Journal articles: '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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Boyce, B. Ann. "Dilemmas for Teacher Education Programs." Journal of Physical Education, Recreation & Dance 72, no. 7 (September 2001): 6–8. http://dx.doi.org/10.1080/07303084.2001.10605775.

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Richardson, Jennifer C., Wanda S. Fox, and James D. Lehman. "Scenarios for Teacher Education Programs." TechTrends 56, no. 5 (September 2012): 17–24. http://dx.doi.org/10.1007/s11528-012-0595-z.

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Evendi, Erpin. "Teacher Professional Education Program in Islamic Religious Education: Bibliometric Analysis and Review." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 10, no. 3 (July 6, 2022): 591. http://dx.doi.org/10.33394/j-ps.v10i3.5322.

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The current study aims to explore studies related to teacher professional education programs in Islamic religious education. More specifically, it is conducting an analysis of study trends on the theme of teacher professional education programs in Islamic religious education, and reviewing several articles, especially those related to the competence of professional Islamic religious education teachers. The method used is bibliometric analysis. SCOPUS was used as the study database, descriptive and narrative analyzes were carried out based on data related to the theme of this study. Keyword filtering is carried out on the search document menu, this is intended to obtain adequate data and in accordance with the study theme. Each data displayed by SCOPUS is analyzed (analyze search results). This includes documents by year, documents by affiliation, documents by country, documents by type, and documents by subject area. The visualization of the result data is taken from the SCOPUS page and printed on the screen (to show the authenticity of the result data). Next, the author reviews two related articles that are most relevant to the teacher professional education program in Islamic religious education, and represents other articles within the scope of this study. The results of bibliometric analysis show that until now studies related to teacher professional education programs in Islamic religious education are still intensively carried out, this refers to the SCOPUS database related to the theme of the study. The main factor is Islamic religious education which is increasingly receiving international attention in line with the fundamental concepts that Islam teaches about lifelong learning, and is currently leading to professional teaching assignments. The results of the article review show that the importance of the sustainability of teacher professional development in Islamic religious education. If similar programs are not implemented in a sustainable manner, it is feared that the commitment of teachers in developing their professionalism will decrease. This study has important implications for the development of a number of literatures and studies, that the implementation of the program to increase the competence or professionalism of teachers in Islamic religious education needs to be explored further, especially the evaluation of its implementation or the competencies expected for the sustainability of Islamic religious education teacher professional education.

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Hammerness, Karen. "From Coherence in Theory to Coherence in Practice." Teachers College Record: The Voice of Scholarship in Education 108, no. 7 (July 2006): 1241–65. http://dx.doi.org/10.1177/016146810610800704.

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Historically, one of the central concerns that has plagued the field of teacher education is the observation that fragmentation characterizes the experience of learning to teach. Too often, university-based teacher education programs consist of a set of disconnected individual courses; separate clinical work from coursework; and lack a vision of teaching and learning. Therefore, some teacher educators have argued that creating structurally and conceptually coherent programs will result in more powerful learning for prospective teachers. Yet, although empirical work on such programs is growing, there is little research on the nature of coherence and on how it might develop. To that end, this article documents one teacher education program's efforts to become more coherent, focusing on the ways in which the program tries to become more coherent and on the challenges of coherence. The article concludes with implications for teacher education program design and evaluation, with a focus on the power, complexity, and problems of coherence.

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Wilson, Alina, Laura Sokal, and Deb Woloshyn. "(Re)-Defining ‘Teacher’: Preservice Teachers with Disabilities in Canadian Teacher Education Programs." Australasian Journal of Special and Inclusive Education 42, no. 01 (April 18, 2018): 17–29. http://dx.doi.org/10.1017/jsi.2018.2.

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Directors of Student Teaching from the Western Canadian provinces participated in focus groups about the realities and decision-making processes around practicum for preservice teachers with disabilities. Results showed current standards, when applied rigidly, served to reify a static, homogenous, and unrealistic definition of ‘teacher’ that marginalises preservice teachers with disabilities. However, the effort of directors to challenge this notion of ‘teacher’, framed within the constructionist model of disability, gives hope for a more inclusive future teaching force.

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Baker, Marianne, Doris Martin, and Holly Pence. "Supporting Peace Education in Teacher Education Programs." Childhood Education 85, no. 1 (October 2008): 20–25. http://dx.doi.org/10.1080/00094056.2008.10523052.

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Howey, Kenneth R. "Research about Teacher Education: Programs of Teacher Preparation." Journal of Teacher Education 40, no. 6 (November 1989): 23–26. http://dx.doi.org/10.1177/002248718904000605.

