Section archive - Instruction in Teacher Training

The purpose of this study was to examine the learning outcomes emerging from semi-structured lesson study as a central task in a methods course and determine the factors that facilitate or inhibit the use of lesson study in a teacher education methods course. Two cases of lesson study are examined as the central task in an adolescent mathematics methods course for teachers in grades 7 through 12. The article presents the outcomes and factors essential to productive outcomes on lesson studies.

The purpose in this article was to describe key aspects of the design, implementation, and initial evaluation of the innovative preservice secondary education teacher education program. The authors focused on the collaborative efforts of faculty in general education and special education departments to prepare future secondary teachers to use inclusive instructional practices to meet the needs of students with disabilities. The collaborative instructional design was based on a Universal Design for Learning (UDL) perspective to give preservice teachers opportunities to explore models of both inclusionary teaching and UDL lesson design. This collaboration between general education and special education teacher education faculty enhanced both the teaching of the methods courses and the candidates learning related to meeting the diverse learning needs of students within their teaching.

This article examined across 15 countries to what extent primary teacher education can be regarded as effective and the possible reasons for inequity. The effectiveness of teacher education was examined by taking two indicators into account: future teachers’ mean achievement on a paper-and-pencil test as an indicator of quality, and the variability of teacher achievement due to background characteristics as an indicator of equity. The authors conclude that none of the TEDS-M countries was successful on both indicators of teacher education effectiveness with respect to background characteristics, gender, and language. Singapore and Taiwan may be regarded as the most effective teacher education systems, with high achievement and gender equity on MPCK and high achievement and language.

This study focuses on current efforts underway in one western US state to prepare educators’ for meaningful participation with families. The participants were Directors and faculty from 43 accredited Institutions of Higher Education (IHEs) preparing pre-service teachers, administrators, and student support personnel. The results indicate that current course offerings and field practice requirements may not match prevailing views regarding the need for and importance of family engagement in promoting student success.