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Journal

Teacher education

2013

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Institution
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Articles 1 - 23 of 23

Full-Text Articles in Education

Promoting Excellence Within Early Care And Education Providers: A Teacher Education Program Story--Research, Jaesook L. Gilbert, Helene Arbouet Harte Dec 2013

Promoting Excellence Within Early Care And Education Providers: A Teacher Education Program Story--Research, Jaesook L. Gilbert, Helene Arbouet Harte

Kentucky Journal of Excellence in College Teaching and Learning

This paper shares the process and experience of a university community partnership to improve the quality of care and education in the region by enhancing teachers’ early childhood knowledge. A hybrid course for both university students and childcare providers, The Academy for Early Childhood Excellence sought to provide intense and supportive professional development for early care and education providers as well as access and an introduction to the university setting. The hybrid format necessitated some level of competence with technology and more emphasis on writing as a mode of communication. Some of the Academy participants, especially the more experienced and …

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Wider Professional Experiences: The Value Of Pre-Service Teachers Learning In Wider Contexts, Peta Salter, Angela Hill, Fiona Navin, Cecily Knight Dec 2013

Wider Professional Experiences: The Value Of Pre-Service Teachers Learning In Wider Contexts, Peta Salter, Angela Hill, Fiona Navin, Cecily Knight

Australian Journal of Teacher Education

Within teacher education, professional standards across Australian jurisdictions consistently note the importance of developing the ability to “engage professionally” with a community (QCT, 2009; AITSL, 2012). Paralleling this however, are calls for more ‘classroom’ time (Australian Government, 2012). This paper explores opportunities to provide students with experiences outside the classroom; both the space made available in professional standards and how this space it taken up in teacher education programs. It will be argued that wider professional experiences are crucial in developing future teachers who are cognisant of and engaged with the complexities of the communities in which they teach.

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A Case Study Of Applying Blended Learning In An Accelerated Post-Baccalaureate Teacher Education Program, Ying Wang Shen, Thomas H. Reynolds, Curtis J. Bonk, Thomas A. Brush Dec 2013

A Case Study Of Applying Blended Learning In An Accelerated Post-Baccalaureate Teacher Education Program, Ying Wang Shen, Thomas H. Reynolds, Curtis J. Bonk, Thomas A. Brush

Journal of Educational Technology Development and Exchange (JETDE)

Blended learning has potential to improve teacher education in terms of accessibility and quality. This paper reports findings from a case study with mixed methods data collection analysis to examine the application of blended learning in accelerated post-baccalaureate teacher education at the program level. One hundred and sixty-seven recent graduates from a chosen teacher education program participated in the study by completing an online survey. Eight of the survey participants and six faculty members were interviewed. Findings from this study support the viability and benefits of applying blended learning in teacher education at the program level. On the other hand, …

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Changing Landscapes And Paradigm Shifts: Integrating The Common Core With Educator Preparation--Commentary, Verna Lowe Nov 2013

Changing Landscapes And Paradigm Shifts: Integrating The Common Core With Educator Preparation--Commentary, Verna Lowe

Kentucky Journal of Excellence in College Teaching and Learning

Educator preparation and P-12 education are on a trajectory of changing landscapes and shifting paradigms to meet the needs of providing a world-class education to our children and youth who will be prepared to thrive in their personal and professional lives in this century. This shift moves from the “yesterday of schooling and educator preparation” involving a system of good intentions that worked for a percentage of learners to a holistic structure designed for all students and stakeholders.

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Susan Bauer's 2003 Theory Of Well-Educated Mind: Could The Classical Approach To Teaching History Work In Southern California History K12 Classrooms?, Tomasz B. Stanek Nov 2013

Susan Bauer's 2003 Theory Of Well-Educated Mind: Could The Classical Approach To Teaching History Work In Southern California History K12 Classrooms?, Tomasz B. Stanek

LUX: A Journal of Transdisciplinary Writing and Research from Claremont Graduate University

The main purpose of this research evolved from the publication of S. W. Bauer Well-educated mind, a study of the significance of new methods of teaching history course. Bauer (2003) argues that the grammarian approach of simple recognition and memorization removes students from reading primary sources. This theory suggests a new methodology for the instructors and students through the three-stage process of grammar, dialectic, and rhetoric preparation with aid of primary sources or “great books list”. This paper supports Bauer’s thesis and provides evidence through extensive interviews that indeed this concept of pedagogy is present in Southern California schools.

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Kyted President's Letter, Steve Crites Nov 2013

Kyted President's Letter, Steve Crites

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Read a letter from the president.

