Relevant bibliographies by topics / Teacher education programs

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teacher education programs'

Author: Grafiati
Published: 4 June 2021
Last updated: 24 January 2023

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Journal articles on the topic "Teacher education programs"

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Koedel, Cory, Eric Parsons, Michael Podgursky, and Mark Ehlert. "Teacher Preparation Programs and Teacher Quality: Are There Real Differences Across Programs?" Education Finance and Policy 10, no. 4 (October 2015): 508–34. http://dx.doi.org/10.1162/edfp_a_00172.

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We compare teacher preparation programs in Missouri based on the effectiveness of their graduates in the classroom. The differences in effectiveness between teachers from different preparation programs are much smaller than has been suggested in previous work. In fact, virtually all of the variation in teacher effectiveness comes from within-program differences between teachers. Prior research has overstated differences in teacher performance across preparation programs by failing to properly account for teacher sampling.
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Tok, Hidayet. "Mentor Teachers in Turkish Teacher Education Programs." Anthropologist 16, no. 3 (November 2013): 711–19. http://dx.doi.org/10.1080/09720073.2013.11891397.

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Peseau, Bruce A., and Robert L. Tudor. "Peer Teacher Education Programs." Journal of Teacher Education 40, no. 3 (May 1989): 42–48. http://dx.doi.org/10.1177/002248718904000307.

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Tracz, Susan. "Effectiveness of Teacher Education Programs." Educational Renaissance 1, no. 2 (February 19, 2013): 63–82. http://dx.doi.org/10.33499/edren.v1i2.50.

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This study aggregated supervisor’s ratings of teachers trained at The Renaissance Group (TRG) and the Teacher Education Council of State Colleges and Universities (TECSCU) institutions. Fourteen studies conducted by 12 universities or states were gathered, and 12 that met inclusion criteria were included in this analysis. The total number of survey items in all studies (N = 374) was coded into 13 variables. Frequencies of the percentages of ratings falling into below average, average, and above average for those variables were tabled. Supervisors consistently gave teachers very high ratings.
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Jacobs, George M., and Anita Lie. "Toward Student-Centered Teacher Education Programs." Journal of International and Comparative Education 11, no. 2 (2022): 93–105. http://dx.doi.org/10.14425/jice.2022.11.2.1205.

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The impetus for this conceptual article was the authors’ reflections on their experiences as teachers and teacher educators in various Asian countries (China, Indonesia, Malaysia, Japan, Philippines, Singapore, and Vietnam), combined with their support for Social-Cognitive Theory and student-centered learning. Of course, great variations exist within and between countries in terms of development programs for educators. The present article examines actions by lecturers, policy makers, and other stakeholders which might enhance teacher education by helping it evolve to be more student-centered, thereby better preparing teachers to be lifelong learners and for those teachers to use a student-centered approach with their own students. These actions involve five possible areas: (1) students doing more research; (2) increasing learners’ roles in course design; (3) going beyond basic teaching skills and the basic curriculum; (4) building the social side of learning; and (5) searching for new knowledge and learning tools.
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Doepker, Gina M. "A Personal Journey to Merge Literacy Education and Multicultural Teacher Education." Multicultural Learning and Teaching 10, no. 2 (September 1, 2015): 197–210. http://dx.doi.org/10.1515/mlt-2015-0003.

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AbstractThere has been considerable attention to multicultural education and how to effectively integrate it into teacher education programs so that it helps teachers to be attentive to and effective for the economically, culturally, and racially diverse student populace. This article will focus on my personal journey with multicultural teacher education and literacy education. There will be a discussion of multicultural or diverse-oriented teacher education with a focus on the challenges as well as the potentials that face these teacher preparation programs. In addition, there will be a discussion of current educational trends in schools as evidence that demands the need for stronger multicultural teacher education programs. Finally, an existing teacher education program will be presented that has an emphasis on multicultural teacher training, as well as suggest approaches for building a research-based multicultural teacher education program.
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Gomes de Gouvea, Luanna, Valeria Campos dos Santos, and Agnaldo Arroio. "VISUALIZATION AND TEACHER EDUCATION: SOME TRENDS IN CHEMICAL EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 10, no. 1 (March 25, 2013): 17–26. http://dx.doi.org/10.48127/gu-nse/13.10.17.

