International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Instruction in Teacher Training
Page 59/93
925 items
581
This study evaluated the impact of a specific program on the training of preservice teachers.The program consisted of alternating periods of “condensed” and autonomous classroom work and training sequences with university supervisors and cooperating teachers in order to prepare for these practical work periods. Based on theoretical conceptualization of teacher training, this study examined the circumstances in which preservice teachers are able to use experiences from training situations for professional growth in the training situations and/or in later classroom situations.
Published: 2010
Updated: Aug. 17, 2010
582
The current research scrutinized the diffusion of a medical education pedagogy to the context of teacher education. Specifically, this research focused on the use of standardized parents as an emerging pedagogy in teacher education. Preservice teachers taking part in a six case, fifteen-week intervention showed advances in multicultural awareness and ethical sensitivity as they engaged in multiple simulated parent–teacher conferences.
Published: 2010
Updated: Aug. 17, 2010
583
The goal of this qualitative study was to learn more about how teachers deal with a reflective teaching approach aimed at developing their competencies in analyzing and facilitating classroom discussions on socio-scientific issues. Three cases of teachers' journeys through the project are reconstructed and characterized. The authors posit that each teacher benefited from the project according to his or her individual situation, needs and learning style.
Published: 2010
Updated: Aug. 17, 2010
584
Interns in a US teacher education program were surveyed regarding their attitudes towards diversity, particularly issues of sexuality, and their feelings of “cultural competence” around diversity. The survey also examined the repertoires of practices and resources that the students feel prepared to draw on in their work with middle and high schools students. Analysis of course materials provided insight into distinctions between anti-homophobia and LGBTQ-ally stances among students.
Published: 2010
Updated: Aug. 17, 2010
585
This study identifies practices of effective teachers of writing. Three schools with significantly higher achievement in an area that underperforms nationally were identified and within them teachers whose students exhibited superior progress were selected. This article argues that student achievement in writing is likely to be higher when teachers exhibit strengths in these hallmarks.
Published: 2010
Updated: Aug. 15, 2010
586
Problem-solving teams address student difficulties. Teams comprised of teachers, specialists, and administrators identify the student problem, develop individualized interventions, and assess student change. This article describes a prospective, mixed-method study conducted in the United States. 34 teachers participated in the study and were followed through the team process. Interview coding showed that 60% of teachers reported they gained new intervention skills.
Published: 2010
Updated: Aug. 15, 2010
587
The current study investigated the relationship of pre-service teachers' learner-centeredness and their concerns related to how learner-centered education affects students. Results indicated that as learner-centeredness increased, so did concerns about student outcomes. Implications for teacher education programs in the US and abroad will be discussed.
Published: 2010
Updated: Aug. 03, 2010
588
This qualitative study examined an activity involving deliberation among children and preservice teachers in the United States. In the activity which the authors call partner journals, children were partnered with preservice teachers as pen pals to deliberate shared current events texts. All students gained perspective consciousness of someone with a different social positioning, a higher-order thinking skill vital to social justice and democratic education.
Published: 2010
Updated: Aug. 03, 2010
589
Much of what has been written about the Professional Development School (PDS) experience consists of recounting personal experiences. In this article, the author draws on mythology, folklore, psychology and literature. The author suggests that effective storytelling can serve the same function in nurturing PDS culture as it does in the maintenance of culture in general.
Published: 2010
Updated: Aug. 03, 2010
590
A central component in pre-service teacher training is teaching practice and feedback. In some cases, feedback results in disquiet and tension . Many researchers attribute this tension to the incompatibility of the assessment and development roles that the trainer must perform. However, this research suggests that tension may also be rooted in a difference in expectation amongst trainers and trainees about the purpose and performance of feedback.
Published: 2010
Updated: Aug. 03, 2010