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1.
Abstract

While teacher educators encourage teachers to acquire professional knowledge relevant to planning instruction for children, they lack systematic methods for evaluating teachers" abilities to apply such knowledge. This article describes the development of a set of simulation exercises designed to assess teachers" abilities to make typical planning decisions, and presents results of an item analysis obtained when the exercises were given to 72 students entering a two- year teacher education program.  相似文献   

2.
Abstract

In a 4‐year study of new teachers who completed the MINT (Massachusetts Institute for New Teachers) alternative teacher‐licensing program, we found that this particular fast‐track model recruited a group of highly committed new teachers. However, these new teachers expressed dissatisfaction with the effectiveness of their teacher education program. Many of the teachers tended to use traditional teaching methods. Some regarded their professional development and mentoring experiences as insufficient. Some believed their potential for school leadership was not being fully realized. A similar set of perceptions were reported by a group of new teachers who had completed college‐based teacher preparation programs, although the college program‐prepared teachers tended to give higher ratings to their teacher preparation program and to use a wider variety of teaching strategies in the classroom.  相似文献   

3.
ABSTRACT

How can early childhood teacher educators at the community college level create opportunities for their students to explore and relate to the natural world? This article discusses three learning opportunities in an early childhood associate-degree program that foster connections between preservice and inservice early childhood teachers and nature education — the Goldsworthy project, a local habitat course, and an animal study project in a curriculum course. Each learning opportunity helped teachers develop effective teaching strategies for engaging children with nature education and also a personal and professional disposition toward valuing nature education as future teachers.  相似文献   

4.
ABSTRACT

Teacher education exists today in a context of rapid globalization, which affects the systems in which future teachers will work, the governance of teachers’ work, the students teachers will be teaching, as well as the policies, programs, curricula and students in teacher education itself. Several ideas recently have gained traction internationally and are shaping the working landscape of teaching and teacher education in many countries. This essay critically examines the circulation of what appear to be a small set of ‘core’ ideas that are influencing national and institutional policies of teacher education. I explore the emergence of new players in teacher education internationally, including individuals, corporations, and international bodies. Using policy documents, influential research studies, university program statements, and interviews, the essay provides a discursive analysis of the contradictory voices in what is becoming a global conversation of teacher education. In many ways, these ideas marginalize the voices of teachers and teacher educators. They tend to narrow the definitions of education and teaching. As a counterpoint to these widely circulating arguments, I explore how reciprocal teacher education exchange programs in China and the US create opportunities for alternative constructions of visions of teaching and teacher learning.  相似文献   

5.
ABSTRACT

Looking closely at lesson plans as mediating tools, this study examines preservice teacher learning. By using activity theory in our analysis of lesson plans and other data collected in a student-teaching course, we uncovered tensions within/across the contexts of university teacher education program and secondary school field placements. This study serves to further understandings of how new teachers learn to appropriate the genres of teaching and to explore contradictions between a university preparation program and secondary school contexts. Findings provide an account of the student–teachers’ lesson planning and an explanation of how disruptions in those plans provided insight into points of tension. By viewing these tensions as contradictions within/across activity systems, we identify them as opportunities to better understand teacher learning and ways we might support new teachers in navigating tensions in their classrooms and schools.  相似文献   

6.
Abstract

Field‐based teacher education programs are part of a growing trend in education to provide long‐term classroom teaching experience and acculturation to the school environment as part of the certification process. This article reports on a study of stages of teacher development across ½ years of full‐time teaching as teacher candidates work to complete coursework in fulfillment of a masters of education program. Beginning teachers completed a Teachers Concerns Checklist at six points in the program. Factor analysis and ANOVA were utilized to develop a chronology of stages across these years to inform programmatic development. Findings suggest reduced concerns for classroom management as full‐time teaching begins and increased concerns for delivery of instruction as teachers are immersed in full‐time teaching. Strong concerns for professional development emerge only after a full year of teaching. Implications for the academic program, supervision, and future research are discussed  相似文献   

7.
ABSTRACT

A group of preservice and first year teachers share their experiences as new teachers of Color entering the profession in urban public schools. Specifically, these novice teachers discuss the transition from an urban education teacher preparation program into the classroom and their successes and challenges enacting culturally relevant pedagogy. Findings showcase understanding self, community, and collaboration among critical pedagogues and navigating theory and practice as emergent themes. These new teachers speak to the journey of becoming the teachers they want to become and the challenges they encounter in public K-12 schools. Implications are presented to highlight the power and passion of these new teachers and how we, as critical scholars, must learn from them and work with them as we seek to disrupt the dominant, middle class, white discourse in teacher education programs and educational research.  相似文献   