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Perceived Classroom Management Needs Of Pre-Service Teachers, Nielsen Pereira, Jillian Gates Nov 2013

Perceived Classroom Management Needs Of Pre-Service Teachers, Nielsen Pereira, Jillian Gates

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

A disconnect exists between pre-service teachers’ expectations concerning classroom management course content and the reality of teaching in an elementary school. The purpose of this study was to investigate the perceived needs of pre-service teachers in a classroom management course for elementary education majors at a Midwestern university.

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A Strategic Approach To Curriculum Design For Information Literacy In Teacher Education – Implementing An Information Literacy Conceptual Framework, Anna Klebansky, Sharon P. Fraser Nov 2013

A Strategic Approach To Curriculum Design For Information Literacy In Teacher Education – Implementing An Information Literacy Conceptual Framework, Anna Klebansky, Sharon P. Fraser

Australian Journal of Teacher Education

This paper details a conceptual framework that situates curriculum design for information literacy and lifelong learning, through a cohesive developmental information literacy based model for learning, at the core of teacher education courses at UTAS. The implementation of the framework facilitates curriculum design that systematically, consistently and incrementally develops information literacy capabilities across entire teacher education course structures, thereby facilitating teacher education students to graduate as critical thinkers, problem solvers, informed decision makers and independent, self-directed lifelong learners. As education professionals, these graduates have the potential of developing these capabilities in the children they teach. The paper discusses the development …

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A Call To Action: Why We Need More Practitioner Research. A Response To "A Teacher Educator Uses Action Research To Develop Culturally Conscious Curriculum Planners", Kimberly H. Campbell Oct 2013

A Call To Action: Why We Need More Practitioner Research. A Response To "A Teacher Educator Uses Action Research To Develop Culturally Conscious Curriculum Planners", Kimberly H. Campbell

Democracy and Education

As teacher-educators we need to embrace practitioner (action) research of our own classroom practice. Such research serves to improve our practice, inform the teaching profession, and serve as modeling for future teachers to become practitioner researchers in support of their efforts to meet the learning needs of the students with whom they work as well as have a voice in policy decisions that impact their professional lives.

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Towards Internationalising The Curriculum: A Case Study Of Chinese Language Teacher Education Programs In China And Australia, Danping Wang, Robyn Moloney, Zhen Li Sep 2013

Towards Internationalising The Curriculum: A Case Study Of Chinese Language Teacher Education Programs In China And Australia, Danping Wang, Robyn Moloney, Zhen Li

Australian Journal of Teacher Education

This paper presents a comparative curricular inquiry of teacher education programs of Chinese as a foreign language in China and Australia. While there is an increasing demand for qualified Chinese language teachers both within China and Western countries, pre-service teacher training is regarded as one of the major factors in impeding success in effective student learning. Using an interpretative approach, this paper captures voices from teacher educators and pre-service teachers through in-depth interviews to supplement curriculum document reviews. The results identify curriculum differences in educational aims and objectives, learning content, methods of delivery and assessment. The study suggests aspects of …

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Preparing Teachers – The Importance Of Connecting Contexts In Teacher Education, Misty Adoniou Aug 2013

Preparing Teachers – The Importance Of Connecting Contexts In Teacher Education, Misty Adoniou

Australian Journal of Teacher Education

Everybody wants quality teachers in schools. How are such teachers developed? In this article a model is presented that describes four contexts crucial to the preparation of teachers: the personal, the university, the practicum and the employment contexts. The ways in which these different contexts can and should work together in the education and development of teachers are discussed. The model was developed as a result of a 16 month inductive study into the first year experience of 14 beginning teachers who were graduates of a Bachelor of Education in Primary teaching in an Australian university. Whilst the findings of …

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Chaos Of Textures Or ‘Tapisserie’? A Model For Creative Teacher Education Curriculum Design, Sue E. Simon Aug 2013

Chaos Of Textures Or ‘Tapisserie’? A Model For Creative Teacher Education Curriculum Design, Sue E. Simon

Australian Journal of Teacher Education

A tapestry or ‘tapisserie’ methodology, inspired by Denzin and Lincoln’s ‘bricolage’ methodology (2000), emerged during the complex task of re-developing teacher education programs at the University of the Sunshine Coast, Queensland, Australia. ‘Tapisserie’ methodology highlights the pivotal task of determining stable ‘warp threads’ prior to the subsequent interweaving of myriad ‘weft threads’. In our context, the core values of the education team were deemed to be the crucial ‘warp threads’ which would provide structure and navigation through numerous ‘weft threads’. The resultant model assisted teacher educators’ understanding of this complex process within a rigorous accreditation environment. It aims to preserve …