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The current scenario of teaching chemistry has introduced the visual tools as a way to solve the cognitive demand of students and teachers. These tools contribute to facilitate the teaching of various chemistry topics, making visible the microscopic interactions. Despite the wide variety and functionality of the visual tools, teachers have been faced with the un-known, since they are not prepared to use these tools in the classroom. Motivated by this fact, research on pre-service and in-service teacher educational programs has shown paths and initiatives aiming to assist and prepare the teacher to use the visual tools. This study presents a reflexive approach of some researches about the use of visualizations and teacher training programs (in-service and pre-service). Based on the trends presents in selected pa-pers, it was concluded that researchers raised the ideas of teachers about the uses of these tools. This can base initiatives to work with these conceptions, solving doubts, questions and fears of using the computer. The teachers show interest in use these tools in their classes showing the importance and the current necessity of courses that enable the teacher to use visualization tools. Although there are some proposals for teacher training programs, there is much more to study and research in this area. Key words: chemical education, teacher education, visualization.
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Kim, Kioh, Carmen Jones Harris, and Long Pham. "How Character Education Impacts Teachers." International Journal of Multidisciplinary Perspectives in Higher Education 3, no. 1 (December 26, 2018): xx. http://dx.doi.org/10.32674/jimphe.v3i1.632.

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In recent years, teacher retention rates have decreased and student behavioral concerns have increased. This article presents if teachers that who have favorable beliefs about the effectiveness of Character Education programs also have a greater satisfaction with their career. Based on the responses of 159 school teachers, a positive correlation was found between teachers who self-reported that Character Education programs are effective. These teachers also reported a higher level of satisfaction with their teaching career. Character education programs help students moderate their behavior, and boost teacher career satisfaction.
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Sileo, Nancy M., Thomas W. Sileo, and Thomas B. Pierce. "Ethical Issues in General and Special Education Teacher Preparation: An Interface with Rural Education." Rural Special Education Quarterly 27, no. 1-2 (March 2008): 43–54. http://dx.doi.org/10.1177/8756870508027001-208.

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Teacher education may be the most important variable to ensure consideration of ethical issues in public schools. However, many teacher preparation programs may not equip teachers with the knowledge, skills, and dispositions to make moral judgments and decisions necessary to provide high quality education for all students. This article addresses ethical issues and practices that impact teacher education, their interface with rural education, and results of a national research study that assesses extent to which and how preservice teacher preparation programs attend to ethical issues. Survey results indicate that teaching about ethical and professional practices is important to teacher preparation, and yet, receives little emphasis in most programs. Key Words: Educational Equity, Ethics, Morality, Rural Education, Special Education, Teacher Preparation, and Values
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Reed, Daisy. "Honors Programs in Teacher Education." Action in Teacher Education 10, no. 3 (September 1988): 35–39. http://dx.doi.org/10.1080/01626620.1988.10519404.

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Dissertations / Theses on the topic "Teacher education programs"

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Pettway, Martha Lee Williams Spencer William Allen. "Novice teachers' assessment of their teacher education programs." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/PETTWAY_MARTHA_27.pdf.

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Christensen, Kelvin Daryl. "Global education in Canadian teacher education programs." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28163.

