Section archive - Instruction in Teacher Training

This study aimed to investigate the impact of video models on teacher candidates’ readiness for and capacity to self-evaluate their teaching performance in an early fieldwork (EFE) lesson. The findings indicate that teacher candidates benefited by viewing videos in preparing for their teaching experience. In addition, candidates who had access to the video models and rubrics did not overestimate their performance.

This paper presents a study on the development of the Finnish National Core Curricula for Basic Education (NCC), published in 1985, 1994 and 2004. This study aimed to extend the understanding of the role of the core curriculum in promoting literacy education. The analysis reflected on the basis of Finnish literacy education resting on curricula over 25 years old. The six changes in approach detected in curricula content over 30 years reveal that the educational orientations to literacy curricula have developed alongside the contemporary policy strategies and pedagogical trends of responding to increasingly complex diversity within schools. The author concludes that teacher education needs to focus on preparing teachers for future-oriented, proactive curriculum design.

This article explores whether emotional intelligence predicts student teacher performance. This study found that teacher emotional intelligence was not a predictor of student teacher performance. It also found that prior academic attainment and gender were not a good predictor of teacher performance.

In this article, the authors are interested to measure the preservice teachers' Pedagogical Content Knowledge (PCK) and their personal constructs of teaching about mathematics lesson plans during their teacher education program. The results of the content analysis show that the constructs of the pre-service teachers have a wide variation and could be summarized within different themes. TELPS could also indicate whether there is a difference between first semester pre-service teacher students’ PCK and final semester pre-service teachers’ PCK. The authors conclude that the development of PCK is an important element of any teacher education program, and TELPS appears to be useful in determining pre-service teachers’ PCK.