. The study benefits faculty from a broad range of disciplines, at diverse stages in their academic careers, and working at every level of the academic hierarchy. W ide-scal es olutions wit hf arreaching impact will remai ne lusive until teacher educators are more full ya nd respectfully involve di nt he discourse. LaBoskey 2004 affirms the need for a supportive and interactive community in the knowledge building process. This article looks at the non-tenure-line instructors in a teacher education programme. In one decade, we will have faced both a surplus and shortage of teachers.
The challenges teacher educators are now facing are of a different nature from those of the past few decades. In 1987 students had shifted their preferences toward western styles of dress, an overt characteristic of acculturation. This study examines the work of the Self-Study of Teacher Education Practices special interest group of the American Educational Research Association from the perspectives of its members with a focus on its development, scholarship, mentorship, practice, and community, and with the major goal of informing its future work. Three elements of a pedagogy of literacy teacher education are discussed in this paper; that there is a need to: value and respond to diversity; read, discuss, and analyse a range of texts and genres; create authentic reflection activities. In this article, the authors outline the view of action research held by the faculty team and explain why they turned to action research as a strategy in teacher education. Strict government control of education is increasing, the social problems in the schools are more severe, the budget restrictions we face in the university are greater, and the public disillusionment with education, in general, is more than just a passing malaise.
This paper addresses two key questions: What are the elements of a pedagogy of literacy teacher education? Discipline fields included astronomy, bioengineering, biology, geology, information sciences and technology, and mathematics. The various activities in which the group has engaged over the past three years are described. A number of variables come into play: educational background e. Participants were selected from various disciplines to provoke alternative perspectives in whole group and critical friend teams. In this age of accountability these teacher educators have used a range of research methods to gather data on their work and in turn used it to guide future decisions.
The timeframe for publishing this book is an interesting one internationally. Second, we provide case studies of four countries — England, the U. The benefits of this method are further illustrated through a case study of the lived experiences of a teacher educator surfacing her own struggle to unpack how her identity impacts her teaching and her quest for modeling self-study as she reshapes a preservice teacher education program. Conceptual and practical suggestions are offered for working collaboratively to develop high-quality teacher education programs and successful joint review and accreditation visits. Although they play a crucial role in teacher education, they largely toil in the shadows. We turn now to a fuller discussion of this area of teacher growth.
Using qualitative and quantitative methods, we studied a large sample of our 2002—2003 preservice students to see how they were selected and how they fared in the program. Many attempts at educational reform focus either on developing the knowledge and skills of individual teachers through courses, workshops, publications, and so on, or on mandating curriculum and pedagogy — with related professional development — across a whole-school system. Peer and cooperating teacher support systems in learning to teach are explored. Our demonstration of methodological inventiveness in action through poetic bricolage will be useful to others interested in exploring the promise and tensions of plurality, interaction and interdependence, and creative activity in self-study methodology. As part of self-study and reflective practice, this faculty team shared its collaborative experiences with teachers. I show how my personal development as a reflective practitioner helped me develop the teacher education program to be more consistent with the theory and practice of reflective practice. This study examines aspects of professional development experiences of 19 Greek Fulbright teachers of humanities regarding schooling, learning and teaching as documented in e-portfolios completed during a project of academic course and fieldwork in the United States during their collective participation in an international professional development program.
A paper presented at the annual meeting of the American Educational Research Association, San Francisco, April. Although most felt using digital technology in teacher education is very important, there were huge differences in how they used it. Teacher education for literacy teaching is often fairly narrow in focus. In this chapter, I share insights gained through ongoing self study of my pedagogical efforts in guiding preservice teachers' self study through a collaborative process. Framed within teacher education reform efforts of reflection in practice and the influence of teaching methods courses on preservice teachers' development and socialization into teaching, I will describe: 1 the provocation of my search, rooted in my years of teaching and research; 2 my work context; 3 my theoretical perspective; 4 a description of my pedagogical formats using the Vygotskian approach; 5 my self study and research i.
However, there were gaps between what was taught and what the new teachers wanted to learn. This study explored the effect of an internship that had three key features: the interns were free to choose the nature of their field experience, no formal evaluation was involved, and the interns were attached to the school or other institution as a whole rather than a particular staff member. And why should anyone care? Embracing the arts as a research method, the first author painted a self-portrait using the vibrant colors of Madhubani art which holds cultural significance to her. This study examines undergraduate non-science majors' perceptions of a cooperative-collaborative science pedagogy employed in a course on global change that was one course in a pilot project of a newly-designed environmental science program. Preservice practicum supervision is often carried out by special supervisory staff rather than by tenured or tenure-track education faculty. I recommend this book for both university-based and school or district-based educators who are serious about improving instruction based on locally available data.