scholarly journals The Model of Professional Development School (PDS) as a Practice of Partnership University-Schools in Teacher Education: A Multi-year Evaluation Study in Israel

1970 ◽  
pp. 453-469
Author(s):  
Nava Bar
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Training ◽  
Learning Communities ◽  
Research University ◽  
Professional Development School ◽  
Evaluation Study ◽  
The United States ◽  
Partnership Model ◽  
The University

The article presents in its first part the partnership model – PDS (Professional Development School) for teacher education that developed in the 1970s in the United States following criticism and re- search findings that indicated lack of satisfaction with the traditional teacher education programs. In its second part the article presents findings and discussion of a multi-year study conducted over seven years, from 2010 to 2016, in the first and up till now the only PDS partnership incorporated into teacher training program in research university in Israel. The multi-year study focused on stu- dent teachers’ evaluation of the contribution of the teacher training components of the university- school partnership model (PDS) to their learning of teaching: the practice teaching in the school and the school mentors; the groups of student colleagues as learning communities and their weekly meetings and the university coordinators. From the perception of the PDS partnership as a dynamic and developing process and from the approach of evidence-based practice, the importance of this multi year study lies in the identification of the essential strengths in the process of the practical experience expressed in the partnerships for their empowerment. In addition the importance of this research is in the identification of the essential weaknesses and challenges, for the purpose of en- quiry and learning in the learning communities who take part in the PDS partnerships, and the rais- ing of the necessary courses of action and changes. The importance of the research study in the in-ternational aspect lies in the presentation of an additional profile of partnership for the extension of the shared discussion about dilemmas and challenges that arise from the implementation of different partnerships in the training of teachers.

scholarly journals Digital Competences for Teachers - The Digi.Kompp Model in an International Comparison and in the Practice of Austrian Teacher Training

2020 ◽  
Vol 8 (4) ◽  
pp. 55-69
Author(s):  
Gerhard Brandhofer ◽  
Marlene Miglbauer
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Training ◽  
International Comparison ◽  
Education System ◽  
Continuous Professional Development ◽  
Ministry Of Education ◽  
Self Assessment ◽  
Theoretical Contribution ◽  
The University

The digital competences of teachers have not yet been given sufficient attention in Austria. In order to meet this need, the digi.kompP model has been developed on behalf of the Federal Ministry of Education and Women's Affairs, led by the University College of Virtual Teacher Education. Based on national and international framework models, the competency model is to serve as an instrument for self-assessment and continuous professional development as well as for (higher) school development. The following is a brief overview of international models that were relevant for the development of the competence grid. After that the competence grid itself and its categories are presented. The article concludes with a discussion of the integration of the competence grid into the international framework and its benefits in the Austrian education system. This article aims to make a theoretical contribution to the categorization of teachers' competencies

Editorial

Relay Journal ◽  
2019 ◽  
pp. 251-256
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Teacher Training ◽  
Language Learners ◽  
Learner Autonomy ◽  
Service Professional ◽  
Research Institute

We are excited to present you Volume 2 Issue 2 of Relay Journal published by the Research Institute of Learner Autonomy Education at Kanda University (KUIS), Japan. The Relay Journal aims to foster a dialogue spanning the globe discussing topics related to learner autonomy. This issue of Relay Journal is dedicated to teacher and advisor education for learner autonomy. The topic is particularly important, since –– apart from some exceptions –– autonomy is not always integrated into curricula for teacher education, and in addition, very few programmes exist for advisor education. Therefore, it is crucial to include opportunities for in-service professional development and reflection on how to foster autonomy and how to support language learners as teachers or as advisors. This can be done in the form of teacher training, mentoring and/or tutoring programmes, action-research, or reflection in- and on-practice.

