scholarly journals Curriculum Leadership, Quality and Technology in a Suite of Australian Further Education and Training Teacher Education Programs: Making Meaning, Performing Practice and Constructing New Learning Futures

2007 ◽  
Vol 3 (2) ◽  
pp. 74-83
Author(s):  
P. A. Danaher ◽  
Mark A. Tyler ◽  
Catherine H. Arden
Keyword(s):  
Teacher Education ◽  
Education And Training ◽  
Further Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Curriculum Leadership ◽  
Making Meaning ◽  
Leadership Quality ◽  
New Learning ◽  
And Training

scholarly journals Challenges for Teacher Education in the Learning Society

2010 ◽  
pp. 385-401 ◽  
Author(s):  
Clara Pereira Coutinho
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Training Programs ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Web 2.0 Tools ◽  
Web Resources ◽  
Communication Competencies ◽  
Pedagogical Goals ◽  
And Training

In this chapter the author presents the results of a project developed in pre-service and in-service teacher education programs at the Minho University, Braga, Portugal. The main goal of the research was to test the importance of providing technological-rich experiences in teacher education programs as a strategy to promote the integration of technologies in the classroom. As educators in a public university we assume that the failure of ICT integration in Portuguese schools is due to a lack of teacher training in technology-supported pedagogy. We present and discuss a set of principles that we consider essential to understand and sustain the importance of the learning experiences we develop in teacher education programs both for pre-service and in-service teacher education. Different Web 2.0 tools were explored in different contexts and with different pedagogical goals: to build e-portfolios, to enhance cooperation and collaboration among peers, to develop skills in searching, organizing and sharing web resources and to facilitate interaction and communication competencies. Results are presented and discussed in order to infer a set of guidelines for the design of teacher education and training programs regarding the use of ICT in teaching and learning.

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

Identifying the Roadblocks to Effective Clinical Practice in Teacher Education Programs

2021 ◽  
Vol 96 (1) ◽  
pp. 112-116
Author(s):  
Bernard Badiali ◽  
Drew Polly ◽  
Rebecca West Burns ◽  
Eva Garin
Keyword(s):  
Teacher Education ◽  
Clinical Practice ◽  
Teacher Education Programs ◽  
Education Programs

scholarly journals Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

2017 ◽  
Vol 7 (2) ◽  
pp. 139
Author(s):  
Heather Smith-Sherwood
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Theory And Practice ◽  
Teacher Education Programs ◽  
Continuous Assessment ◽  
Education Programs ◽  
Quality Teachers ◽  
Effect Change ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity. 

Preparation of the Clinical Teacher for Special Education: 1866-1966

1967 ◽  
Vol 34 (2) ◽  
pp. 117-124 ◽  
Author(s):  
Louis Schwartz
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Training Program ◽  
Clinical Teaching ◽  
Academic Community ◽  
Clinical Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Basic Assumptions ◽  
Clinician Educator

Although the concept of clinical teaching is a persistently recurring educational theme today, reflecting the heritage of special education, it is hidden in the pattern of teacher education programs. In order to prepare the clinician educator for membership in a multidisciplinary and interagency team, it is necessary for the academic community to innovate an approach to teacher education curricula design and to modify academic administrative structure. Basic assumptions and requirements for implementation of a clinical teacher training program are presented.

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