More Finland, educational reform and physics; YouTube wideos from Wanderbilt and Harvard and comments from Finnish physics teacher preparation scholar

2013 ◽  
Vol 51 (2) ◽  
pp. 125-125
Keyword(s):  
Teacher Preparation ◽  
Educational Reform ◽  
Physics Teacher

College Physics Teacher Preparation—How to Do It?

1971 ◽  
Vol 39 (11) ◽  
pp. 1307-1310
Author(s):  
A. A. Strassenburg
Keyword(s):  
Teacher Preparation ◽  
College Physics ◽  
Physics Teacher

scholarly journals Fostering TPACK in pre-service physics teachers during the covid-19 pandemic

2021 ◽  
Vol 2104 (1) ◽  
pp. 012006
Author(s):  
S A Putri ◽  
N F Sulaeman ◽  
P Damayanti ◽  
P D A Putra
Keyword(s):  
Qualitative Research ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Content Knowledge ◽  
Online Teaching ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Physics Teachers ◽  
Pedagogical Content ◽  
Physics Teacher

Abstract The pandemic situation forces the educational system to respond to a variety of issues. During the pandemic, it’s essential to learn more about Technological-Pedagogical-Content-Knowledge (TPACK) and how it can be incorporated into pre-service physics teacher preparation. This qualitative research collects data from ten online teaching videos and ten offline teaching videos of 20 pre-service physics teachers. This study attempts to comprehend the appearance of each TPACK component by analyzing the videos with an observation sheet. The observation sheet explored seven components of TPACK, which are Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical and Content Knowledge (PCK), Technological and Content Knowledge (TCK), Technological and Pedagogical Knowledge (TPK), and the last is Technological, Pedagogical and Content Knowledge (TPACK) itself. The result showed that pre-service teachers were determined good TPACK skills, but lacked in certain components. From the result, in both online and offline microteaching, participants rarely showed their TPK. In online activities, it is also seen that participants were faced difficulties in applying their PCK. The different nature of online and offline microteaching drives the need for teacher education institutions to plan and implement microteaching in the pedagogical courses to improve pre-service teachers’ TPACK in both situations.

The National Education Reports and Special Education: Implications for Teacher Preparation

1987 ◽  
Vol 53 (4) ◽  
pp. 308-314 ◽  
Author(s):  
Marleen Pugach
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Educational Reform ◽  
Special Education Teachers ◽  
Classroom Teachers ◽  
National Education ◽  
General Classroom ◽  
The Impact ◽  
Existing Structure

The preparation of the nation's teachers has undoubtedly received the greatest attention in this era of educational reform. The multiplicity of plans for its reform and their attendant solutions will no doubt affect the way special education teachers are prepared as well. This article examines the content and structure of teacher education as it relates to proposed reforms and considers the impact of those reforms on the existing structure of teacher preparation in special education. Its primary argument focuses on the need to reconceptualize the preparation of teachers of the mildly handicapped as a response to current efforts to improve the preparation of general classroom teachers.

Improving high school physics teacher preparation

1975 ◽  
Vol 13 (9) ◽  
pp. 523-529 ◽  
Author(s):  
Lillian Christie McDermott
Keyword(s):  
High School ◽  
Teacher Preparation ◽  
Physics Teacher ◽  
High School Physics
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