scholarly journals International Collaborations in Teacher Education: a constructivist approach to using electronic mail for communication in partnership with schools

1992 ◽  
Vol 1 (1) ◽  
pp. 113-125 ◽  
Author(s):  
John Meadows
Keyword(s):  
Teacher Education ◽  
Electronic Mail ◽  
Constructivist Approach ◽  
International Collaborations

Peace

2016 ◽  
pp. 1-18
Author(s):  
Pratibha Upadhyay ◽  
Saroj Pandey
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Constructivist Approach ◽  
Top Down ◽  
The Core ◽  
The World ◽  
Culture Of Peace ◽  
Elusive Concept ◽  
Pedagogical Approaches ◽  
Education For Peace

Peace is described as an ‘elusive concept' having different connotations for the spheres in which peaceful processes are applied. There are several pedagogical approaches to education for peace. The Constructivist approach is considered the best strategy. Teacher preparation is at the core of the success and utilization of the pedagogical approaches meant for education for peace. Therefore, the teacher education programmes need to be redesigned to have wider implications for promoting peace through the preparation of teachers. The present paper suggests a hypothetical model depicting ‘Top Down' approach to teacher education for peace which compliments the ‘Bottom Up' model envisaged by UNESCO (1998). Whatever may be the model of teacher education, it should combine knowledge, experiences and skills pertaining to promoting culture of peace. At the same time all agencies of education should support and join hands with teacher education programmes to change the culture of war into culture of peace and non-violence in the world we live in.

scholarly journals Online Teacher EducationWhat Are The Results

2010 ◽  
Vol 3 (11) ◽  
pp. 21-28 ◽  
Author(s):  
Neil Faulk
Keyword(s):  
Teacher Education ◽  
Public School ◽  
Electronic Mail ◽  
Response Rate ◽  
School Administrator ◽  
Student Diversity ◽  
Administrator Perceptions ◽  
Primary Concern ◽  
Online Teacher Education ◽  
Online Teacher

This study examined Louisiana public school administrator perceptions of online teacher education. Of primary concern were superintendent and principal perceptions of online teacher education as it exists today. Data for the study were collected through the use of a survey questionnaire. The survey consisted of nine items where participants were asked to respond to a Likert scale format and one open-ended question in which respondents were asked to provide comments or suggestions regarding online teacher education. The researcher used regular and electronic mail to survey all of the sixty-nine superintendents of public school districts of Louisiana. Electronic mail was used to survey a randomly chosen sample of one-hundred-fifty public school principals of Louisiana. Forty-eight superintendents responded to the survey which represented a response rate of sixty-nine percent. Eighty-eight principals responded to the survey which represented a response rate of fifty-eight percent. Based on the limitations of the study the following conclusions were made: 1) Administrator perceptions of online teacher education appear to be much more negative than positive;  2) Administrator perceptions  of online teacher education are negative in terms of teacher preparation for the areas of classroom management, student diversity and special needs,  the social aspects of teaching, and teacher methodology/pedagogy; 3) Administrator perceptions of online teacher education appear to be positive in terms of preparing teachers for the theories of teaching and learning; 4) A large majority of administrators have moderate to strong reservations in hiring teachers that have been primarily trained online. Louisiana public school administrators appear to be open-minded to this new methodology but appear to be unconvinced that it will prepare teachers for the challenges that teachers now face. Results agree with earlier results in another region of the country.

scholarly journals Innovations in Teacher Education: A Social Constructivist Approach

2008 ◽  
Vol 17 (1) ◽  
Author(s):  
Alice Schutz
Keyword(s):  
Teacher Education ◽  
Popular Culture ◽  
Social Constructivism ◽  
Significant Contribution ◽  
Attrition Rate ◽  
Constructivist Approach ◽  
Theoretical Construct ◽  
University Culture ◽  
Academic Knowledge ◽  
Social Constructivist Approach

The intention of this book is “to propose certain goals and standards for pre-service education, and continue a conversation about directions for our field” (Beck & Kosnik, 2006, p. 5). The authors believe that social constructivism can provide an important, practical direction for achieving such meaningful and practical goals and standards. They see social constructivism, not only as a theoretical construct, but passionately advocate its use as a strategy for addressing educational problems such as the gap between university culture and the classroom and between academic knowledge and popular culture. They also believe that the implementation of social constructivism can address the attrition rate of teachers, the drain of resources by universities, and the enhancement of the profession. This is a tall order but the authors have provided theoretical as well as practical ways in which this focus can make a significant contribution to these areas.

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