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1.
Abstract Collaboration between general and special education teachers has been viewed as important to the successful education of students with disabilities who are served in inclusive classes. The purpose of this study was to analyze and compare the perceptions of a national sample of general and special education teacher educators regarding their perceptions of actual and ideal emphases placed on specific collaborative roles in teacher preparation programs for general and special education teachers. The authors analyzed the data and found significant differences between teacher educator perceptions of the degree of emphasis actually placed on collaborative roles and the degree of emphasis that should be placed on these roles in teacher preparation programs. 相似文献
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ABSTRACTIn this article, we will explore the current landscape of teacher education programs in general, and specifically, physical education teacher education (PETE) from the national level down to the local level. Furthermore, we will explore the impact that the elimination of undergraduate PETE programs can have on PETE doctoral programs, including the teaching, research, and engagement of their faculty. We present ideas for preparing doctoral students for their future higher education roles that may or may not include the preparation of future physical educators. 相似文献
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AbstractSpecial education teachers today must demonstrate effective skills in collaboration and often engage in co-teaching with general education colleagues to meet the needs of students with disabilities. In this study, we describe a university-based early fieldwork in which university students seeking teaching licensure in special education taught children from the local urban community, thus developing their collaboration and co-teaching skills under the supervision of university faculty. Although citing challenges such as time constraints and overcoming personality differences, the majority of these preservice special educators reported growth in their teaching skills as the main outcome of this fieldwork in co-planning and co-instructing lessons to meet the diverse learning needs of children from the local community. These preservice special educators’ perceptions of this co-teaching fieldwork experience highlight the importance of special education teacher preparation programs that explicitly train students in collaboration and co-teaching skills. 相似文献
4.
This research study examined faculty members' reaction to criticisms about the quality and design of teacher preparation programs at schools and colleges of education. The researchers found that there is confusion among teacher preparation professionals about their programs and research. The study also showed that, in general, teacher educators are resistant to change. 相似文献
5.
The present study aims to critically interrogate the role of Critical Thinking (CT) in English language education in Chile through the analysis of teacher educators’ and postgraduate students’ perceptions and understandings of CT in relation to their academic trajectories through university. Five postgraduate students and five teacher educators from three different Masters of Teaching English as a Foreign Language (MTEFL) programs agreed to take part in the research. Informed by a qualitative paradigm, semi-structured interviews were conducted aimed mainly at (1) unpacking teacher educators’ and postgraduate students’ understandings of CT; (2) investigating postgraduates’ views of the place of critical thinking in their English teacher education training; (3) examining the ways in which teacher educators deal with CT in their pedagogies; and (4) identifying students’ preparedness to approach reading and writing critically, as viewed by both groups of participants. Analysis of responses revealed, on the one hand, students’ recognition of CT skills as necessary to succeed in academic life and, on the other, great concerns for the limited importance accorded to teaching these skills in teacher education courses. Teacher educators’ responses generally showed an increasing interest in trying to incorporate the teaching of CT skills in their pedagogies, but admitted to an overall lack of consistency in the implementation process. The paper concludes with critical questions about the perceived pedagogical mismatches between teacher educators’ and postgraduate students’ perceptions of the role of CT in their academic journeys, and about the role of Chilean teacher education programs in addressing these issues. 相似文献
6.
VOICES IN EDUCATION: ACCOUNTABILITY IN TEACHER EDUCATION AND THE NATIONAL COUNCIL ON TEACHER QUALITY
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
7.
Michelle J. Neuman 《Journal of Early Childhood Teacher Education》2013,34(3):189-198
ABSTRACTDrawing on an autoethnographic approach, the purpose of this article is to support: 1) teacher educators in thinking about how to mentor sexual minority students as they consider the decision to disclose (or not) their sexual identities in their school placements; and 2) sexual minority students in navigating the decision to disclose (or not) their sexual identities in the context of practicum or student teaching. Early childhood teacher education faculty must be prepared to support sexual minority students in confronting decisions about disclosing their sexual orientation in the context of practicum and student teaching. Though sexual minority educators may choose to seek employment in schools or districts with explicit values about nondiscrimination, preservice teachers may not enjoy similar agency or protection, given that student placements are often dictated by geographic proximity to the university and partnerships with teacher preparation programs. 相似文献
8.
Amita Gupta 《Journal of Early Childhood Teacher Education》2013,34(3):163-170
Abstract The author conducted a study with early childhood educators in New Delhi to understand the teachers’ perceptions of the relationship between their preparation and practice within a theory‐practice framework. The research problem emanated from the observations and experiences of the author, indicating an existing three‐way tension between the design of current Indian teacher education programs, the dominant discourse of early childhood education, and the underlying values of Indian philosophy that defined the construct of the teacher and child in Indian society. 相似文献
9.