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Gomez, Mary Louise, and Amy Johnson Lachuk. "Engaging Emotions in Teacher Education Research." Teachers College Record: The Voice of Scholarship in Education 121, no. 13 (April 2019): 1–22. http://dx.doi.org/10.1177/016146811912101304.

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Questions this chapter addresses include: What changes have teacher education programs attempted in the past in order to ameliorate the emotional struggles that prospective and new teachers undergo? What successes have been realized in these programs, and what criticisms have been made? How may teacher educators avoid what some scholars have called “false empathy” and encourage real compassion and knowledge of their students’ families, homes, and cultures so they may be more knowledgeable and skillful in communicating with students? How might future programs be improved in course work, field experiences, and other ongoing experiences of viewing, reading, and interacting with others? How can emotion be used as a mechanism for critical reflection about teachers’ identities and their understandings of youth identities?

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Kumar Misra, Pradeep. "Transforming Teacher Education in India: Ten New Roles for Departments of Education in Universities." Shanlax International Journal of Education 8, no. 3 (June 1, 2020): 84–88. http://dx.doi.org/10.34293/education.v8i3.2819.

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The Departments of Education in Universities mainly focus on running pre-service and in-service teacher education programs and facilitating educationally relevant researches. Upcoming the National Education Policy of India expects from the Departments of Education in Universities to play a significant role in transforming teacher education. To fulfill, l this mandate, Departments of Education are expected to look beyond their routine activities and envision new roles for moving their boundaries. Extending this argument, the present paper suggests ten new roles for consideration of the Departments of Education. The suggested roles are: (i) offer professional development support to teacher educators, (ii) run academic clubs for teacher educators to share and connect, (iii) help teacher educators to become a good researcher, (iv) promote ICT usage among teacher educators, (v) compile and use best practices in teacher preparation, (vi) cultivate University-School partnerships, (vii) initiate teacher-trainee exchange programs, (viii) start Diploma programs to train School Principals/Leaders, (ix) conduct more researches on teacher education issues, and (xi) hold hands of beginning teachers.

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Ward, Phillip, Murray F. Mitchell, Hal A. Lawson, and Hans van der Mars. "Chapter 4: Physical Education Teacher Education Initial Certification: Meeting the Challenges." Journal of Teaching in Physical Education 40, no. 3 (July 1, 2021): 372–81. http://dx.doi.org/10.1123/jtpe.2020-0242.

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The physical education teacher education (PETE) faculty charged with oversight and delivery of initial teacher licensure programs confront several challenges. Some necessitate responses to revised and new standards, while others can be reframed as timely opportunities for improvement and innovation, whether in response to or in anticipation of rapid, dramatic societal change. Six examples of challenges as opportunities are discussed in this chapter: (a) the need to determine the skills, essential knowledge, values, and sensitivities for work practices in the schools of the future; (b) the dual priority for evidence-based practices in PETE and in school programs; (c) PETE faculty members’ obligations to adapt their pedagogical practices and revise preservice programs in concert with expert, veteran teachers from schools with exemplary programs; (d) manifest needs to make choices among competing, evidence-supported physical education program models; (e) needs and opportunities to redesign PETE programs, especially those located in kinesiology departments; and (f) emergent policy imperatives to demonstrate the value-added effects, both short- and long-term, on tomorrow’s teachers.

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Maier, Adam, and Peter Youngs. "Teacher Preparation Programs— and Teacher Labor Markets." Journal of Teacher Education 60, no. 4 (September 2009): 393–407. http://dx.doi.org/10.1177/0022487109341149.

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Gholami, Javad, and Isa Qurbanzada. "Key Stakeholders’ Attitudes towards Teacher Education Programs in TEFL: A Case Study of Farhangian University in Iran." Journal of Teacher Education for Sustainability 18, no. 2 (December 1, 2016): 5–20. http://dx.doi.org/10.1515/jtes-2016-0011.

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Abstract Recently, teacher training courses have attracted the researchers’ special attention, while teacher education programs have not received as much attention. The present study investigated the attitudes key stakeholders in a teacher education program (i.e., student teachers, in-service teachers, and teacher educators) hold toward the appropriateness of TEFL teacher education programs at an Iranian teacher education university and their relevance to and sustainable impact in the real teaching context. To this end, 62 pre-service teachers, 48 in-service teachers, and 28 teacher educators filled out the Foreign Language Teacher Education Program Evaluation questionnaire adapted from Peacock (2009). The results of ANOVA tests indicated that the pre-service teachers and teacher educators found courses with literary strands less relevant to English language teaching and believed that those courses should be modified or replaced by teaching more knowledge-building or knowledge-applying subjects. In addition, the in-service teachers harboured a negative perspective towards the courses which were not practical in the real classroom setting and considered them less empowering. All three groups found teaching-related courses, such as teaching methodology, of more sustainable nature and useful in the real teaching context. Besides, the participants believed that it is essential for the universities to incorporate several practical courses including practicum and classroom observations within the curriculum. This study suggests that accommodating key stakeholders’ preferences in a teacher education programs could lead to crafting more accountable and empowering teacher education programs.

