Megenity, Jack. Professional teacher education: A programmed design developed by the AACTE Teacher Education and Media Project, Washington, D.C. 20036 (1201 Sixteenth Street, N.W.): The American Association of Colleges for Teacher Education, 1968. 78 P.

1970 ◽  
Vol 54 (4) ◽  
pp. 392-392
Author(s):  
Jack Megenity
Keyword(s):  
Teacher Education ◽  
American Association ◽  
Professional Teacher ◽  
Media Project

scholarly journals The main components of a vocational education teacher of mathematics

2020 ◽  
pp. 180-196
Author(s):  
А.А. Эргашев ◽  
Ш.А. Толибжонова
Keyword(s):  
Teacher Education ◽  
Vocational Education ◽  
Mathematics Teacher ◽  
Innovative Approach ◽  
Teaching Staff ◽  
Education Teacher ◽  
Professional Teacher ◽  
The Future ◽  
Basic Concepts ◽  
Main Components

Приведены различные подходы к выявлению основных понятий, связанных с профессиональным педагогическим образованием. Показаны пути повышения профессионализма педагогических кадров. Материалы статьи можно применять при подготовке будущего учителя математики на основе инновационного подхода к обучению. Various approaches to the identification of basic concepts related to professional teacher education are presented. Shown are ways to develop the professionalism of teaching staff. The materials of the article can be used in preparing the future mathematics teacher based on an innovative approach to teach them.

The disobedient professional: Applying a nomadic imagination toward radical non-compliance

2018 ◽  
Vol 19 (2) ◽  
pp. 187-198 ◽  
Author(s):  
Sheri Leafgren
Keyword(s):  
Teacher Education ◽  
Professional Life ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Professional Teacher ◽  
Standing Up ◽  
The Face

“Professionalism was basically a ton of petty shit, nothing ever to do with standing up for children in the face of harmful rules, curriculum, other teachers, administrators, etc. It was basically how to comply.” As the student quoted here makes clear, a “professional” teacher must learn to comply, even when doing so does harm to children. This article serves to disrupt the narrow and striated notions of professionalism promoted in many teacher education programs—notions that beg clarity on what is really believed about teaching, children, and what really matters. In school(ed) places, accepting—even welcoming—constraints and blinders that serve to sustain the broader injustices, inequities, and ignorance that infect society is common practice and is often shrouded in the cloak of professionalism. In examining the consequences of compliance disguised as professionalism, it becomes clear that what is necessary to reimagine school places is a nomadic and radical non-compliance. Radicalizing a teacher’s professional life requires deep inquiry, skepticism, integrity, and a nomad’s willingness to challenge and disrupt. Included in this article are examples of critique in the context of reimagining school spaces as spaces of joy, generosity, and justice; of creative maladjustments in the face of mundane mandates; and of the ways in which teachers can radically and nomadically non-comply in order smooth the striations of school(ed) spaces.

A State Department of Education's Stake in the Work of Professional Teacher Placement Agencies

1952 ◽  
Vol 3 (2) ◽  
pp. 120-124 ◽  
Author(s):  
James C. Stone
Keyword(s):  
Teacher Education ◽  
Elementary School Teachers ◽  
Supply And Demand ◽  
State Department ◽  
Department Of Education ◽  
School Teachers ◽  
Qualified Teachers ◽  
Cooperative Program ◽  
Professional Teacher ◽  
Teacher Placement

Qualified teachers, particularly elementary school teachers, are at a premium in every state. In California, the fastest growing state, which obtains one half its annual supply from other states, an effective cooperative program facilitates guidance, certification, and the continuous study of supply and demand, as described here by Mr. Stone, Consultant in Teacher Education, California State Department of Education.

Mathematical Training Prescribed by Teachers Colleges in the Preparation of Elementary Teachers

1951 ◽  
Vol 44 (8) ◽  
pp. 551-556
Author(s):  
W. I. Layton
Keyword(s):  
Teacher Education ◽  
Elementary Teachers ◽  
American Association ◽  
Higher Learning ◽  
State Universities ◽  
State Colleges ◽  
Teachers Colleges ◽  
Institutions Of Higher Learning

This paper will attempt to show the mathematical training prescribed by eighty-five institutions of higher learning which prepare elementary teachers. These institutions are all accredited by the American Association of Colleges for Teacher Education. Geographically speaking, they are located in forty-five states and include state colleges, state teachers colleges, state universities, and privately endowed institutions.

scholarly journals Refleksjon ein uttynna medisin

2016 ◽  
Vol 4 (1) ◽  
pp. 63
Author(s):  
Knut Ove Æsøy
Keyword(s):  
Teacher Education ◽  
Critical Theory ◽  
Professional Practice ◽  
Theoretical Foundation ◽  
Philosophical Thinking ◽  
Good Medicine ◽  
Professional Teacher ◽  
Educational Thinking

<p>The main object of this article is to contribute to a clearer use of the concept reflection. The question is whether reflection has become an overexposed and diluted medicine in educational thinking. To answer this question I will examine how reflection is understood and what direction and theoretical foundation the concept is based on. The article is a Habermas inspired interpretation of basic textbooks for teacher education. In the textbooks, reflection is presented as a good medicine for the professional teacher and a continuous reflection will improve the professional practice by developing consciousness in action. In the conclusion I will present some recommendations on how to improve the understanding and use of reflection. My main goal is to provide reflection with a theoretical content  and a clearer direction. Reflection is a knowledge searching, which is not based on experience and facts, but which is closely tied to philosophical thinking, critical theory and the ability to develop an overview.</p>

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