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Global education is that focus of education which is concerned with coming to a better understanding of worldwide (i.e. multinational] perspectives, problems, issues, interdependencies and human values. It was initially found in North American educational systems after World War II and it became a major focus of attention in the 1970s. Some global education content can be found in the 1982 public school curricula of the ten Canadian provinces. There was no information in the educational literature concerning global education in Canadian teacher education programs and so this study was developed. In the late spring of this year a twelve-item questionnaire was mailed to the heads of the social studies departments (or equivalent] of those Canadian higher education institutions which offer teacher education at at least the bachelors degree level. Fifty-two such institutions were identified. Forty English-language and twelve French- language questionnaires were mailed out with appropriate cover letters explaining the study. Several weeks after the initial mailing a follow-up letter and an additional questionnaire were mailed to those institutions which had not yet responded. Replies were received from thirty-six of the fifty-two institutions. Eighteen of these identified global education courses at their institutions. More than fifty specific global education courses were identified, overall, and of these there were slightly more at the undergraduate than graduate level. Most courses were identified as being for pre-service rather than in-service teacher education. Only two non-credit courses (workshops) were identified. There was some indication that a few institutions plan to add one or two modules or courses on global education over the next few years. Information was also obtained concerning exchange programs, resource centers of information, and sources of funding for the promotion of global education in teacher education programs. The general conclusion of this study was that there appears to be a marginal to modest level of global education present in the teacher education programs across the country tin most of the provinces). A secondary and less solid conclusion of this study was that over the next three to five years it appears as though a global education emphasis in Canadian teacher education programs will either be maintained at present levels or will be increased slightly.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Swortzel, Kirk A. "Agriculture Teacher Education: A Profile of Preservice Teacher Education Students, Teacher Educators, and Departments and Programs that Prepare Agricultural Education Teachers /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935125880847.

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Johnson, Pauletta J. "K-6 Classroom Teachers' Perceptions of Effective Teacher Education Programs." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1374.

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The demands placed upon stakeholders of the public education system have become more and more compelling with each passing year. With the success of schools and students at stake, it is imperative to examine multiple facets of the public education structure. One of the most important aspects of this process is the development of preservice teachers entering the classroom. This study initially chronicled the history of teacher education and state licensure. Subsequently, standards enforced by the Tennessee Department of Education and National Council for Accreditation of Teacher Education were also explored to gain information about the guidelines and criteria required for accrediting teacher education and licensure programs. Further information in regard to teacher education was examined through current trends and issues that affect classroom teachers. The teacher education program criteria from 6 Tennessee higher education institutions were also reviewed. The purpose of this qualitative study was to examine the perceptions of classroom teachers about effective higher education programs. Twelve K-6 classroom teachers with 5 or fewer years of teaching experience were interviewed to gain insight about the opinions of effective components of teacher education programs. This information was examined to explore specific program requirements. The analysis of the data collected in this study introduced several themes and common patterns. Most commonly, participants expressed the importance of a substantial field experience within the teacher education program. The value of relating content and theoretical approach to the practical application of the classroom was also noted as a priority. Participants reported the most effective teacher education programs as those that formulated a realistic portrayal of the classroom setting. These responses illustrated the significance of a hands-on approach to teacher education training and development.
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Briggs, Jane E. "Perceptions of Career and Technical Education Teachers about Teacher Mentoring and Teacher Retention." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218574016.

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Nemoto, Tomoko. "PROGRAM EVALUATION OF GRADUATE EDUCATION PROGRAMS IN AN AMERICAN UNIVERSITY IN JAPAN." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214778.