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Tabroni, Imam, Ade Heni Maryani, and Rini Purnama Sari. "Teacher Performance Improvement In Building Quality Education." Al-Abshar: Journal of Islamic Education Management 1, no. 1 (November 14, 2022): 1–16. http://dx.doi.org/10.58223/al-abshar.v1i1.6.

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Teachers play a very important role in carrying out their functions and duties as educators in realizing national education, because teachers are educators who will produce quality and quality students by providing knowledge to their students. To help the teacher's role in meeting these expectations, it is necessary to have efforts that can be taken to improve teacher performance in order to achieve quality education and produce quality students. Which educator or teacher will provide a direction in accordance with the guidelines which will produce results from the learning process that the nation and state can be proud of. This study aims to analyze improving the quality of education related to improving teacher performance. The quality of teachers can be improved through training programs and professional development as professional teachers

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Ololube, Nwachukwu, Daniel Egbezor, and Peter Kpolovie. "Education Policies and Teacher Education Programs: Meeting the Millennium Development Goals." Journal of Teacher Education for Sustainability 9, no. 1 (January 1, 2008): 21–34. http://dx.doi.org/10.2478/v10099-009-0016-3.

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Education Policies and Teacher Education Programs: Meeting the Millennium Development GoalsThis paper explores the present situation regarding the education policies and teacher education programs in Nigeria in light of the Millennium Development Goals (MDGs) cited in the 2000 United Nations Millennium Declaration. The MDGs declaration helped awaken nations to the need for structural features that empower education policy makers and planners in creating effective educational systems. A survey was used to gather data from teachers and school administrators in Nigeria. The data suggested that both teachers and school administrators are discontented with the lethargic policies and implementation of programs in meeting global standards. In particular, the empiric data could be useful for education policymakers, planners, administrators, and researchers who need information that might help them to improve their activities and deal with the controversial issues.

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Martinez, Kay. "Teacher Induction Revisited." Australian Journal of Education 38, no. 2 (August 1994): 174–88. http://dx.doi.org/10.1177/000494419403800207.

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Four beginning teachers' experiences of induction programs in Queensland secondary schools are described. Interviews with principals and other senior teachers indicated keen and sympathetic awareness of the complexities of entry into teaching. The beginning teachers of the study complained that induction programs offered were inadequate, inappropriate, or both. These research findings are discussed in terms of the research literature and current official policy on induction in Queensland. It is argued that current induction programs are based for the most part on a deficit model of beginning teachers. Recommendations are made for further research in two main areas: critical examination of teacher induction, the term itself, its purpose and underlying theoretical assumptions; and context-specific studies of programs of support for new teachers.

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Scannell, Dale P. "Extending teacher preparation programs." New Directions for Teaching and Learning 1986, no. 27 (1986): 17–26. http://dx.doi.org/10.1002/tl.37219862704.

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Napolitan, Kate, John Traynor, Deborah Tully, Joanne Carney, Susan Donnelly, and Leslie Rupert Herrenkohl. "Toward Teacher Preparation 3.0." Teachers College Record: The Voice of Scholarship in Education 121, no. 12 (December 2019): 1–44. http://dx.doi.org/10.1177/016146811912101206.

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Background/Context The literature review (Phelps, this issue) outlines tensions that can come about in partnerships and collaborations between P–12 schools and teacher education. With these challenges as part of the context, the authors of this article describe the particular moves that school-based and community partners working with four teacher education programs made to prepare preservice teachers who are better oriented toward students, their families, and communities as part of a legislative initiative. Purpose/Objective/Research Question/Focus of Study This article presents three cases of how four teacher education programs, in collaboration with partners, moved toward a more democratic model of teacher education as part of a legislative initiative in Washington state. Aspects of community teaching were central in each of the collaborations. Teacher education programs included in this article saw the moves they were making as working toward what Zeichner refers to as Teacher Preparation 3.0. Research Design This article employed qualitative methods. Conclusions/Recommendations In summary, all three cases included in this article imply that the development of community teachers actively engaged in community schools is as important to teacher preparation as it is to the success and well-being of the students, teachers, and families they serve. Therefore, the authors believe that further quantitative and qualitative exploration of the intersection between these two concepts, community schools and community teachers, is critical to the field of preservice teacher education. If universities wish to establish an equity-pedagogy characteristic of Teacher Preparation 3.0, they need to authentically partner with schools and communities to engage in contextually meaningful practices. By making long-term commitments to working respectfully, responsively, and in mutually beneficial ways with communities, families, schools, and districts, university teacher preparation programs can help make high-quality community schools available for all children.

