with an equitable, effective schooling experience. This article examines how a group of preservice teachers—enrolled in a teacher education program that challenges deficit thinking—understand and talk about academic achievement, paying particular attention to the extent to which the candidates account for academic achievement and recognize potential academic risk. Based on the paradoxical stability and tentativeness of teacher candidates' talk about risk, academic achievement and the deployment of the “at-risk” category, I suggest the need to illuminate the complex body of knowledge that informs teacher candidates' understanding, particularly the knowledge deployed in teacher education curriculum. 相似文献
11.
Karen Loman Nicole Nickens Natalie Tye Angela Danley Karrie Snider Ann McCoy 《Journal of Early Childhood Teacher Education》2020,41(1):85-99
ABSTRACTDesigning field embedded experiences for teacher candidates poses a unique challenge for large teacher education programs. Field experiences must include working with students, enhanced pedagogical coaching, and interaction within a professional community. Coursework coupled with field work should engage teacher candidates in a process of planning, implementing, analyzing and reflecting, and then modifying future teaching as evidence of reflective practice. Skilled coaching by the university based teacher educator or classroom mentor is one avenue for teaching novice educators how to analyze their classroom experiences. However, in large teacher education programs the ratio of candidates to UBTEs can make adequate coaching impossible. Thus, peer coaching can provide a feasible option for UBTE coaching. The purpose of this article is to describe the peer coaching experiences of teacher candidates and their university based teacher educators during junior level clinical block courses focused on developmentally appropriate practices for students in grades 1-3. Presented are a discussion of reflective practice, a rationale for peer coaching, and the application of peer coaching within three early childhood and elementary courses. Recommendations and challenges of peer coaching in a clinical pre-service teacher education program and implications for further studies are explored in the closing. 相似文献
12.
Connor K. Warner Clare V. Bell Patricia Alvarez McHatton Julia Atiles 《The Educational forum》2020,84(3):226-239
AbstractThis article details the experiences of four teacher education faculty members as we navigated the consequential implementation of a state-mandated high stakes teacher performance assessment in our educator preparation program. By shifting our perspective from simply complying with an assessment mandate to considering how we can leverage implementation of high stakes performance assessment as a vehicle for program inquiry, we were able to gain significant insight into our practice. 相似文献
13.
AbstractMany teacher preparation programs offering dual certification have engaged in program redesign to establish greater integration between general education and special education. This article presents findings from an exploratory case study that examined the perspectives of former preservice teacher candidates and school personnel regarding an integrated yearlong dual certification internship. Findings indicated research participants (a) placed value on the breadth and authenticity of the experience; (b) built deep relationships with students and staff that contributed to building confidence; and (c) felt the structure and impact of the model yielded positive outcomes for both the school and for preservice teacher candidates. Implications for practice include suggestions for how teacher preparation programs might move toward integrated models of dual certification teacher preparation and explore the importance of clinically rich partnerships that benefit both preservice teacher candidates and field sites. 相似文献
14.
Organizational learning and program renewal in teacher education: A socio-cultural theory of learning, innovation and change 总被引：1，自引：0，他引：1
Pressures for change in the field of teacher education are escalating significantly as part of systemic education reform initiatives in a broad spectrum of economically developed and developing nations. Considering these pressures, it is surprising that relatively little theoretical or empirical analysis of learning and change processes within teacher education programs has been undertaken. In this paper, we illustrate some ways in which contemporary socio-cultural learning theory may be used as a lens for addressing these issues. Using a theoretical framework developed by Harré [Harré, R. (1984). Personal being: A theory for individual psychology. Cambridge, MA: Harvard University Press], we show how processes of individual and collective learning led to changes in a teacher education program observed over an eighteen month period of time. Important innovations in program practice were generally found to have their sources in the creative work of individual faculty. However program level changes required negotiation of new ideas and practices within small groups of faculty, and with the larger collective of the program. We conclude that the Harré model, and the socio-cultural learning theories from which it is derived, may offer a useful theoretical framework for interpreting complex social processes underlying organizational renewal, innovation, and change. 相似文献
15.
Terri Teal Bucci Susan Cherup Ann Cunningham Anthony J. Petrosino 《The Teacher Educator》2013,48(2):95-114
Abstract The innovative integration of technology into teacher education is at a premium. Institutions, large and small, are searching for examples of appropriate, effective, and replicable programs on which to base programmatic decisions. This article provides such a guide. The authors represent four of the first six International Society for Technology in Education (ISTE) Distinguished Achievement award‐winning programs. This article provides examples of how four highly innovative programs meet the ISTE National Educational Technology Standards for Teachers (NETS?T) for technology integration into the teacher education programs. It provides a collection of practical examples of ways in which teacher education programs can use the NETS'T as a guide for enhancing teacher education curricula on campus and in P‐12 classrooms where teacher education candidates work. 相似文献
16.