ABSTRACT Teacher education programs have been tasked with the responsibility to develop educators who can successfully infuse technology into their teaching. Despite standards-based expectations, a plethora of technology infusion opportunities, and the importance of faculty roles as models and teachers, physical education teacher education (PETE) programs have yet to demonstrate current expectations for teaching with and about educational technology. In this article, the authors provide a glimpse into the educational technology requirements, challenges, and strategies for teacher education/PETE programs. The authors suggest a call to action among PETE programs to address the issues that prevent PETE graduates from entering their teaching careers less than equipped to effectively use technology to enhance teaching and learning. 相似文献
10.
As teacher educators who have had extensive experience working in the field‐based secondary programs of two universities, the authors recognize the benefits, as well as the challenges, of forming partnerships with secondary educators to design and deliver collaboratively the teacher preparation program. In this article, experiences are shared and some of the major issues related to secondary teacher preparation that have been identified and contemplated are discussed. 相似文献
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12.
Abstract Professional development schools (PDSs) have become an important component of preservice teacher preparation. Researchers investigating the effect of the PDS model on the principal stakeholders (preservice teachers, classroom teachers, students, and university faculty) have reported many positive effects. The role of the PDS in special education teacher preparation, however, appears to be less well defined. This article focuses on PDS participation of special education teacher preparation programs and addresses the apparent reluctance to embrace the PDS model. 相似文献
13.
Chris Zirkle 《The Teacher Educator》2013,48(3):208-219
Abstract College and university teacher education programs are increasingly required to integrate technology into teacher preparation in response to the requirements of national accreditation groups like the International Society for Technology in Education (ISTE) and the National Council for Accreditation of Teacher Education (NCATE). Delivery of teacher education programs through pure distance education methodologies still has critics. A Web‐enhanced approach, with on‐campus courses and Web‐based information and/or testing as a supplement, is suggested as a compromise. An alternative teacher licensure program in career and technical education at Ohio State University uses this approach extensively, with positive results. This case study explores the use of an alternative teacher licensure program, defines the components of a Web‐based curriculum, and illustrates the benefits and challenges of a Web‐enhanced teacher education program. Student and faculty issues and reactions are outlined, along with strategies for integrating Web‐based activities into courses. Suggested future plans for continuing to infuse technology into teacher education are also discussed. 相似文献
14.
Abstract Digital portfolios in teacher education provide opportunities to conceptualize learning and growth over time. The digital portfolio experiences of two secondary teacher education students in the context of an entire preservice teaching experience are presented. These vignettes, along with programmatic observations from the past four years, indicate that high‐level uses of educational technology are difficult to facilitate in large teacher education programs using a technology infusion model that emphasizes general skills. Whereas many teacher education programs have abandoned required technology courses to jump start National Educational Technology Standards‐based competence, the authors argue that advanced courses in educational technology for teacher education majors are still necessary for curricular integration with technology. This article concludes with a discussion of the nature and level of technology competence in relation to portfolio development and makes recommendations for how programs might pursue similar models. 相似文献
15.
Abstract Because of their belief in the social interactionist model of teacher education, the authors read aloud to various undergraduate and graduate classes excerpts from published teacher stories, either vignettes or opinion pieces. Their immediate goals were to help build class community, advertise books that the students might then return to on their own, personalize discussion topics, and inspire continuing reflection and pride in the chosen profession. A more long‐term goal was to get students to internalize stories that would help guide their actions in the classroom. This article describes their use of teacher stories and includes some of the readings as well as a comprehensive list of teacher stories consulted. Student reactions were varied depending on the stories and the contexts of the readings. Reactions included apathy, evaluation of the teacher, self‐reflective journal entries, and a refusal to pass a book on to peers without the promise of being able to take it home. The authors are reading/language arts educators, who recommend the use of teacher stories for teacher education in all fields. 相似文献
16.