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Canrinus, Esther T., Kirsti Klette, and Karen Hammerness. "Diversity in Coherence: Strengths and Opportunities of Three Programs." Journal of Teacher Education 70, no. 3 (December 8, 2017): 192–205. http://dx.doi.org/10.1177/0022487117737305.

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Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. Our study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different countries (Norway, Finland, United States [California]) and compares these candidates’ perceptions of the coherence of their teacher education programs. Candidates from a program that has explicitly been working on constructing a coherent program over a period of 15 years do report significantly more coherence, yet, across the programs, there remains room for improvement regarding the coherence between field placement and campus courses. We conclude with the suggestion that potential improvement of program coherence lies within greater communication and collaboration between the various stakeholders within teacher education.

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Rennert-Ariev, Peter. "The Hidden Curriculum of Performance-Based Teacher Education." Teachers College Record: The Voice of Scholarship in Education 110, no. 1 (January 2008): 105–38. http://dx.doi.org/10.1177/016146810811000105.

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Purpose/Objective/Research Question/Focus of study This study describes and analyzes the student and faculty experiences of a “performance-based” preservice teacher education program at a large comprehensive university in the mid-Atlantic region. The aim is to understand the “hidden” curricular messages within the program and the ways that these messages interacted with the intended learning outcomes by answering three central questions: 1) What is the hidden curriculum of this teacher education program? 2) How did faculty and preservice teachers in this program experience the hidden curriculum? and 3) How did the hidden curriculum interact with the program's intended performance-based curriculum? Background and Context Despite a growing body of literature that describes the variety of ways that teacher education programs are aligning their curriculum with new performance-based standards, more research is needed to help those concerned with reforming teacher education understand the unique ways that colleges and universities are incorporating performance-based standards and, especially, the ways that these changes are experienced by both the teacher education students and their faculty in these programs. To this end, this study helps reveal the “hidden curriculum” of one performance-based teacher education program. While the use of the hidden curriculum has been used in the past as a theoretical framework to portray “competency-based” programs in the 1960s and 1970s, it has been little used to understand contemporary “performance-based” models. Research Design A qualitative case study focused on a cohort of thirty preservice teachers and their faculty was conducted at a large comprehensive university over the course of two academic semesters. Data consisted of transcribed interviews, document analysis, and observation field notes pertaining to the experiences of three undergraduate elementary education students and their five-member faculty throughout the final two academic years of their preparation. Conclusions/Recommendations The program's central hidden curricular message for faculty and students was that superficial demonstrations of compliance with external mandates were more important than authentic intellectual engagement. Program participants frequently made the minimal possible effort to satisfy the requirements of what they perceived as routine, bureaucratized tasks. This study raises cautions for both practitioners and researchers of teacher education concerning the vigor of performance-based reform. and raises questions concerning the notion of coherence in teacher education. Many reformers have embraced coherence as a goal for teacher education programs, accepting the premise that the existence of a common conceptual vision that underscores the curriculum is an indicator of overall program quality. This study reveals some challenges associated with achieving coherent teacher preparation programs and broadens the concept of coherence in ways that take into account the complex intersection of the formal and hidden curriculum.

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Bastian, Kevin C., Kristina M. Patterson, and Yi Pan. "Evaluating Teacher Preparation Programs With Teacher Evaluation Ratings: Implications for Program Accountability and Improvement." Journal of Teacher Education 69, no. 5 (July 25, 2017): 429–47. http://dx.doi.org/10.1177/0022487117718182.

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States are incorporating evaluation ratings into new, multioutcome teacher preparation program (TPP) evaluation systems, yet little is known about the relationships between TPPs and the evaluation ratings of program graduates. To address this gap, we use teachers’ ratings on the North Carolina Educator Evaluation System to determine whether TPPs are associated with the evaluation ratings of their initially prepared teachers. We find that (a) teachers from certain TPPs have significantly different evaluation ratings than graduates of other programs; (b) it is important to adjust for elements of school context when analyzing the evaluation ratings of program graduates; (c) evaluation ratings are a function of preparation quality, not just selection into programs; and (d) evaluation ratings provide evidence on the performance of TPPs that is distinct from value-added. Our results indicate that evaluation ratings can be a valuable component of TPP evaluation systems and provide guidance for incorporating ratings into such systems.