Jacquelyn R. Benchik-Osborne 《Educational Studies A Journal of the American Educational Studies Association》2013,49(6):540-563
Within the state selected for this study, teacher preparation programs and state certification criterion require that educators examine the relationship between school and society within social foundations of education (SFE) coursework. Using observations and interviews, this study examines to what extent four experienced, urban classroom teachers both speak in belief and exhibit in classroom practice an understanding of SFE. Two sets of measures, rooted in the social foundations and curriculum traditions, were devised to examine the degree to which teachers’ beliefs and practices matched to the tenets of SFE. Inconsistencies were evident within each teacher's beliefs and practices. Also, among the four respondents, there was minimal uniformity. From this study, when teaching even with a limited understanding of SFE, instructors engendered practices essential for a democracy. Students composed critical works, combining academic content as well as skills essential for life in a self-representative government. Use of these particular measures could be applied to inform pre-service teacher education programs as well as professional, in-service development. 相似文献
17.
Donald Freeman 《Teaching and Teacher Education》1993,9(5-6)
Although teacher-thinking research is now well established, the specific mechanisms through which teachers construct new understandings of their teaching have not been closely examined. This paper presents four interrelated concepts—teachers' conceptions of practice, tensions in their practice, articulation, and local and professional language—which emerged as grounded categories from a longitudinal study of change in teachers' practice. The study focused on how a group of foreign language teachers integrated new ideas, encountered in an inservice masters' degree program, in their thinking about and activity in the classroom. The analysis traced the ways in which the teachers reconstructed their classroom practice, using professional discourse to rename their experience and thus to assign new or different meanings to their actions. The concepts, presented with illustrations from the study and accompanying analysis, have implications for research on teaching and teacher education as well as the design and execution of teacher education programs. 相似文献
18.
ABSTRACTWhat do teacher educators need to know and do in order to move from espousing to enacting social justice in their own teacher educating practice? This article addresses this question by examining scholarship that focuses on the preparation of preservice teachers for social justice. Using five knowledge domains for teaching (personal, contextual, pedagogical, sociological, social) as an analytic lens, the authors examined teacher education literature published between 2010 and 2016 in three international journals from Australia, the U.K. and the U.S. The study reveals that teacher educators in different contexts seem to highlight personal and contextual knowledge in their preparation of equity-minded preservice teachers and provides insight into how they conceptualise educational equity and social justice. The study illuminates what is likely in place in initial teacher education programmes, and what may be needed or missing if teacher educators are to prepare teachers for today’s diverse classrooms.Abbreviation ITE: Initial Teacher Education ITE 相似文献
19.
《Equity & Excellence in Education》2013,46(3):202-212
The need to increase the racial/ethnic diversity of the U.S. teaching force has been reported widely. This article documents the programs and practices implemented at one university to recruit and retain minority students in the teacher preparation program through the Teacher Education Advocacy Center (TEAC). The goals of the Center are to enhance the quality of the teacher education program, particularly by supporting the recruitment and preparation of students from minority groups (e.g., linguistic, cultural, racial and/or ethnic) into teaching. The practices and programs of the TEAC model meet the criteria of the four “Cs” of recruitment: concern for the various aspects of the issue and readiness to tackle them; commitment by the highest leadership to the recruitment program; collaboration among all those concerned about the problem; and creativity in program development (American Association of Colleges for Teacher Education, 1987). 相似文献
20.
Abstract This study examined 388 elementary education teacher candidates (n?=?388) across four semesters in one educator preparation program about their experiences completing the performance-based assessment edTPA. Candidates were in one of three programs at a large, public research university in the Southeast region of the United States. These programs included: a general undergraduate elementary education program, an undergraduate elementary/special education dual licensure program, and a post baccalaureate graduate certificate in elementary school teaching program. Findings indicate that candidates across all three programs reached consensus on the five biggest challenges of edTPA. The challenges included: (1) deeper thinking for students; (2) identifying the language function of the lesson sequence; (3) including discourse in the lesson plans; (4) including the syntax supports in their lesson plans; and (5) making connections to research and theory. While all three groups of candidates identified these five challenges, the order and the extent to which they were a challenge varied by group. Further, candidates expressed disproportionate periods of time dedicated to edTPA during student teaching. Candidates in the graduate certificate in teaching program reported that they felt less prepared than undergraduate students in the other programs. Implications include examining how to best support candidates in all three programs to increase their likelihood of success on edTPA. 相似文献