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Cultural Immersion And Mathematics Teacher Education: Explorations In Morocco And South Africa, Kori L.H. Maxwell, Iman C. Chahine Jul 2013

Cultural Immersion And Mathematics Teacher Education: Explorations In Morocco And South Africa, Kori L.H. Maxwell, Iman C. Chahine

Journal of Humanistic Mathematics

This article examines the first author's personal experiences as a mathematics educator studying ethnomathematics and indigenous knowledge systems (IKS) through immersion in indigenous cultures. In describing these encounters, we highlight the importance and impact of cultural immersion experiences on educators' perspectives regarding the nature of mathematical knowledge. We argue that cultural immersion not only builds a well-rounded individual, but also provides educators with the necessary tools to maintain relevance in the diverse and constantly evolving landscape that is the classroom. Insights gained from this study have direct implications in our teaching practices as they remind us to be mindful of …

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Reading And Note Taking In Monological And Dialogical Classes In The Social Sciences, Manuela Cartolari, Paula Carlino, Laura M. Colombo Jun 2013

Reading And Note Taking In Monological And Dialogical Classes In The Social Sciences, Manuela Cartolari, Paula Carlino, Laura M. Colombo

Australian Journal of Teacher Education

This qualitative study explores the uses of reading and note-taking in two pre-service teacher training Social Sciences courses. Data analysis of in-depth interviews with professors and students, class observations and course materials suggested two polar teaching styles according to how bibliography was included in the course and the presence or absence of dialogicality. In one course, the professor assumed that students should read texts on their own prerogative. As monological lectures were given, they mostly studied from their class-notes. In the other course, the professor held class discussions based on readings that took place in and outside the classroom. According …

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Conceptualising An Approach To Clinical Reasoning In The Education Profession, Jeana Kriewaldt, Dagmar Turnidge Jun 2013

Conceptualising An Approach To Clinical Reasoning In The Education Profession, Jeana Kriewaldt, Dagmar Turnidge

Australian Journal of Teacher Education

An increasing number of teaching qualifications are underpinned by the concept of clinical practice (Alter & Coggshall, 2009; McLean Davies et al., 2013) and draw on clinical education research in the health professions. Teaching as a clinical practice profession is an emergent approach in teacher education. Clinical practice is not a wholesale shift in approach; rather it is a change in perspective that has the capacity to create changes in thinking about learning and teaching. The concept of clinical reasoning presented in this paper is offered as a key element in teacher education that requires greater emphasis. …

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Beginning Teachers’ Perceptions Of Their Pedagogical Knowledge And Skills In Teaching: A Three Year Study, Doris Choy, Angela F. L. Wong, Kam Ming Lim, Sylvia Chong May 2013

Beginning Teachers’ Perceptions Of Their Pedagogical Knowledge And Skills In Teaching: A Three Year Study, Doris Choy, Angela F. L. Wong, Kam Ming Lim, Sylvia Chong

Australian Journal of Teacher Education

The purpose of this paper is to investigate the beginning teachers’ perceptions of pedagogical knowledge and skills in teaching in Singapore. Data was collected from the beginning teachers at three time points: the exit point of the teacher education programme, the end of their first year and third year of teaching. In this three year study, the focus is to examine the beginning teachers’ perceptions of their development in the following teaching related factors: lesson planning, classroom management and instructional strategies. The results showed that beginning teachers’ pedagogical knowledge and skills increased significantly, but at different rates, in all three …

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The Moral Imagination In Pre-Service Teachers’ Ethical Reasoning, Amy Chapman, Daniella Forster, Rachel Buchanan May 2013

The Moral Imagination In Pre-Service Teachers’ Ethical Reasoning, Amy Chapman, Daniella Forster, Rachel Buchanan

Australian Journal of Teacher Education

This paper will discuss findings from a teaching project pilot study designed to investigate the ways in which pre-service teachers understand and reason through ethical tensions perceived to arise during their final professional experience situation. The project utilised an assessment strategy based on the ‘community of inquiry’ model to document the ways in which pre-service teachers understand and reason through ethical tensions perceived to arise in their profession. Whilst there is significant research examining the pedagogical development of pre-service teachers’ knowledge and skills after their internship experience, there is little research examining their experience of ethical tensions, nor ways to …

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Boxes And Quilts? I Thought This Was College! Utilizing Pedagogical Tools To Access Students' Sociocultural Selves, Mari Ann Roberts, Marquita Jackson-Minot Apr 2013

Boxes And Quilts? I Thought This Was College! Utilizing Pedagogical Tools To Access Students' Sociocultural Selves, Mari Ann Roberts, Marquita Jackson-Minot

Georgia Educational Researcher

This reflection on practice discusses action research involving two pedagogical tools, identity boxes and culture quilts, which utilize the praxis of culturally responsive pedagogy. These tools were used to build classroom community and help students examine how their lives and education reflected “cultural themes of the society, personal themes, institutional themes, and social histories” (Creswell, 1998, p. 49). A qualitative examination of student response to the use of these tools indicated a strengthening of classroom community and the beginning of a transformative openness to, and critical examination of, cultural concepts based in what the authors term differentialities.

