International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Teacher Education Programs
Page 24/30
294 items
231
This article investigates the extent to which political devolution has influenced the nature of education policy-making in Scotland. The article uses initial teacher education and early professional development as a case. The processes of change in Scotland appear to have been less radical and at a slower pace than in England; however, they have been achieved through a more consensual process and so in the long term are likely to be more embedded than those in England.
Published: 2008
Updated: Feb. 12, 2009
232
This paper uses the new Decree on teacher education in Flanders, Belgium, as a case study to critically examine the changes in the conception of teacher professionalism in education policy. In this examination, the focus is on the 'form of problematisation' (Foucault) that is enacted in the texts of the Decree. The new conception of teacher professionalism will be identified at four levels in the new Decree on teacher education: (1) the definition of the teacher (and her training) as a strategic policy target, (2) the structural reform of teacher education, (3) the qualitative reform of teacher education, and (4) the organizational framing of institutes for teacher education.
Published: 2008
Updated: Feb. 12, 2009
233
Teacher education in Australia is subject to a great deal of policy interest at both Federal and State levels; it is also part of education policy shifts for the whole university sector. This article examines Australian teacher education policy in terms of its governance, focusing on three current ‘sites of contestation’: university policy, budgetary policy, and Federal–State relations. In considering the ‘Australian case’, the authors aim to provide a case study of the ways in which ‘globalizing trends’ are played out in particular cultural, historical and political contexts.
Published: 2008
Updated: Feb. 12, 2009
234
This paper builds on the argument that during the late 1990s and into the early 2000s, a ‘new teacher education’ emerged in the USA. It was constructed as a public policy problem, based on research and evidence, and driven by outcomes. This new teacher education is both for better and for worse. The paper suggests that the trends that characterized the emergence of the new teacher education have continued and intensified, especially in light of larger national and global policy and political issues.
Published: 2008
Updated: Feb. 12, 2009
235
To affect change in teacher candidates’ beliefs of technology integration, the authors created a pedagogical laboratory as well as a field experience program that operates within the pedagogical laboratory. This paper presents a qualitative study of teacher candidates’ field experience in the pedagogical laboratory.
Published: 2008
Updated: Feb. 11, 2009
236
This paper examines the impact of the Early Learning Opportunities (ELO) initiative that provided funding to train early childhood providers to utilize the HeadsUp! Reading (HUR) curriculum in their settings. Results from this study indicate that all participants benefited from their involvement in the professional development activities. Furthermore, the findings show that those who received coaching had an advantage with respect to growth in knowledge, skills, and confidence in implementing the new strategies into their classrooms.
Published: 2008
Updated: Feb. 11, 2009
237
In this study, the authors found that as new early childhood teachers enter schools, they interact with teacher aides and parents daily. However, the new teachers do not feel prepared for negotiating these professional adult relationships. These underlying tensions then affect children's development and learning. To address such situations, the authors propose the use of Boal's forum theatre (Boal, 1979) as a performative critical model for early childhood teacher education and support the advantages it offers for exploring issues facing early childhood teachers that may not be commonly addressed in teacher education classrooms.
Published: 2008
Updated: Feb. 11, 2009
238
In this study, the authors determined the effectiveness of the inquiry-based Itakura method for mediating alternate conceptions of preservice elementary teachers. The authors investigated alternate conceptions in the expansion of solids due to heating. There was a significant increase in participants’ immediate learning gains after participating in the Itakura method.
Published: 2008
Updated: Feb. 04, 2009
239
The study discusses the impact of John Dewey (1859-1952) on Turkish teacher education system. Therefore, it heavily relies on the commissioned report “The Report and Recommendation on Turkish Education” prepared by Dewey in 1924. This article documents Dewey's ideas about teacher education in Turkey and analyses their take up in practice.
Published: 2008
Updated: Feb. 02, 2009
240
This 2-year qualitative study centered on five elementary teachers the year following their participation in the National Board for Professional Teaching Standards certification process.The study used a communities-of-practice framework and focused on teachers’ appropriation of the Board's standards and portfolio as conceptual tools related to literacy instruction.
Published: 2008
Updated: Jan. 28, 2009