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Conderman, Greg, Antonis Katsiyannis, and David Franks. "Program Assessment Practices in Special Education Teacher Preparation Programs." Preventing School Failure: Alternative Education for Children and Youth 45, no. 4 (January 2001): 182–86. http://dx.doi.org/10.1080/10459880109603335.

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Dao Thi Bich, Nguyen. "AN INQUIRY OF EFL TEACHERS’ ASSESSMENT IDENTITY FORMATION THROUGH THE PERSPECTIVES OF CRITICAL INCIDENTS." Journal of Science Educational Science 67, no. 3 (July 2022): 14–25. http://dx.doi.org/10.18173/2354-1075.2022-0040.

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This study is an exploration of how critical incidents shape teachers’ assessment identity. Through a narrative analysis based on data collected from seven teachers, four assessment-related critical incidents in the career of these teachers were identified. They include the early education experience before the participants joined the teacher training programs, the time spent in formal teacher training programs, in-service teacher training programs, and major promotions in their careers. The study urges teacher training institutions and professional development programs to acknowledge and devote an important part of their curriculum and learning activities to more localized, ongoing and sustained professional development for teachers, accentuating that attention should also be directed to nurturing teacher assessment identity right from pre-service teacher education and during in-service professional development programs. Teachers should also be encouraged to develop the habit of frequently reflecting on their assessment identity formation.

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Pang, Yanhui. "Passion and vision for inclusion." Journal for Multicultural Education 12, no. 4 (November 12, 2018): 343–52. http://dx.doi.org/10.1108/jme-01-2017-0003.

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Purpose This study aims to selects a teacher training program located in China’s rural area and focus on its preservice teachers’ attitudes towards inclusive education in China and their expectations of teacher training programs. Design/methodology/approach The selected teacher training program is in School of Education of a comprehensive university, located in a small town in Northeast China. Five preservice teachers in the Department of Teacher Education were interviewed. The interviewees were randomly selected among those who have already gained at least 60 credits of coursework prior to the interview. Each interview lasted for approximately 0.5 h. Interview notes were summarized and coded using Braun and Clarke’s (2006) six-step approach. In addition to interview data, other data sources were used, such as classroom observation and review of curriculum and program requirement. Findings Although the selected teacher preparation program started offering some selective special education courses to preservice teachers, there are limited number of offerings and a lack of field placement in inclusive settings, and stereotypical opinions towards disabilities still exist as a roadblock for choosing special education teacher profession. Research limitations/implications The current study only focuses on one rural teacher training institution and report preservice teachers’ opinions toward teacher education curriculum, factors that lead to their decision in the teacher education major and their vision towards inclusion in China. Recommendations are provided to increase public awareness of disability, and create more field based experience in inclusive settings for preservice teachers. However, the result may not be generalized to reflect preservice teachers of teacher training institutions located in developed areas where there are rich opportunities for field experience in inclusive setting or special education programs, and who offer more extensive special education courses. Practical implications It is recommended that teacher preparation program modify curriculum and offer more special education courses, as well as develop connections with local special education schools and inclusive programs, thus creating more field based opportunities for preservice teachers to work with children with disabilities. Originality/value There are limited studies on rural preservice teachers’ attitudes towards being a special education teacher and how the teacher training programs prepare them to become a special education teacher. The current study fills the gap and conduct an interview study of preservice teachers’ from a rural teacher training programs perceptions of China’s special education, how they choose the program of study that prepare them to become a special education teacher, and their rating of the teacher preparation program.

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Andrews, Dorinda J. Carter, Tashal Brown, Bernadette M. Castillo, Davena Jackson, and Vivek Vellanki. "Beyond Damage-Centered Teacher Education: Humanizing Pedagogy for Teacher Educators and Preservice Teachers." Teachers College Record: The Voice of Scholarship in Education 121, no. 6 (June 2019): 1–28. http://dx.doi.org/10.1177/016146811912100605.

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Background/Context In our best efforts to increase preservice teachers’ critical consciousness regarding the historical and contemporary inequities in the P–12 educational system and equip them to embody pedagogies and practices that counter those inequities, teacher educators often provide curricular and field experiences that reinforce the deficit mindsets that students bring to the teacher education classroom. For many social justice-oriented teacher educators, our best intentions to create humanizing experiences for future teachers can have harmful results that negatively impact preservice teachers’ ability to successfully teach culturally diverse students in a multitude of learning contexts. Purpose/Objective/Research Question/Focus of Study In this article, we propose a humanizing pedagogy for teacher education that is informed by our experiences as K–12 teachers and teacher educators in a university-based teacher preparation program. We focus on the general questions, How can university-based teacher preparation programs embody and enact a humanizing pedagogy? and What role can curriculum play in advancing a humanizing pedagogy in university-based teacher preparation programs? Research Design In this conceptual article, we theorize a humanizing pedagogy for teacher education and propose a process of becoming asset-, equity-, and social justice-oriented teachers. This humanizing pedagogy represents a strengths-based approach to teaching and learning in the teacher preparation classroom. Conclusions/Recommendations We propose core tenets of a humanizing pedagogy for teacher education that represent an individual and collective effort toward critical consciousness for preservice teachers and also for teacher educators. If university-based teacher education programs are committed to cultivating the development of asset-, equity-, and social justice-oriented preservice teachers, the commitments to critical self-reflection, resisting binaries, and enacting ontological and epistemological plurality need to be foundational to program structure, curricula alignment, and instructional practice.