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CITE/Language Arts
Ph.D.
Program evaluation in the fields of second language acquisition (SLA) and teaching English to speakers of other languages (TESOL) has a history dating from the 1960's. The focus of previous program evaluations has been on language achievement at the end of the program of study (Lynch, 1996). However, to improve or maintain program quality, teacher education of future foreign language instructors is essential; thus, improvements in the quality and/or control of teacher education programs is also important. The primary purpose of this study is to propose and test a multi-faceted approach to program evaluation that originates from the administrative side of two graduate programs in Applied Linguistics. This marks the first time in the field that this approach has been implemented. First, time series enrollment models were examined to investigate the overall stability of the two graduate education programs for non-traditional students from 1993 to 2010 (for the Master's programs) and 1995 to 2010 (for the doctoral programs). Second, logistic regression models were examined to investigate the characteristics of the students who did and did not graduate from the programs. Third, event history Cox regression models were examined to investigate the amount of time spent by the graduate students to complete the degree using potential demographic and enrollment pattern factors as predictors. Finally, a dynamic model was formulated and tested to simulate the program's potential future enrollments based in part on the results of the prior model analyses and publically available data. The results indicated the potential for developing a relatively strong time series enrollment prediction model for near future enrollments using the data available in the administrative database. However, the student success/failure models and event history program study time prediction models were relatively weak and the results indicated the difficulty of predicting whether students will successfully complete the graduate programs using data typically collected from the students when they enter the program. The simulation results showed a potential decline in enrollments over the next decade mainly due to the decline of the 18-year-old student population in Japan, the decreasing size of the foreign language teacher population, the long, gradual recession in Japan, and the revision of university faculty employment status by the Japanese Ministry of Education.
Temple University--Theses
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Hauser, Linda A. "Data management practices used by original beginning teacher support and assessment programs (BTSA) to provide feedback about program quality effectiveness and guide future program decisions /." La Verne, Calif. : University of La Verne, 2002. http://0-wwwlib.umi.com.garfield.ulv.edu:80/dissertations/fullcit/3036899.

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Loverro, Ian James. "Toward a pedagogy of educational technology for teacher education programs /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7552.

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Gulmez-dag, Gulcin. "Effectiveness Of Early Childhood Teacher Education Programs: Perceptions Of Early Childhood Teachers." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614473/index.pdf.

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The purpose of this research study is to identify teachers&rsquo
perceptions on the effectiveness of their teacher education programs in supporting their professional practices. The data to the study were gathered through semi-structured interviews with 17 in-service teachers working in public early childhood institutions in Ankara. The data were analyzed through the emerging codes and themes shaped by the research questions. The results indicated that the 1998 program the study intended to investigate was found to be relatively satisfying in terms of developing professional teach ing competencies. The major weakness was reported to be theory-oriented structure which did not allow for ample practice opportunities both in the courses and in the field experiences. Moreover, due to the infancy ages of the field, the contents of courses offered were perceived to be in line with the essentials of primary and elementary level which contradicts the necessities of early childhood teaching. The findings were further discussed and interpreted.
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Ballantyne, Julie. "Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16074/1/Julie_Ballantyne_Thesis.pdf.

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The quality of teaching occurring in schools is directly linked to the quality of preservice preparation that teachers receive (Darling-Hammond, 2000). This is particularly important in the area of music teacher education, given the unique challenges that classroom music teachers commonly face (Ballantyne, 2001). This thesis explores early-career music teachers' perceptions of the effectiveness of their preservice teacher education programs in Queensland. It also explores influences impacting upon early-career music teachers' perceptions of effectiveness and early-career music teachers' perceived needs in relation to their preservice preparation. The study addresses the research questions through the use of questionnaires and semi-structured interviews. In Stage 1 of the research, questionnaires were completed by 76 secondary classroom music teachers in their first four years of teaching in Queensland, Australia. In Stage 2 of the research, 15 of these teachers were interviewed to explore findings from the questionnaire in depth. Findings suggest that preservice teachers perceive a need for teacher education courses to be contextualised, integrated and allow for the continual development of knowledge and skills throughout their early years in schools. This research provides an empirical basis for reconceptualising music teacher education courses and raises important issues that music teacher educators need to address in order to ensure that graduates are adequately prepared for classroom music teaching.
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Books on the topic "Teacher education programs"

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L, Tjeerdsma Bonnie, and National Association for Sport and Physical Education., eds. Assessment of physical education teacher education programs. Reston, VA: National Association for Sport and Physical Education, 2000.

