scholarly journals Educating Professional Teachers in Finland through the Continuous Improvement of Teacher Education Programmes

2018 ◽  
Author(s):  
Jari Lavonen
Keyword(s):  
Teacher Education ◽  
Continuous Improvement

Blended Learning to Support Alternative Teacher Certification

2015 ◽  
pp. 42-55
Author(s):  
Anika Ball Anthony ◽  
Belinda G. Gimbert ◽  
Rebecca A. Parker
Keyword(s):  
Teacher Education ◽  
Blended Learning ◽  
Continuous Improvement ◽  
Teacher Certification ◽  
Inservice Teacher ◽  
Alternative Teacher Certification ◽  
Inservice Teacher Education ◽  
Design And Implementation ◽  
E Learning ◽  
Research Findings

This chapter reviews literature on the use of e-learning to complement and extend preservice and inservice teacher education. It also provides an in depth example of the design and implementation of blended learning for supporting alternative teacher certification. In light of the example, research findings are summarized. The second part of the chapter provides a discussion on the following strategies that led to the successful use of blended learning in alternative teacher certification and explains how applying them can contribute to effective uses of blended learning in other settings: a) leveraging a network of partners, b) designing blended learning to address needs of multiple learners and organizational entities, c) balancing standardization and customization, and d) conducting evaluation and engaging in continuous improvement.

Blended Learning to Support Alternative Teacher Certification

2014 ◽  
pp. 225-237
Author(s):  
Anika Ball Anthony ◽  
Belinda G. Gimbert ◽  
Rebecca A. Parker
Keyword(s):  
Teacher Education ◽  
Blended Learning ◽  
Continuous Improvement ◽  
Teacher Certification ◽  
Inservice Teacher ◽  
Alternative Teacher Certification ◽  
Inservice Teacher Education ◽  
Design And Implementation ◽  
E Learning ◽  
Research Findings

This chapter reviews literature on the use of e-learning to complement and extend preservice and inservice teacher education. It also provides an in depth example of the design and implementation of blended learning for supporting alternative teacher certification. In light of the example, research findings are summarized. The second part of the chapter provides a discussion on the following strategies that led to the successful use of blended learning in alternative teacher certification and explains how applying them can contribute to effective uses of blended learning in other settings: a) leveraging a network of partners, b) designing blended learning to address needs of multiple learners and organizational entities, c) balancing standardization and customization, and d) conducting evaluation and engaging in continuous improvement.

Developing and renewing music teacher competences: prospects and challenges

2018 ◽  
Vol 4 (8) ◽  
pp. 225-233
Author(s):  
Jolanta Lasauskiene
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Continuous Improvement ◽  
Music Teachers ◽  
Music Teacher ◽  
Professional Activity ◽  
Music Teacher Education ◽  
Teacher Competences ◽  
Service Music ◽  
And Training

The topic of music teacher education and training raises many issues for discussion. The purpose of the present study was to analyse the approach of pre-service music education teachers towards their professional activity and to discuss their expectations within the context of the competence-based education. Thirty four students (international and national), all pre-service music teachers studying in Lithuanian University of Educational Sciences, were included. The results indicated that generally the expectations of students were (more or less) in line with the principles of the competence-based initial music teacher education. Prospective music teachers describe their professional activity as broad and multidimensional but they also emphasise the importance of personal and ethnic values, implementation of general, subject-specific and professional competences and continuous improvement. It has been revealed that in music education it is particularly important to combine orientation towards pedagogical activities with orientation towards the spread of the learner’s personality. Keywords: Competence-based education, music teacher education, competences, student’s expectations, Lithuania.

Developing Embedded Signature Assessments for Continuous Improvement in Teacher Education

2019 ◽  
Vol 54 (2) ◽  
pp. 171-192
Author(s):  
Kevin Mason ◽  
Debbie Stanislawski ◽  
Douglas Whitaker
Keyword(s):  
Teacher Education ◽  
Continuous Improvement

scholarly journals Tracing a Journey of Curriculum Redesign in Education

2013 ◽  
Vol 2 (1) ◽  
pp. 7-15
Author(s):  
Judy Britt ◽  
Christine Ferguson ◽  
Jonatha Vare
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
South Carolina ◽  
Elementary Education ◽  
Continuous Improvement ◽  
Final Phase ◽  
Education Programs ◽  
Revision Process ◽  
Arts And Sciences ◽  
Curriculum Redesign

The phrase “Are we there yet?” is used by travelers, often children who pose the question to gauge the distance and time remaining in a trip. How far have we traveled?  How much longer will it be until we arrive at our destination? This article describes curriculum redesign for our early childhood and elementary education programs at Winthrop University in South Carolina. The details of this journey offer a roadmap of the program revision process that we encountered in our efforts to work toward continuous improvement in teacher education. By working with program faculty from within our college as well as faculty from the College of Arts and Sciences we accomplished our goals for curriculum redesign. As we enter the final phase of this 2-year endeavor, our writing documents the process that we encountered to achieve this goal.

A K-20 Holistic Partnership for Change and Improvement

2021 ◽  
pp. 33-79
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Conceptual Framework ◽  
Student Learning ◽  
Continuous Improvement ◽  
Research Approach ◽  
American Education ◽  
Model Research ◽  
Theoretical Assumptions ◽  
K 12

This chapter identifies the theoretical assumptions and a conceptual framework for a holistic and integrative partnership focused on change and improvement in K-20 education and teacher education. Such K-20 partnerships are based on the notion that an organic and integrated whole has a reality independent and greater than the sum of its parts. The author presents the case and urgent need today for re-inventing education by joining and converging the K-12 and higher education (13-20) sectors for an improved system of education and student learning. Included in the schema is the students' voice in the process of change. The essential and transportable elements of a K-20 holistic partnership in education are explained and two successful theory-into-practice examples of partnerships—Project SCOPE I and II—are briefly described. Also a model research approach and perspective on change and continuous improvement for the transformation of American education is offered.

scholarly journals Linking teacher education to redesigned systems of accountability: A call for multiple measures in pre-service teacher effectiveness

2018 ◽  
Vol 26 ◽  
pp. 12 ◽  
Author(s):  
Amy N. Farley ◽  
Grant Clayton ◽  
Sarah J. Kaka
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Continuous Improvement ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Multiple Measures ◽  
Principal Evaluations ◽  
Multiple Measure ◽  
Pre Service Teacher ◽  
Teacher Test

In this written commentary for the special issue of Education Policy Analysis Archives focused on “Redesigning Assessment and Accountability,” we call for teacher preparation to embrace a multiple measures philosophy by providing teacher candidates with rich opportunities to engage with data from a variety of sources, beyond teacher test scores and principal evaluations. We apply and extend Bae’s (2018) argument to teacher preparation policies, urging teacher educators to develop programs that promote continuous improvement. We argue that teacher education can and should prepare candidates to engage in multiple measure systems, critically evaluate data and sense make to construct meaning, reflect on and improve their practice to meet the needs of all students, and ultimately advocate for next-generation accountability systems that authentically foreground and prioritize continuous improvement.

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