8.
Abstract

In three narrative vignettes, this paper challenges scholars and practitioners of teacher education to consider ways that our courses do and do not engage white teacher candidates to take on racially conscious orientations. The work addressed in this paper has implications for our understandings of how preservice teachers can learn about racial identity in ways that benefit individual teachers and support their work in schools and communities. These findings buttress previous work in ‘second wave’ white teacher identity research and can translate directly into teacher education course and program design. Simultaneously, this research speaks to the broader literature in teacher education, offering evidence to support the value of extended periods of time for new teachers to build authentic relationships and conduct critical study of self and society in a climate where teacher preparation programs face pressure to reduce credits to degree and intensify their focus on preparing students for externally mandated assessments.  相似文献   

9.
Abstract

The online environment is an expansive educational context distinct from the traditional one. We problematize the current online teacher education landscape and make recommendations for practices that prepare and support teachers as online teachers, rather than teachers who periodically use Internet resources and digital devices for instruction. Recommendations focus on personalization, collaboration, administrative support, program (re)designs, new models of technological integration, attention to standards for teaching and learning, and ongoing professional learning opportunities.  相似文献   

10.
Abstract

Social development is an important developmental domain for children ages birth through age 8. Increasingly, children with disabilities are included in general education classrooms. Preservice teachers need to develop the knowledge base and decision‐making skills regarding teacher roles and strategies related to peer social competence and inclusion. This paper focuses on how the faculty in the preservice Unified Early Childhood Education PROTEACH program at the University of Florida uses frameworks, including a hierarchy and continuum of interventions for promoting peer social competence, and frameworks for reflective teaching and collaborative teaming.  相似文献   

11.

This article examines how teacher thinking is socially negotiated yet individually enacted. Through a case study approach, the author explores how the identities of a first-year kindergarten teacher were fashioned linguistically as she moved through the contexts of her teacher education program, the elementary school in which she taught and the personal aspects of her life. Using ethnographic techniques, multiple layers of data were gathered in nested contexts. A theoretical framework was developed by juxtaposing the work of the Russian theorists Valentin Volosinov on the concept of ideologies and M.M. Bakhtin on his notions of language to guide the analysis of data. Findings indicate that by providing prospective teachers with the tools for conceptualizing teacher thinking as social, teacher educators can provide future educators with alternative ways to author their identities and help them to understand that they can create possibilities for all children.  相似文献   

12.
Abstract

Teachers’ attitudes toward inclusion of children with disabilities play a central role in the successful inclusion of these children into general education classrooms. This study examined possible predictors of preservice teachers’ attitudes toward (1) persons with disabilities, and (2) inclusion of children with disabilities into general education classrooms. Participants were students majoring in early childhood education and elementary education. Preservice teachers’ attitudes toward persons with disabilities and inclusion were explained significantly by their personal relationships with persons who have disabilities and the number of courses related to special education/teaching strategies taken. However, preservice teachers’ experiences working with persons who have disabilities was not a significant predictor. Further, the relations between preservice teachers’ attitudes toward inclusion and personal experience variables were mediated by their attitudes toward persons with disabilities. This study provides evidence that more effective, practical experiences and course content related to children with disabilities, inclusion, and teaching strategies need to be provided in teacher education programs to support successful efforts with inclusion. This study also suggests that teacher education programs should strive to improve students’ attitudes toward inclusion, as well as toward persons with disabilities.  相似文献   

13.
Abstract

Finland's Ministry of Education sponsored the development of an environmental education (EE) course for practicing educators of teachers. One to 3 persons from each teacher training unit at various universities and training schools attended a tutor training session, during which a course for other teacher trainers was developed. The course focused on personal development and curriculum development. Tutors used distance education with some locally arranged contact teaching to teach the course. Tutors also led local study groups. Teacher trainers who attended the course learned and applied new teaching practices and produced new model lessons. They also reflected on their personal environmental philosophy and gained in environmental knowledge. Preliminary evaluation of the program indicated that high-quality learning experiences occurred. This 2-step distance education model could be used for large-scale implementation of EE for in-service teacher training.  相似文献   

14.
Abstract

This article explains several reasons why multicultural preservice teacher education is important and suggests some ways it can be better accomplished. The authors make a strong case for teacher education programs to be more deliberate about preparing European Americans to teach ethnically diverse students of color. They argue that this explicit professional preparation is needed because of the increasing racial, cultural, and linguistic divide between teachers (predominately European American) and K–12 students (increasingly from ethnic groups of color). Two other factors underscore the need for more multicultural teacher education: the fear of diversity and the resistance to dealing with race and racism frequently expressed by students enrolled in teacher education programs. To overcome these problems and better prepare preservice teachers to work effectively with ethnically diverse students the authors suggest a two‐part program of professional development.  相似文献   