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Zeichner, Ken. "Rethinking the connections between campus courses and Field experiences in College and University-based teacher education." Educação (UFSM) 35, no. 3 (December 10, 2010): 479–504. http://dx.doi.org/10.5902/198464442362.

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In this paper, I discuss one of the central problems that has plagued college and university-based pre-service teacher education for many years, the disconnect between the campus and school-based components of programs. First, I will draw on my own experiences as a teacher educator and administrator over the last thirty plus years at the University of Wisconsin-Madison and the literature to lay out various dimensions of this issue. Then, utililizing the concept of hybridity and “third space,” I will discuss a variety of current work in programs across the U.S. that offers much promise in deepening the quality of teacher learning in college and university-based teacher education programs and the ability of teacher education graduates to enact desired teaching practices in complex school settings. This work in creating hybrid spaces in teacher education where academic and practitioner knowledge and knowledge that exists in communities come together in new less hierarchical ways in the service of teacher learning represents a paradigm shift in the epistemology of teacher education programs. I argue that this shift toward more democratic and inclusive ways of working with schools and communities is necessary for colleges and universities to fulfill their mission in the education of teachers. Keywords: Education of teachers; Campus and school-based; Programs across.

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Tessaro, Danielle, Laura Landertinger, and Jean-Paul Restoule. "Strategies for Teacher Education Programs to Support Indigenous Teacher Employment and Retention in Schools." Canadian Journal of Education/Revue canadienne de l'éducation 44, no. 3 (September 30, 2021): 600–623. http://dx.doi.org/10.53967/cje-rce.v44i3.4461.

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This article seeks to contribute to the knowledge base regarding efforts to increase the supply of employed Indigenous teachers. In addition to supporting the learning and well-being of Indigenous students, increasing Indigenous teachers is critical for remote Indigenous communities with chronically understaffed schools. This study was conducted as a scoping review of 50 Teacher Education Programs (TEPs) across Canada, Australia, New Zealand, and the United States that have enacted efforts to increase Indigenous teachers. The study found a range of effective strategies, and this article will depict three strategies that can be enacted by TEPs to support Indigenous teacher graduates as they transition to employment. The strategies are: (1) creating employment opportunities, (2) identifying community needs and collaborating over practicum placements, and (3) providing ongoing support. The article concludes with a call for collaboration, funding, and data collection for the continued evaluation and improvement of strategies to increase Indigenous teachers. Keywords: teacher retention, teacher support, teacher employment, Indigenous teacher education, job transition, Indigenous teachers, Indigenous education, teacher education programs

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Webber, Geoff, and Dianne Miller. "Progressive Pedagogies and Teacher Education: A Review of the Literature." Articles 51, no. 3 (May 2, 2017): 1061–79. http://dx.doi.org/10.7202/1039628ar.

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Few studies take up the question of how to teach pre-service or current teachers to practice integrated, interdisciplinary, and inquiry-based methodologies. In this literature review, scholarly research is explored to examine approaches to teacher education based in progressivism. Place- and community-based education is considered as an important approach for heightened student engagement in relation to social justice, rural revitalization, and Indigenous knowledges. Characteristics of strong teacher education programs are also examined. This broad investigation lays the foundation for a deeper inquiry into the organization and development of teacher education programs. Conclusions point to recommendations for teacher education programs with recognition of the potential for critical place-based education within the field of teacher education.

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Yuan, Huanshu. "Developing Culturally Responsive Teachers: Current Issues and a Proposal for Change in Teacher Education Programs." World Journal of Education 7, no. 5 (October 27, 2017): 66. http://dx.doi.org/10.5430/wje.v7n5p66.