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Odell, Sandra J. Mentor teacher programs. Washington, D.C: NEA Professional Library, National Education Association, 1990.

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Odell, Sandra J. Mentor teacher programs. Washington, D.C: NEA Professional Library, National Education Association, 1990.

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Odell, Sandra J. Mentor teacher programs. Washington, D.C: NEA Professional Library, National Education Association, 1990.

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Davis, Jonathan Ryan. Classroom Management in Teacher Education Programs. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63850-8.

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Ontario, Teacher Education Council. Selection for teacher education programs: Report. [Toronto]: Teacher Education Council, Ontario, 1992.

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Kleiner, Brian. Educational technology in teacher education programs for initial licensure. [Washington, D.C.]: National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Education, 2007.

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McFadden, John. Multicultural & global/international education: Guidelines for programs in teacher education. Washington, D.C: AACTE Publications, 1997.

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McFadden, John. Multicultural & global/international education: Guidelines for programs in teacher education. Washington, D.C: AACTE Publications, 1997.

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McFadden, John. Multicultural & global/international education: Guidelines for programs in teacher education. Washington, D.C: AACTE Publications, 1997.

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Book chapters on the topic "Teacher education programs"

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Beck, Clive. "Rethinking Teacher Education Programs." In Building Bridges, 193–205. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-491-6_14.

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Raths, James D. "Evaluation of Teacher Education Programs." In Teacher Education Evaluation, 23–41. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2675-2_2.

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Nutti, Ylva Jannok. "Sámi Teacher Education or Teacher Education for Sámi Students? Central Cornerstones in Sámi Teacher Education." In Springer Polar Sciences, 43–60. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_4.

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AbstractSámi teacher education programs are core programs at the Sámi University of Applied Sciences, and have been since the establishment of the institution. Sámi teacher education programmes involve flexible teaching methods including online teaching, teaching at gatherings and through practicum periods at early childhood centres and primary schools. The aim of this chapter is to discuss Sámi teacher education as Indigenous higher education, in order to explore the cornerstones of Sámi teacher education. The method used in the present study combines content analyses and a narrative approach. Content analysis is a research tool used to analyse the official documents for teacher education programmes and programme syllabi at Sámi University of Applied Sciences. The narrative approach was selected in order to use personal experiences from Sámi teacher education. As an analytical tool the model of Madden’s (2015) pedagogical pathways in Indigenous teacher education were used. The pathways are learning from traditional Indigenous modes of teaching, pedagogy for decolonizing, Indigenous and antiracist education, and Indigenous and placed-based education. Traditions, traditional knowledge and traditional models of teaching, together with language, are central in Sámi teacher education. Sámi teacher education could also be viewed in connection to placed-based education. Decolonizing is part of the educators’ work to transform and implement traditional knowledge and culture-based teaching perspectives, and in educators’ work to deconstruct culture, history and Indigenous identity. The term “colonial” is not used explicitly. However even if the term is not present, colonialism is indirectly visible. The antiracist education is less visible. All the pathways are visible in Sámi teacher education, but to visualise in Sámi teacher education the cornerstones, the metaphor of the lávvu and three caggi, or poles, is used and the caggit are, in the Sámi language, árbediehtu, and girjás searvelatnja.
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Boyd, Wendy. "Research of Early Childhood Teacher Programs." In SpringerBriefs in Education, 19–38. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5837-5_2.

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Alijrish, Haider Hatem. "Teacher Preparation Programs in Iraq." In Handbook of Research on Teacher Education, 535–48. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2400-2_30.

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Choi, Tae-Hee. "Learning of Student-Teachers in Initial Teacher Education Programs in Korea." In Encyclopedia of Teacher Education, 975–79. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_452.

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Yeh, Fang-Yin, and May M. H. Cheng. "Learning of Student-Teachers in Initial Teacher Education Programs in Taiwan." In Encyclopedia of Teacher Education, 979–84. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_453.

