Section archive - Instruction in Teacher Training

It is important that trainee teachers in the faculties of education should develop their critical thinking skills so that they can meet the expectations and needs of their profession. The goal of this study was to investigate the relationship between critical thinking skills and in-class questioning behaviors of English Language Teaching (ELT) students at the Faculty of Education at Mugla University.The data suggest that the questions asked by the students of the higher critical thinking score group are not questions that clarify unclear points, but questions asked out of curiosity, to remove the uncertainties, and to lead people to think profoundly.

This study explore what elementary teachers know about student science misconceptions and how teachers address student misconceptions in instruction. The sample included 30 teachers from California with at least 1-year of experience teaching grades 3, 4, and 5.

The participants in Boston College's 'Teachers for a New Era' Evidence Team designed a portfolio of assessments and studies in order to make decisions about teacher education policy and practice that were informed by research and evidence. This paper describes one project in the portfolio - a series of surveys that trace teacher candidates' experiences over time and track shifts in these experiences as respondents progress from students during the pre-service period to teachers in the first few years of work in the profession.

The paper examines the long-term effectiveness of in-service teacher training courses for English as a Foreign Language (EFL) teachers in the Greek educational context.The data are discussed in relation to strategies for optimizing teacher training services. Furthermore, implications are drawn for the implementation of change in a broader educational context.