Karen Loman Nicole Nickens Natalie Tye Angela Danley Karrie Snider Ann McCoy 《Journal of Early Childhood Teacher Education》2020,41(1):85-99
ABSTRACTDesigning field embedded experiences for teacher candidates poses a unique challenge for large teacher education programs. Field experiences must include working with students, enhanced pedagogical coaching, and interaction within a professional community. Coursework coupled with field work should engage teacher candidates in a process of planning, implementing, analyzing and reflecting, and then modifying future teaching as evidence of reflective practice. Skilled coaching by the university based teacher educator or classroom mentor is one avenue for teaching novice educators how to analyze their classroom experiences. However, in large teacher education programs the ratio of candidates to UBTEs can make adequate coaching impossible. Thus, peer coaching can provide a feasible option for UBTE coaching. The purpose of this article is to describe the peer coaching experiences of teacher candidates and their university based teacher educators during junior level clinical block courses focused on developmentally appropriate practices for students in grades 1-3. Presented are a discussion of reflective practice, a rationale for peer coaching, and the application of peer coaching within three early childhood and elementary courses. Recommendations and challenges of peer coaching in a clinical pre-service teacher education program and implications for further studies are explored in the closing. 相似文献
17.
Mary M. Brabeck Carol Anne Dwyer Kurt F. Geisinger Ronald W. Marx George H. Noell Robert C. Pianta 《理论付诸实践》2016,55(2):160-167
Teacher preparation programs have both a desire and a responsibility to demonstrate, with affirmative evidence, that teacher education makes a difference in PreK–12 student learning. Program faculty need good data to make decisions about the progress of students, whom to recommend for state licensure, and how to improve teacher education. This article describes an American Psychological Association task force report that discusses 3 measures of program effectiveness that have potential for both informing the public and providing useful data for programs to continuously improve: (a) outcome data from PreK–12 student academic growth as assessed by standardized tests; (b) teacher performance as evaluated by valid and reliable observational instruments; and (c) judgments of graduates, their PreK–12 students, and those who hire teachers as gauged by surveys. Although no technique of data collection and analysis is perfect, this report provides directions for teacher educators who seek to continuously improve their programs. 相似文献
18.
Mehenna Yakhou 《The Journal of environmental education》2013,44(4):52-58
Abstract Environmental education is “coming of age” at U.S. universities and colleges. Baccalaureate, master's, and PhD programs in environmental engineering, environmental science, and civil-environmental engineering are now available in U.S. colleges and schools of engineering. A rich program of research supports environmental graduate students and faculty at many engineering colleges and schools. Although specialists are trained in environmental subjects, the multiplication effect of “greening” all engineering students is nascent. Deans of leading engineering schools were surveyed to determine the level of environmental curriculum offered to nonspecialist engineering students. The purpose of the research was to provide educators with a baseline of approaches to environmental education for nonenvironmental engineering students. The survey determined the scope of environmental programs offered as special programs: minor, general education, concentration, special interest, and degree core requirement. Analysis of the survey responses and suggestions on program implementation are presented. 相似文献
19.
Robbie Johnston 《Asia-Pacific Journal of Teacher Education》2007,35(4):351-365
Research findings from a longitudinal, classroom‐based study of Bachelor of Education students in Tasmania suggest that three dominant discourses of schooling are powerful shapers of pre‐service teachers' pedagogical decisions in relation to the teaching of SOSE (studies of society and environment). These discourses appear to inform teaching practices and contribute to uncritical SOSE learning experiences for children. The findings from this naturalistic research grounded in teacher education suggest that teacher preparation programs should encourage far greater critical reflection on curriculum documents. In particular, the findings highlight tensions for teacher educators in selecting between experiential and/or interdisciplinary, critical approaches to teacher education. These issues are illustrated in the teaching of SOSE as locality focused knowledge. What this means for the selection of fieldwork sites for children's learning and teacher education pedagogies is explored in this paper. 相似文献
20.
Frank C. Bandiera William L. Jeffries IV Michael Reece Debby Herbenick 《Sex education》2013,13(4):451-463
Introduction In Florida, a state that consistently leads the nation in adverse sexual health outcomes among adolescents, numerous demographic and socio‐cultural differences exist across the North, Central, and South regions. However, little is known about regional differences in sexuality education and beliefs among teachers. Methodology Using a mail‐based survey of 462 teachers, we examined regional differences in parental consent requirements, abstinence instruction, student language barriers, availability of Spanish curricula, teacher beliefs regarding the dissemination of accurate safer sex information, and missing data. t‐tests and multivariate logistic regression analyses were conducted. Results North Floridian teachers taught more abstinence than those in Central and South Florida. Additionally, they had fewer students with language barriers, offered less Spanish curricula, and, in general, possessed less favorable attitudes toward presenting accurate safer sex information. However, South Floridian teachers were most likely to report parental consent requirements in their schools. These findings largely remained in multivariate analyses. Conclusions The present study identified several noteworthy regional differences in sexuality education in Florida. Recommendations are given for developing and implementing programs that account for these differences within the state. 相似文献