Transformative Partnerships

2015 ◽  
pp. 74-82
Author(s):  
Sharon Smaldino ◽  
Lara Luetkehans
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Program Development ◽  
Professional Development School ◽  
Evolutionary Process ◽  
Academic Program ◽  
Critical Elements ◽  
The Impact ◽  
Transformative Partnerships

With all higher education educational endeavors there is a transformative element that enhances the progression forward in terms of academic program development. Teacher education is no exception to this aspect of the evolutionary process. The authors' story of that transformation and the impact of creative endeavors in teacher education offer a sense of moving beyond the traditional to the transformative in teacher education. Carter (1993) offers that the story can offer a perspective on our work and inform teacher education on the directions we might take to bring about improvement in our efforts to prepare educators for the future. The authors' story begins with a strong foundation and commitment to understanding the critical elements of successful partnerships. This foundation has served them for 15 years, and two distinct eras of partnership work that delineate the transformation. The authors explore each era: “The Professional Development School (PDS) Story” followed by “10 Years Later.”

When Asked, Teachers Said…

2020 ◽  
pp. 1-29
Keyword(s):  
Professional Development ◽  
United States ◽  
Teacher Education ◽  
Teacher Educators ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Policy Makers ◽  
Racial Hierarchies ◽  
The U.S

The authors perceive that institutionalized racial hierarchies are the greatest barrier to educational equity in the United States. While P-12 teachers may express the desire to make their classrooms spaces of joy, creativity, and intellectual brilliance, it is primarily through intentional skills development that teachers succeed. The authors assert the need for greater investments by school districts and teacher education programs in professional development for in-service P-12 teachers that further empower them and, in turn, their students, to contribute to the dismantling of racism in the U.S. Teacher educators, administrators and policy makers need to position themselves as cultivators and supporters of P-12 teachers in ways that encourage and sustain their antiracist advocacy and equity work in their teaching.

scholarly journals Patron-Driven Acquisition of E-Books Satisfies Users’ Needs While Also Building the Library’s Collection

2013 ◽  
Vol 8 (3) ◽  
pp. 58 ◽  
Author(s):  
Giovanna Badia
Keyword(s):  
American Literature ◽  
Research University ◽  
Standardized Test ◽  
The United States ◽  
User Preferences ◽  
Complete Collection ◽  
Research Areas ◽  
Academic Publications ◽  
Library Catalogue ◽  
The University

Objective – To present the initial results of an academic library’s one-year pilot with patron-driven acquisition of e-books, which was undertaken “to observe how user preferences and the availability of e-books interacted with [the library’s] traditional selection program” (p. 469). Design – Case study. Setting – The University of Iowa, a major urban research university in the United States. Subjects – Original selection of 19,000 e-book titles from ebrary at the beginning of the pilot in October 2009. To curb spending during the pilot, the number of e-book titles available for purchase was reduced to 12,000 titles at the end of December 2009, and increased to nearly 13,000 titles in April 2010. Methods – These e-book titles were loaded into the library’s catalogue. The goal was for the University of Iowa’s faculty, staff, and students to search the library catalogue, discover these e-book titles, and purchase these books unknowingly by accessing them. The tenth click by a user on any of the pages of an e-book caused the title to be automatically purchased for the library (i.e., ebrary charged the library for the e-book). Main Results – From October 2009 to September 2010, the library acquired 850 e-books for almost $90,000 through patron-driven acquisition. The average amount spent per week was $1,848 and the average cost per book was $106. Researchers found that 80% of the e-books purchased by library patrons were used between 2 to 10 times in a 1-year period. E-books were purchased in all subject areas, but titles in medicine (133 titles purchased, 16%), sociology (72 titles purchased, 8%), economics (58 titles purchased, 7%), and education (54 titles purchased, 6%) were the most popular. Two of the top three most heavily used titles were standardized test preparation workbooks. In addition, 166 of the e-books purchased had print duplicates in the library, and the total number of times the print copies circulated dropped 70% after the e-versions of these books were obtained. The authors also examined usage data for their subscription to ebrary’s Academic Complete collection from September 2009 to July 2010, which consisted of 47,367 e-books. Together with the 12,947 book titles loaded into the catalogue for the patron-acquisition pilot, there were a grand total of 60,314 ebrary e-book titles in the library catalogue that were accessible to the Iowa University community. The study revealed that 15% of these titles were used during this 11-month period, and the used titles were consulted 3 or more times. The authors sorted the user sessions by publisher and found that patrons used e-books from a wide variety of publishing houses, of which numerous university presses together constituted the majority of uses. The five most heavily used e-books were in the fields of medicine, followed by economics, sociology, English-American literature, and education. Conclusion – The authors’ experience has shown that patron-driven acquisition “can be a useful and effective tool for meeting user needs and building the local collection” (p. 490). Incomplete coverage of academic publications makes patron-driven acquisition only one tool among others, such as selection by liaison librarians, which may be employed for collection development. According to the authors, patron-driven acquisition “does a good job of satisfying the sometimes unrecognized demand for interdisciplinary materials often overlooked through traditional selection methods,” (p. 491) and alerts librarians to new research areas.