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This paper examined current issues of educating culturally responsive teachers in teacher education programs fromempirical researches. Focusing on constructing a culturally responsive knowledge base for teacher education students,this paper summarized obstacles for developing culturally responsive teachers, proposed multicultural approaches toestablish a culturally responsive knowledge base for teacher education students, as well as presented practicalimplications to enhance the knowledge construction for preparing teachers for diversity. Aiming at stimulatingreconsiderations of situating teacher education programs in multicultural context, this paper brought culturallyresponsive perspectives to empower pre-service and in-service teachers’ teaching capacities to meet needs from theirstudents with diverse cultural and racial backgrounds.

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Smylie, Mark A., and John C. Smart. "Teacher Support for Career Enhancement Initiatives: Program Characteristics and Effects on Work." Educational Evaluation and Policy Analysis 12, no. 2 (June 1990): 139–55. http://dx.doi.org/10.3102/01623737012002139.

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This article examines the critical issue of teacher support for career enhancement initiatives, focusing specifically on merit pay and career ladder programs. It presents the findings of an empirical study that examines the relationships between program characteristics and effects on work variables and teacher support of and opposition to these programs. The findings reveal that teacher support of and opposition to both programs is strongly associated with perceived effects on different dimensions of work. Of particular importance are effects on professional working relationships with other teachers. These findings underscore incongruities and tensions between merit pay and career ladder programs and beliefs and practices that characterize and govern teachers’ work. Implications for the continued development of merit pay, career ladder, and other teacher career enhancement initiatives are explored.

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Hidayat, Didin Nuruddin. "Evaluating English Teacher Education Programs in Indonesian Tertiary Education: A Proposed Model." IJECA (International Journal of Education and Curriculum Application) 1, no. 2 (August 30, 2018): 14. http://dx.doi.org/10.31764/ijeca.v1i2.2118.

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Numerous research studies on language program evaluation in many countries, for instance, Turkey (Uysal, 2012), Taiwan (Chang, 2010), Bangladesh (Rahman, 2007), Saudi Arabia (Liton, 2013) have yielded valuable ideas and insights in improving the quality of language programs. Those research studies have also expanded the plethora of discussion and have tested many ‘untested’ thoughts in the area of language program evaluation. Nonetheless, similar studies have not been researched much far in the Indonesian education context. The present study aims to describe the importance of English teacher education program evaluation. Also, the study aims to explore a suitable evaluation model in evaluating English teacher education programs, particularly in the Indonesian tertiary education context. The findings of the study found Peacock's (2009) model as a potential evaluation model to apply in evaluating English teacher education programs. These are based on at least three following grounds: suitable to the needs and environment of English teacher education in Indonesia, reliable and informative evaluation, and thorough involvement of the inner circle stakeholders. The study concludes that if an evaluation is conducted properly, then it has the potential to improve the quality of English language teachers training programs.

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Pontual Falcão, Taciana, and Rozelma Soares de França. "Computational Thinking Goes to School: Implications for Teacher Education in Brazil." Revista Brasileira de Informática na Educação 29 (October 2, 2021): 1158–77. http://dx.doi.org/10.5753/rbie.2021.2121.

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Integrating Computational Thinking (CT) and Computer Science (CS) concepts into school curricula is a global trend nowadays. However, most research and educational programs and products focus on students’ needs, while much less work is being done on teacher education, so that they develop subject and pedagogical knowledge on CT. Reflecting an encouragement for autonomous learning, some CT resources for in-service teachers are available, such as online courses for building capacity as well as tools and activities for lessons. Meanwhile, the Brazilian government has already determined that CT must be present in school curricula and also in teacher education programs from all areas of knowledge. Nevertheless, little change is perceived in Brazilian schools, and knowledge about CT among school teachers is still incipient, indicating that, for teachers to integrate CT within their disciplines, in service development might not be sufficient. Meanwhile, faculty from teacher education programs have been mostly unresponsive to the new demands related to CT, and face the not surprising barrier of their own lack of knowledge on the topic. In the Brazilian context, CS teacher education programs could be a key to solving this puzzle, as both faculty and student teachers are dealing with CS Education and CT. However, CS student teachers remain isolated and often ignored by national policies, while most investment is made on in-service development for school teachers. This paper presents CT research in Brazil related to teacher education, resources for in-service training, the potential contribution of the CS teacher education programs, and, within this context, discusses which directions could be followed to inform national policies and curricula adaptations in higher education institutions (HEI). More attention must be given to developing CT in HEI, including faculty’s CT knowledge and curriculum redesign. In this direction, the new Brazilian network of CS teacher education programs (ReLic) has a great potential to establish an interdisciplinary dialogue that could help meet the demands of contemporary education.

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Howey, Kenneth R., and Nancy L. Zimpher. "Preservice Teacher Educators' Role in Programs for Beginning Teachers." Elementary School Journal 89, no. 4 (March 1989): 451–70. http://dx.doi.org/10.1086/461586.