15.
Abstract

The present study investigated specific teacher factors that potentially influence teacher‐child relationships with preschool‐age children. One demographic questionnaire and three rating scales were used to survey 152 head teachers of 3–6‐year‐old children in community‐based childcare and preschool centers in one mid‐western state. There were 46 teachers who reported on their relationship with a child with a disability or concerning developmental delay. Positive correlations were found between teacher‐child relationships and the teachers’ educational backgrounds, self‐reported teaching efficacy and parent‐teacher relationships. The parent‐teacher relationship appeared to be the strongest teacher‐related factor predicting the quality of teacher‐child relationships. Compared to other teachers, the teachers of children with delays or disabilities reported comparable parent‐teacher relationships and more positive teacher‐child relationships, especially when more than one child with concerns was reportedly enrolled in the classroom. Teachers with children who had developmental delays reported lower teaching efficacy scores. The role of parent‐teacher relationships is highlighted as a possible moderator when teachers feel less than capable or positive about individual children in their program.  相似文献   

16.
ABSTRACT

A challenge for teacher training education lies in keeping courses up to date. This paper provides a view of the top ten IT competencies required of pre‐service teachers, as perceived by practising teachers in USA schools. This paper reports findings from 215 teachers in Colorado public schools. A complimentary view of reasons that teachers have for not using new media in instruction indicates that convenient access to hardware and software are significant issues and recommends re‐examination of traditional teacher training and practise.  相似文献   

17.
ABSTRACT

Decision-making is essential for the work of teaching. Preservice teachers must learn to leverage knowledge about young readers’ strengths, needs, and interests in order to plan and teach guided reading lessons skillfully. However, limited research examines preservice teachers’ decision-making based on what they know about individual children. In this qualitative case study, we report findings from 12 preservice teachers enrolled in a reading methods course who used teacher knowledge to inform their teaching decisions for guided reading lessons with Kindergarteners. Findings reveal how participants used knowledge of learners to make planning as well as in-the-moment teaching decisions. The data show that most of these decisions were lesson planning decisions about text selection and word solving strategies, indicating that participants were beginning to engage in responsive teaching strategies. This study makes a new contribution to early childhood teacher education literature by underscoring the significance of learner knowledge in the context of authentic teaching practice while learning to teach guided reading to young children.  相似文献   

18.
The necessity for parents and teachers to work together collaboratively to optimize children’s learning and development in early childhood education is well recognized. Yet, ways in which initial teacher education programs might prepare teachers for professional relationships with parents are rare in the literature. This paper reports on the use of field experience in family homes that occurred in the 1st year of a teacher education program. A case study of two student teachers is discussed to illustrate the potential of such an approach to this aspect of teacher preparation. These student teachers experienced the realities of the daily lives of families with young children. Six months later, their experiences appeared likely to have had a positive influence on their understanding of parenting and their attitudes towards establishing and maintaining effective partnerships with parents in their future professional role.  相似文献   

19.
Abstract

In this study we examined 382 preservice teachers’ perceived efficacy, their beliefs regarding teaching and learning, and the relationship between these two variables by analyzing quantitative and qualitative data using a modified version of the Gibson and Dembo Teacher Efficacy Scale and six open‐ended questions. A general linear model analysis revealed that several factors differ across certain preparation programs. Preservice teachers’ efficacy beliefs increased at the end of these two different teacher education programs. Qualitative analyzes revealed variance in preservice teachers’ beliefs about teaching and learning between the two majors and in the two locations which they were studying. Most ending‐level preservice teachers had adopted the views of the way teachers are supposed to teach promoted by the particular teacher education program. The internal program coherence, program structural contexts, program's goals, and learning experiences in the program may act as important factors on preservice teachers’ beliefs. © 2001 Elsevier Science Inc. All rights reserved.  相似文献   

20.
Abstract

This study describes early childhood teachers’ own beliefs and concepts of aesthetic experience in young children. The teachers involved in this study were directly engaged in preschools for 4 and 5 year‐olds where arts and aesthetic education are a primary consideration of their integrated curriculum. These teachers identified a variety of features of aesthetic experience in three dimensions, which develop in a dynamic, non‐linear cycle. This study suggests that early childhood teacher's awareness and knowledge of aesthetic experience is critical to support the high quality of young children's learning through the arts. It concludes with implications for both teacher education programs and early childhood teacher educators. © 2005 Published by Elsevier Inc.  相似文献   

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