The Impact Of Technology On The Reflective Practice And Assessment In A Teacher Education Program: The Accreditation Story Of A Small Private University

2007 ◽  
Vol 3 (4) ◽  
pp. 35-41
Author(s):  
Agnes Cave ◽  
◽  
Beth Vaccaro ◽  
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Education Program ◽  
Teacher Education Program ◽  
Private University ◽  
Impact Of Technology ◽  
The Impact

Current Economic and Political Dispensation and Teacher Education Programs in Niger Delta Region

2016 ◽  
pp. 1424-1437
Author(s):  
Nwachukwu Prince Ololube ◽  
Nanighe Baldwin Major ◽  
Peter James Kpolovie
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Niger Delta ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Delta Region ◽  
Education Programs ◽  
Niger Delta Region ◽  
The Impact

In this chapter we highlighted the impact of the current economic and political dispensation in Nigeria and its impact on teacher education programs and the means of enhancing teacher education in the Niger Delta region. This paper is a conceptual and methodological breakthrough in Nigeria's academic landscape where qualitative and quantitative experiences highlight issues that are pertinent to teacher education program in the Niger Delta. The chapter proposed that the Niger Delta region's and the entire Nigeria's teacher education programs would be advanced if the component parts of the current economic and political disposition are resolved. This chapter contends that the Niger Delta region has the potential to address the challenges currently faced in the region such as social disruption (violence threat), poverty, hunger, disease, conflict, marginalization, and the achievement and improvement for effective teacher education programs. This chapter is of the immense judgment that successfully addressing the challenges currently faced in the Niger Delta region, teacher education programs will greatly improve qualitatively and quantitatively.

scholarly journals The impact of conceptions of assessment on assessment literacy in a teacher education program

2016 ◽  
Vol 3 (1) ◽  
pp. 1225380 ◽  
Author(s):  
Christopher Charles Deneen ◽  
Gavin T.L. Brown ◽  
Darlene Ciuffetelli Parker
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Assessment Literacy ◽  
Conceptions Of Assessment ◽  
The Impact

scholarly journals Pre-Service Science Teachers’ Assessment of Supported Teaching in School

2021 ◽  
Vol 17 (32) ◽  
pp. 257
Author(s):  
Isaac Sonful Coffie ◽  
Nutifafa Godson Doe ◽  
Jonah Addai Tabi
Keyword(s):  
Teacher Education ◽  
Focus Group ◽  
Data Collection ◽  
Science Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Teaching Profession ◽  
Service Science ◽  
Documentary Analysis ◽  
The Impact

Ghana is currently running a new teacher education program for the training of teachers at the pre-tertiary level. At the heart of the new national teacher education program is Supported Teaching in School (STS), the practical school-based component of the teacher education program embedded throughout the whole 4-years. The purpose of this study was to assess the impact of STS in pre-service teacher preparation and identify any possible challenges associated with the program. The study adopted qualitative a case study design, with the main instruments for data collection being interviews and documentary analysis. Data collection was done through individual and focus group interviews, and documentary analysis of Student Reflective Journals. Individual interviews were conducted for six pre-service science teachers and the focus group interview was made up of four pre-service teachers using the Ishikawa or fishbone tool. From the analysis of data done using “topological analysis,” it was revealed that supported teaching in school is impacting on the pre-service preparation in; real classroom exposure giving them firsthand experience of the classroom situation; lesson planning and delivery; teacher professionalism as the pre-service teachers now exposed to traits of the teaching profession and qualities of a good teacher; and classroom management for effective lesson delivery. Particular challenges such as mentor-mentee relationship, lack of proper planning, and insufficient time for observation were identified to militate against the program. It is recommended that, appropriate training and incentives should be given to the mentors to prepare them adequately for the program.

Current Economic and Political Dispensation and Teacher Education Programs in Niger Delta Region

2018 ◽  
pp. 2009-2022
Author(s):  
Nwachukwu Prince Ololube ◽  
Nanighe Baldwin Major ◽  
Peter James Kpolovie
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Niger Delta ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Delta Region ◽  
Education Programs ◽  
Niger Delta Region ◽  
The Impact

In this chapter we highlighted the impact of the current economic and political dispensation in Nigeria and its impact on teacher education programs and the means of enhancing teacher education in the Niger Delta region. This paper is a conceptual and methodological breakthrough in Nigeria's academic landscape where qualitative and quantitative experiences highlight issues that are pertinent to teacher education program in the Niger Delta. The chapter proposed that the Niger Delta region's and the entire Nigeria's teacher education programs would be advanced if the component parts of the current economic and political disposition are resolved. This chapter contends that the Niger Delta region has the potential to address the challenges currently faced in the region such as social disruption (violence threat), poverty, hunger, disease, conflict, marginalization, and the achievement and improvement for effective teacher education programs. This chapter is of the immense judgment that successfully addressing the challenges currently faced in the Niger Delta region, teacher education programs will greatly improve qualitatively and quantitatively.

Investigating Alignment Between Elementary Mathematics Teacher Education and Graduates' Teaching of Mathematics for Conceptual Understanding

2017 ◽  
Vol 87 (2) ◽  
pp. 225-250 ◽  
Author(s):  
Amanda Jansen ◽  
Dawn Berk ◽  
Erin Meikle
Keyword(s):  
Teacher Education ◽  
Instructional Practices ◽  
Education Program ◽  
Mathematics Teacher ◽  
Classroom Practice ◽  
Teacher Education Program ◽  
Mathematics Teacher Education ◽  
Teaching Mathematics ◽  
Mathematical Explanations ◽  
The Impact

In this article, Amanda Jansen, Dawn Berk, and Erin Meikle investigate the impact of mathematics teacher education on teaching practices. In their study they interviewed six first-year teachers who graduated from the same elementary teacher education program and who were oriented toward teaching mathematics conceptually. They observed each teacher teaching two lessons: one on a mathematics topic that was developed in their teacher education program (target topic) and one on a mathematics topic that was not addressed in their program (control topic). Based on their observations, the authors identified four instructional practices for teaching mathematics conceptually that the participants used in their classroom practice and found that these teachers were more likely to enact two of these instructional practices when teaching target topics: use of mathematical language to support students' sense making and use of visual representations. They also found that the teachers enacted two other instructional practices—use of story problems and pressing students for mathematical explanations—in both target and control topic lessons but did so with limitations in control topic lessons. For teacher education to influence teaching, the authors assert, it is important to develop content knowledge for teaching and pedagogical knowledge in tandem with developing beliefs.

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