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Yeh, Fang-Yin, and May M. H. Cheng. "Learning of Student-Teachers in Initial Teacher Education Programs in Taiwan." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-1179-6_453-1.

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Choi, Tae-Hee. "Learning of Student-Teachers in Initial Teacher Education Programs in Korea." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-13-1179-6_452-1.

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Loadman, William E. "Quality Controls in Teacher Education Programs." In A Practical Guide to Teacher Education Evaluation, 43–48. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2512-0_5.

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Conference papers on the topic "Teacher education programs"

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Hall, Leslie, Clint Fisher, Sandra Musanti, Don Halquist, Matthew Magnuson, and Darcy Simmons-Klarer. "Shared Visions: Professional Development for Teacher Education Faculty." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2496.

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This paper discusses a professional development program in the area of technology integration for teacher education faculty. The program was funded by a Preparing Tomorrow's Teachers This initiative involved one assistant professor of educational technology and five doctoral students as Tech Guides as the professional development team. Twenty-five faculty members who teach methods courses for licensure participated in the program. Each graduate student mentored five faculty members. The design of the professional development relied on the faculty members as professional educators to co-design the program with the professional development team. We discuss some of our insights gained from this three-year initiative and suggest ways in which this and similar programs could be supported and institutionalized in colleges of education.
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González, Manuel Joaquín Fernández, Svetlana Surikova, and Tamara Pigozne. "Adaptation of a Teacher Training Programme for Character Education to the Latvian Context." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.01.

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This paper presents an analysis of the quality of the adaptation of the transnational teacher training programme for character education “Arete catalyst” to the socio-cultural context of Latvia. Based on the theory of cultural adaptation of educational programmes, and on a qualitative analysis of documentary sources, the quality of the adaptation was discussed by comparing the features of the adapted programme with Latvian societal needs and policy makers’ guidelines for character education (research question 1), and with the legal and institutional requirement for teacher training (research question 2). The findings revealed that the adapted Latvian programme responds widely to the needs of Latvian society and of the educational sector regarding character and virtue education, and addresses values and virtue education, as foreseen in the governmental guidelines for upbringing at school. It also complies with the Law of Education and the regulations of the Cabinet of Ministers regarding the professional development of teachers, and with the rules for approval and implementation of teacher training programmes at the University of Latvia. The adaptation process described can be useful for academics adapting existing programs to new socio-cultural contexts. This work should be continued by piloting and refining the adapted programme.
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Sato, Mistilina, and Jane Abbiss. "International Insights on Evaluating Teacher Education Programs." In Evaluating and Improving Teacher Preparation Programs. National Academy of Education, 2021. http://dx.doi.org/10.31094/2021/3/7.

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Hollins, Etta R., and Connor K. Warner. "Evaluation of Clinical Component of Teacher Education Programs." In Evaluating and Improving Teacher Preparation Programs. National Academy of Education, 2021. http://dx.doi.org/10.31094/2021/3/6.

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Chaw, Ei Phyu, and Erika Kopp. "Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/08.

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Teacher education program differs internationally in accordance with the admission, assessment, teaching practice period, induction program, professional learning, initial teacher learning, continuous professional development, and performance appraisal systems for recognizing accredited teaching. Experts in teacher education recommends that the practicum is the focus and an integral part of initial teacher education program. In most countries, teacher education programs face difficulties in finding the proper role and form of practice. Referring to National Education Strategic Plan (2016-21) of Myanmar, practicum in teacher preparation program is dull and it has limited guidance and supervision. Moreover, very few publications are available in Myanmar that label the perceptions of teacher candidate on their practicum experience. This study explores student-teachers' experience during practicum in their pre-service teacher education program. The doctoral research will focus on the role of practicum in pre-service teacher education in Myanmar. This document describes the results of the pilot study conducted in 2019, July. The researcher employed convergent mixed-method design to collect data for the pilot study. Data collection methods include semi-structured focus group interviews and questionnaires. The final year student-teachers (N=23) who were enrolled in 2014 academic year at the Yangon University of Education are the subject of the study. The questionnaire consists of 27 closed items. Fourteen final-year student-teachers discussed their practicum experiences in two focus group interviews. Student-teachers' responses to the questionnaire are mostly positive. In the focus group interview, they mentioned their critical point of views such as their university program could prepare them to some extent for their practicum. There were some differences in responses to the questionnaire and focus group interviews. From the results of the quantitative and qualitative part, the researcher could learn some potential problem areas that can affect the whole doctoral research.
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Peck, Charles A., and Wenqi Zhang. "Using Teaching Performance Assessments for Program Evaluation and Improvement in Teacher Education." In Evaluating and Improving Teacher Preparation Programs. National Academy of Education, 2021. http://dx.doi.org/10.31094/2021/3/3.