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Structuring A Teacher Education Program For Faculty Collaboration And Second-Order Change, Tammy V. Abernathy, Shanon S. Taylor Mar 2013

Structuring A Teacher Education Program For Faculty Collaboration And Second-Order Change, Tammy V. Abernathy, Shanon S. Taylor

Journal of Educational Leadership in Action

The purpose of this paper is to describe the structure and functions of an integrated elementary special education undergraduate teacher program (Integrated Elementary/Special Education Teacher Education Program, ITEP). By abandoning our old “enhancement model” of teacher education, we redesigned our program into a “merged model.” We examine this restructuring from the perspective of first- and second- order change, and we discuss the obstacles we found that prohibit meaningful second-order change. Finally, we briefly discuss how our experiences in designing ITEP and our state’s devastating fiscal crisis have affected our teacher-education programs and nudged us into more authentic second-order changes.

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Emerging Critical Literacy In Teachers As Novice Researchers, Jennifer Mitton Kukner Mar 2013

Emerging Critical Literacy In Teachers As Novice Researchers, Jennifer Mitton Kukner

Australian Journal of Teacher Education

This paper explores the experiences of three teachers as novice researchers as they taught full-time in a university English language school in Turkey. Viewing the participants’ experiences as researchers through a narrative understanding of teacher knowledge and a critical literacy lens enhanced their critical cognisance of their positioning as women instructors in a higher education setting. Their research experiences were shaped not only by their classroom concerns but also by expectations and larger social narratives that lived beyond their classroom doors. This study focuses specifically upon English language teachers and acknowledges the intersection of gender roles and contextual constraints as …

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Learning To Teach English Language In The Practicum: What Challenges Do Non-Native Esl Student Teachers Face?, Zhengdong Gan Mar 2013

Learning To Teach English Language In The Practicum: What Challenges Do Non-Native Esl Student Teachers Face?, Zhengdong Gan

Australian Journal of Teacher Education

This study investigates the challenges sixteen non-native preservice ESL teachers in a Bachelor of Education (English Language) (BEdEL) programme from Hong Kong experienced in an eight-week teaching practicum. Qualitative data from semi-structured interviews and reflective journals were collected from all 16 participants to obtain a detailed description of the participants’ perceptions of their field-based practicum experiences. Results indicate that the preserviece teachers’ practicum was characterized by a reality shock due to difficulties in experimenting with pedagogical practices they were taught in the BEdEL programme, and a lack of sense of control in class. This reality shock could destabilize the already …

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A Case Study Of Bilingual Student-Teachers’ Classroom English: Applying The Education-Linguistic Model, Jinghe Han, Jun Yao Feb 2013

A Case Study Of Bilingual Student-Teachers’ Classroom English: Applying The Education-Linguistic Model, Jinghe Han, Jun Yao

Australian Journal of Teacher Education

This paper explores the practicum experience of a group of bilingual student-teachers who taught Chinese using English to learners of Chinese as a foreign language (CFL) in Western Sydney schools. Specifically it explores how these student-teachers used English as the instructional language in class and what strengths and weaknesses they demonstrated compared to their host teachers. Data were collected through observing and audio-recording the participants’ teaching, aiming to capture the actual features of their English use in class. The data were structurally-coded employing the ELM categories. Discourse analysis was employed to interpret and understand the language use of the bilingual …

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Working The System: A Model For System-Wide Change In Pre-Service Teacher Education, Jo-Anne Ferreira, Lisa Ryan Jan 2013

Working The System: A Model For System-Wide Change In Pre-Service Teacher Education, Jo-Anne Ferreira, Lisa Ryan

Australian Journal of Teacher Education

This paper reports on a study undertaken to identify the strategies and models used to facilitate curriculum change within teacher education institutions. Findings indicate three main approaches, which we name the ‘resource development’, ‘action research’ and ‘contextual change’ models. A new model that combines the best features of each is proposed. In this paper we provide a brief overview of the three models, a rationale for the new model being proposed, and a discussion of the systems theory concepts underpinning the model. It is our contention that the Mainstreaming Change model provides a structure for change to occur simultaneously at …

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