International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Teacher Educators
Page 21/21
208 items
201
The article examines modeling and its consequences on teachers educators' as far as practices of teachers studies. The article examines literature and multiple case-study on modeling. The study result is that there is a black spot in the body of knowledge on teacher education and the actual practice of many teacher educators/
Published: 2007
Updated: Jul. 30, 2008
202
A proposal of a framework for what makes a science teacher educator is provided, so that a community of practice can be developed. The author describes the participants, partners and science teacher educators and how each can contribute to the community's success. The proposal offers two goals for structuring the community of practice. The first is an understanding of knowledge in practice, and the second is what we need others to understand about all the participants' professional competence.
Published: 2007
Updated: Feb. 19, 2008
203
To what extent and in what ways should a teacher educator contribute to a type of teaching development that has long functioned successfully without much involvement of teacher educators? This self-study concerns my learning about my role as teacher educator in a learning study, a Hong Kong adaptation of a teacher-driven Japanese educational and cultural practice, Jugyou Kenkyu, credited with high quality learning outcomes for both teachers and students. My first learning study case forms the retrospective backdrop to the self-study.
Published: 2007
Updated: Jan. 27, 2008
204
This paper examines the processes whereby two researchers developed their knowledge in teaching a course for preservice teachers. The authors sought to explore the ways in which class assignments encouraged preservice teachers to develop their abilities to see classrooms from the point of view of nascent teachers rather than that of successful students. After analyzing student work from 2 years in which the assignments were used, the researchers taught together and continued their analyses and their own development as teacher educators.
Published: 2007
Updated: Jan. 26, 2008
205
This paper reports an investigation of the challenges a former classroom teacher encountered when compelled by experiences as a supervisor of student teachers to forge a distinct pedagogy of teacher education. A qualitative self-study methodology was used to identify and examine the competing tensions that surfaced as the author made the transition from classroom teacher to teacher educator.
Published: 2007
Updated: Jan. 26, 2008
206
This paper reports the author's efforts as a teacher educator to improve our understanding of the process of learning to teach. It illustrates how the nature of the knowledge developed by teacher educators about their practice is often embedded in complexity and ambiguity. This knowledge is explored as a source of tensions that teacher educators can learn to recognize and manage within their work.
Published: 2007
Updated: Jan. 24, 2008
207
The article analyzes challenges facing university-based teacher educators. The author suggests that teacher educators are losing jurisdiction over the preparation of new professionals and the production of academic knowledge for the teaching profession. The author recommends that researchers in teacher education focus on pressing policy issues regarding both issues.
Published: 2008
Updated: Jan. 22, 2008
208
The constructivist learning framework is a foundation for today's K-12 mathematics reform. Many future teachers across the United States are being taught that this is the way students learn best. In this qualitative multi-case study, the teaching methods of 4 university instructors who teach mathematics courses to future elementary teachers were explored. The results of within-case and cross-case analyses demonstrate the constructivist nature of the participants' teaching methods. The results also indicate substantial variation in teaching methods, even though the participants' teaching beliefs are very similar.
Published: 2007
Updated: Dec. 27, 2007