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Taikumanova, Mahabbat, and Elmirа Uteubayeva. "ACMEORIENTED DEVELOPMENT OF TEACHERS IN THE INTEGRATED EDUCATIONAL SPACE." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(31).

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In this article, the problems of the teacher's professional development, as well as the pedagogical conditions of the acmeoriented mentoring within educational institutions are being examined. The characteristics of mentoring, the features of the integrated educational space of pedagogical education in the training of teachers also had been presented here. Nowadays, the need for mentoring is quite urgent to an extent that a modern teacher must be able to instantly 'react' to the ongoing changes within the educational system. A proper 'response' to such metamorphoses in the institutional environment is required such that it's encompassing alterations of the educational program's content, the introduction of brand-new teaching methods and technologies. Mentoring is organically combining acmeorinted professional development, its personalization, and guarantees a holistic approach to each teacher. It's believed by us that mentoring allows us to expand applied professional skills and competencies. The following paper represents a general experience of the educational mentoring process, in particular, considering the use of mentoring in the advancement of acting teachers' qualifications. An important role plays an innovative project of advanced training courses, "Pro-teaching", established collectively with Karaganda Buketov University and aimed at developing new training programs.
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Ryan, Tami. "Multicultural Education Courses in Teacher Education Programs: Perceptions of Faculty and Current Teachers." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435370.

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Neimane, Ilma. "GENERAL DIDACTICS IN TEACHER TRAINING PROGRAMS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1300.

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Kelly, John, and Bernardo Pohl. "RETHINKING THE ROLE OF SPECIAL EDUCATION WITHIN TEACHER EDUCATION PROGRAMS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1814.

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Reports on the topic "Teacher education programs"

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Linguistically and Culturally Sustaining Mentoring and Instruction (LCSMI) in Teacher Education: Surveys for Teacher Candidates, Mentors, and University Instructors. Oregon State University, August 2021. http://dx.doi.org/10.5399/osu/1148.

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These surveys were developed from the Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs (Kibler et al., 2021: https://ir.library.oregonstate.edu/concern/defaults/j9602713n). They are designed for use in teacher education programs for purposes of assessing program strengths and needs and improving program quality.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Linguistically and Culturally Sustaining Mentoring and Instruction (LCSMI) in Teacher Education: Surveys for Teacher Candidates, Mentors, and University Instructors. Oregon State University, August 2021. http://dx.doi.org/10.5399/osu/1149.

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These surveys were developed from the Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs (Kibler et al., 2021: https://ir.library.oregonstate.edu/concern/defaults/j9602713n). They are designed for use in teacher education programs for purposes of assessing program strengths and needs and improving program quality.
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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying policy recommendations for state and local levels as well as for institutions of higher education policies and practice in this statewide “new ecology of biliteracy”: (1) data collection and reporting on bilingual teacher demographics and authorization; (2) increased quality of fieldwork and clinical experiences for future bilingual teachers; (3) increased funding for bilingual teacher preparation programs to diversity pipelines into bilingual education preparation programs, recruitment, support, and program completion; and (4) differentiated professional development experiences for beginning bilingual teachers including mentoring, learning communities, and cross-departmental teams.
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Rennie-Hill, Leslie. We are the Vanguard, Not the Norm: Stories of Successful Minority Students in Predominantly White Graduate Teacher Education Programs. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1314.