Building a “Lifetime Circle”: English Education in the Age of #BlackLivesMatter

2017 ◽  
Vol 53 (2) ◽  
pp. 248-264 ◽  
Author(s):  
Maisha T. Winn
Keyword(s):  
United States ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
Teacher Training ◽  
Restorative Justice ◽  
English Education ◽  
Ways Of Knowing ◽  
Mass Incarceration ◽  
The United States

This article argues that, to prepare teachers in the era of #BlackLivesMatter, there must be a radical reframing of teacher education in which teachers learn to disentangle their teaching from the culture of Mass Incarceration and the criminalization of Black and Brown people in the context of the United States in their practice. Using a restorative justice paradigm, I seek to understand in what ways, if any, teacher training, specifically of English teachers, can address issues of Mass Incarceration and how teacher preparation can support preservice teachers to resist colonizing pedagogies and practices that privilege particular ways of knowing and being that isolate particular youth.

scholarly journals Using three social network analysis approaches to understand computer-supported collaborative learning

2021 ◽  
Author(s):  
Fan Ouyang
Keyword(s):  
United States ◽  
Online Learning ◽  
Graduate Students ◽  
Learning Communities ◽  
Research University ◽  
The United States ◽  
Online Course ◽  
Computer Supported Collaborative Learning ◽  
Online Learning Communities ◽  
Class Level

The dataset originated from a graduate-level semester-long online course offered at a midwestern research university in the United States. This course - <i>Online Learning Communities</i> - focused on theories and practices of online learning communities (see Figure 2). Twenty graduate students enrolled in this course during a 14-week semester in spring 2014. This course was primarily comprised of inquiry-based online asynchronous discussions; discussion topics focused on theories, practices, and applications of online learning communities. Each discussion was framed within one week; topics were independent to each other. Keeping the same scale, the dataset in this research was comprised of all class-level discussions

scholarly journals Analysis of Public Private Partnership Model with reference to Teacher Education Programme

2016 ◽  
Vol 5 (3) ◽  
pp. 161
Author(s):  
Prerna Mandhyan
Keyword(s):  
Teacher Education ◽  
Education Programme ◽  
Current Status ◽  
Public And Private ◽  
Teacher Education Programme ◽  
Partnership Model ◽  
Study Analyse ◽  
Education In India ◽  
Training Programmes ◽  
The University

<p><em>India is consisting largest system of teacher education in India. </em><em>Besides the University </em><em>Departments of education and their affiliated colleges there are a number of govt. and govt. aided institutions and self financing colleges and open universities who are engaged in teacher education. The present study analyse PPP model with reference to teacher education programme. Finally, the study examines and assesses the current status of public and private institutions in providing teacher training programmes. The study further probes different views on PPP model in pre-service teacher education programme.</em></p>

Sign in / Sign up

Export Citation Format

Share Document