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Al-Maamari, Saif. "Incorporating Citizenship Education Framework in Social Studies Teachers’ Education Programme in Sultanate of Oman." International Journal of Humanities and Social Science Research 7 (September 15, 2021): 1–12. http://dx.doi.org/10.6000/2371-1655.2021.07.01.

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Educational system in Oman is attempting to educate Omani students to be "good" citizens in an increasingly globalized society. However, a few studies that have been conducted until now in Oman revealed a gap between the intentions of the educational policy of teaching citizenship education in the schools and the actual practices of teacher education preparation programs. Therefore, any endeavor to develop citizenship in Oman schools will not achieve its goals without taking teacher education into account both pre-service and in-service. Accordingly, the present study aims to propose a framework for developing citizenship education in the initial teacher education in Oman. This descriptive study highlighted the gap between the policy and practice in social studies teacher education. The international literature reveals that student teachers feel insufficiently prepared to develop citizenship and Omani student teachers are not exceptional. Thus, the present study proposed a framework to incorporate citizenship education in the current teachers' preparation programs. Furthermore, the study reveals the inadequate presence of the topic of citizenship in teacher education. Therefore, teachers' understanding of citizenship becomes shallow, which undoubtedly leads to superficial learning on the part of the students. Therefore, a framework was proposed to develop citizenship in teacher education. This framework consists of the rationale behind the change, the Layout of the ground for change in teacher education, the mechanisms of the change, and the areas of the change.

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Naeem, Mehek, Fariha Gul, Zaheer Asghar, and Naeem Zafar. "Human Rights Education in Pre-Service Teacher Education – Pakistan." UMT Education Review 02, no. 01 (May 2019): 39–61. http://dx.doi.org/10.32350/uer.21.03.

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As per international obligations, Human Rights Education (HRE) should be imparted to all. In Pakistan, teacher training institutes and Bachelors in Education (BEd) programs provide a platform for promoting and ensuring the teaching of human rights to prospective teachers. Hence, the purpose of this study was to assess the extent of the transfer of knowledge about human rights to pre-service teachers during their BEd courses. A case study approach was used in qualitative paradigm to study the BEd programs of three education universities in Lahore, Pakistan. The study used document analysis and survey with pre-service teachers for the collection of data. Content analysis was used to analyze the scheme of studies given by the Higher Education Commission (HEC) of Pakistan and the subsequent curricula used by the universities under study. A survey was conducted with 150 pre-service teachers in order to determine their overall knowledge, attitudes and practices as prospective teachers towards the teaching of human rights. The results revealed that an overall positive attitude towards teaching and learning of HRE was found among the respondents of the study. However, no specific module, course or topics in a course focused on HRE in the curricula. The study reflects the need of integration of HRE in teacher training curriculum and recommends that HRE should be a mandatory part of teacher education curricula.

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Kerekes, Rita. "Hidden Curriculum in Teacher Education Programs." Central European Journal of Educational Research 3, no. 2 (July 19, 2021): 121–24. http://dx.doi.org/10.37441/cejer/2021/3/2/9307.

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Bibliography of the reviewed book: Mazawi, A. E., & Stack, M. (Eds.) (2020). Course Syllabi in Faculties of Education. Bodies of Knowledge and their Discontents, International and Comparative Perspectives. Sydney: Bloomsbury Publishing. ISBN 9781350094253

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Wilson, Timothy L. ‐Y. "Teacher education programs and child abuse." Teacher Educator 29, no. 4 (March 1994): 18–25. http://dx.doi.org/10.1080/08878739409555065.

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Donghee Shin, 이정민, 이종원, LeeHyunju, 김정우, and 김래영. "Development of Interdisciplinary Teacher Education Programs." Journal of Research in Curriculum Instruction 16, no. 1 (March 2012): 371–98. http://dx.doi.org/10.24231/rici.2012.16.1.371.

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Sindelar, Paul T., Maureen A. Smith, Nancy E. Harriman, Robert L. Hale, and Richard J. Wilson. "Teacher Effectiveness in Special Education Programs." Journal of Special Education 20, no. 2 (July 1986): 195–207. http://dx.doi.org/10.1177/002246698602000206.

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Even, Robert. "Retention in Art Teacher Education Programs." Design For Arts in Education 89, no. 4 (April 1988): 21–24. http://dx.doi.org/10.1080/07320973.1988.9938153.

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Stein, Les, and Alex Stein. "Re-thinking America's Teacher Education Programs." Clearing House: A Journal of Educational Strategies, Issues and Ideas 89, no. 6 (August 3, 2016): 191–96. http://dx.doi.org/10.1080/00098655.2016.1206427.

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Journal articles on the topic 'Teacher education programs'

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