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Wong, Debbie, and Elizabeth Cassity. . Teacher development multi-year studies. Emerging themes: Challenges and enablers. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-675-8.

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The global learning crisis has highlighted the urgent need to improve the quality of education. COVID-19 disruptions have placed even greater focus on the learning improvement agenda, and the need to ensure disadvantaged children are not further left behind. Teacher development, and improving teaching quality, therefore is at the heart of many education systems’ policies and programs. This paper presents some of the key considerations for improving teaching across three countries which are being investigated as part of a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives in Timor-Leste, Vanuatu and Lao People’s Democratic Republic (Laos). The overall aim of each study is to investigate: To what extent does the Australian investment produce improved teaching quality and improved student learning?
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Kaffenberger, Michelle, Jason Silberstein, and Marla Spivack. Evaluating Systems: Three Approaches for Analyzing Education Systems and Informing Action. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/093.

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While conventional interventions and evaluations address the symptoms of the learning crisis, there is growing acknowledgement that widespread and sustained learning improvements will require systems approaches that diagnose and address the root causes of low learning. This paper presents and applies three methods to evaluate education systems and inform how to improve system coherence for learning. First, we use learning trajectories to evaluate the dynamics of children’s learning in 22 low- and middle-income countries. Second, we present a set of principles called the ALIGNS principles and show how they can be used to evaluate and improve alignment of curricula, assessments, and teacher support and instruction. Finally, we present a systems diagnostic framework and apply it to a program in South Africa, showing how the program takes a systems approach to improve learning. These tools help concretize systems thinking and bring insights to bear on the design and evaluation of policies and programs intended to improve learning.
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Лукаш, ,. Людмила Вікторівна. The didactic model of education of the future elementary school teachers to activities for the prevention of violations of children’s posture. Wydawnictwo Naukowe Wyzszej Szkoly Informatyki i Umiejetnosci, 2016. http://dx.doi.org/10.31812/0564/1459.

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The state of musculoskeletal system incidence of pupils of secondary schools remains a pressing problem in all regions of Ukraine, in spite of significant achievements in this direction. The determination of the readiness of teachers and senior students of pedagogical college for implementation of health-keeping technologies, which are aimed at creating a physiological posture of schoolchildren, to the educational process was conducted by our questioning method. 95% of teachers and 77.6% of students (according to polls) need methodological assistance for effective use of health-keeping technologies. We consider the main task of high school to be an optimization of the informational flow regarding health-keeping during the educational process and adaptation of the ways of presenting information to the perception of modern youth. The self-education has a great value for getting mastery, so it is necessary that a student or a teacher could have a wide access to both literature and electronic media. The Internet conferences, Internet sites, electronic textbooks, computer programs will be useful.
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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.

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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachelor of Education). PPG graduate teachers pass a selection process and receive a teaching certificate upon completion of the programme. We use mixed methods to understand the differences in the outcome of PPG graduates majoring in primary school teacher education to their counterparts who did not attend PPG. To estimate the impact of PPG, we exploit the combination of rules and events in the selection process which allows us to estimate the impact of PPG on teacher performance using fuzzy regression discontinuity design (RDD). Once we attest to the validity of the fuzzy RDD, we find that PPG has no impact on a teacher’s professional knowledge and student outcomes in numeracy and literacy. We argue that this is due to the ineffective selection mechanism in distinguishing the PPG and the comparison group. We conclude that as an initial teacher training programme, PPG did not improve teacher effectiveness. Despite incorporating best practices from effective teacher training into the programme design, PPG does not appear capable of producing a higher-quality teacher.
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