scholarly journals A Rigorous Approach to the Teaching of Reading? Systematic Synthetic Phonics in Initial Teacher Education

2020 ◽  
Vol 5 ◽  
Author(s):  
Jonathan Glazzard ◽  
Samuel Stones
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education ◽  
Rigorous Approach ◽  
Teaching Of Reading ◽  
Synthetic Phonics

scholarly journals Effective Teaching and Standards for Teaching: A Loose Coupling

2004 ◽  
Author(s):  
Lexie Grudnoff ◽  
Eleanor Hawe ◽  
Bryan Tuck
Keyword(s):  
Teacher Education ◽  
New Zealand ◽  
Effective Teaching ◽  
Performance Management ◽  
Initial Teacher Education ◽  
Teacher Appraisal ◽  
Loose Coupling ◽  
Employment Contracts ◽  
Rigorous Approach ◽  
Qualified Teacher

Performance management with teacher appraisal has become mandatory in England and New Zealand. In England there is a single set of comprehensive standards that function as statutory requirements for initial teacher education and certification as a qualified teacher. In New Zealand we have programme requirements for initial teacher education that are not aligned with either the standards for registration or the standards in employment contracts. Moreover in New Zealand the standards are not legal requirements, eg. when recommendations are being made for registration, the Teachers Council’s standards are regarded as indicators of the factors that could be considered. The assumption seems to be that the more coherent and rigorous approach in England will be associated with more effective teaching. This article argues why this may not be the case, and calls for the involvement of teachers and researchers in the development of standards for teacher education and teaching, and the implementation of methods for evaluating teachers’ practice.

scholarly journals Teaching with children's literature in initial teacher education: Developing equitable literacy pedagogy through talk about books

2021 ◽  
pp. 172
Author(s):  
Alyson Simpson
Keyword(s):  
Teacher Education ◽  
Children's Literature ◽  
Children’S Literature ◽  
Initial Teacher Education ◽  
Holistic View ◽  
Local Schools ◽  
Quality Literature ◽  
Teaching Of Reading ◽  
Dialogic Approach ◽  
Literacy Pedagogy

Teaching about children’s literature in pre-service teacher education is quite rare, even though research shows it is crucial for teachers to be good at teaching reading as well as being committed readers (Commeyras et al., 2003; Cremin et al., 2009). Emphasis on the reading process can sideline the importance of talking about quality literature to engage students in reading (Author, 2016). I have positioned the role of talk about books as a core part of our undergraduate degree. In this way, my pre-service teachers are alerted to the potential of the ‘fiction effect’ to improve equitable engagement with reading (Jerrim & Moss, 2019) for all students.   The paper explores how an initial teacher education course in Australia partnered with local schools to create authentic interactions about children’s literature. A dialogic approach to learning (Alexander, 2020) was adopted to teach pre-service teachers to develop equitable literacy pedagogy informed by children's literature. During their education program the pre-service teachers received letters from school children who wrote about their reading preferences. The letters were discussed for evidence of reading habits and new books were sought as recommendations for children to read. Through considering their own reading identities pre-service teachers collectively developed their knowledge about children’s literature as they developed knowledge of literacy pedagogy.  The development of habits of noticing (Simpson et al., 2020) through iterative discussion helped the pre-service teachers’ learn about their students, learn from their students, and encouraged them to take a more holistic view of the teaching of reading.

The reform of initial teacher education in Wales: from vision to reality

2021 ◽  
Vol 47 (1) ◽  
pp. 61-78
Author(s):  
John Furlong ◽  
Jeremy Griffiths ◽  
Cecilia Hannigan-Davies ◽  
Alma Harris ◽  
Michelle Jones
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education

scholarly journals Mathematics teacher learning to notice: a systematic review of studies of video-based programs

ZDM ◽  
2021 ◽  
Author(s):  
Rossella Santagata ◽  
Johannes König ◽  
Thorsten Scheiner ◽  
Ha Nguyen ◽  
Ann-Kristin Adleff ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Learning ◽  
Mathematics Teacher ◽  
Professional Competence ◽  
Three Dimensions ◽  
Initial Teacher Education ◽  
Fundamental Aspect ◽  
Teacher Noticing ◽  
Theoretical Perspectives ◽  
Supporting Tool

AbstractTeacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence. Teacher education scholars have examined how the development of noticing might be supported both in initial teacher education and in professional development. In mathematics teacher education, several studies have explored the use of video as a supporting tool for teacher noticing. It remains unclear how this body of work builds on the various theoretical perspectives of noticing prevalent in the literature, thus broadening our understanding of noticing. Furthermore, the field has not examined systematically the extent to which research has leveraged the affordances of digital video technologies, and whether scholars have employed different research methods to answer questions that are critical to teacher educators. This survey paper reviews studies published in the last two decades on programs centered on mathematics teacher noticing that used video as a supporting tool for teacher learning. Thirty-five peer-reviewed papers written in English were identified and coded along three dimensions: (1) theoretical perspectives; (2) use of video technologies; and (3) research questions and methods. This review summarizes important findings and highlights several directions for future research. Most studies involved pre-service teachers, and only a few centered on in-service teachers. Developers of the large majority of programs took a cognitive psychological perspective and focused on the attending/perceiving and interpreting/reasoning facets of noticing. Few studies used video-based software and few studies used grouping, and even fewer used randomized grouping. Evidence of program effects on responding and decision making, and on instructional practice, is limited and should be extended in the future.

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