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Handbook of Research on Field-Based Teacher Education

Teacher education is an evolving field with multiple pathways towards teacher certification. Due to an increasing emphasis on the benefits of field-based learning, teachers can now take alternative certification pathways to become teachers. The Handbook of Research on Field-Based Teacher Education is a pivotal reference source that combines field-based components with traditional programs, creating clinical experiences and “on-the-job” learning opportunities to further enrich teacher education. While highlighting topics such as certification design, preparation programs, and residency models, this publication explores theories of teaching and learning through collaborative efforts in pre-Kindergarten through grade 12 settings. This book is ideally designed for teacher education practitioners and researchers invested in the policies and practices of educational design.

Advances in Higher Education and Professional Development (AHEPD) Book Series Jared Keengwe University of North Dakota, USA ISSN:2327-6983 EISSN:2327-6991 MISSION As world economies continue to shift and change in response to global ...

Effective Practices in Online Teacher Preparation for Literacy Educators

Online education has become a prevalent means of program and course delivery, especially within teacher education programs. However, the lack of preparation in online design is concerning, especially in the field of teacher education where the focus is preparing preservice and practicing teachers to implement effective, evidence-based instructional strategies. Effective Practices in Online Teacher Preparation for Literacy Educators is an essential scholarly resource that shares innovative ideas for translating face-to-face reading/literacy specialist preparation into effective online instruction for courses in literacy education. Highlighting various topics such as instructional design, teacher education, and literacy assessment, this book is ideal for instructors, curriculum developers, instructional designers, IT specialists, education professionals, instructors, administrators, academicians, and researchers.

Advances in Higher Education and Professional Development (AHEPD) Book Series Jared Keengwe University of North Dakota, USA ISSN:2327-6983 EISSN:2327-6991 MISSION As world economies continue to shift and change in response to global ...

Handbook of Research on Teacher Education

Enduring Questions in Changing Contexts

Co-Published by Routledge/Taylor & Francis Group and the Association of Teacher Educators. The Handbook of Research on Teacher Education was initiated to ferment change in education based on solid evidence. The publication of the First Edition was a signal event in 1990. While the preparation of educators was then – and continues to be – the topic of substantial discussion, there did not exist a codification of the best that was known at the time about teacher education. Reflecting the needs of educators today, the Third Edition takes a new approach to achieving the same purpose. Beyond simply conceptualizing the broad landscape of teacher education and providing comprehensive reviews of the latest research for major domains of practice, this edition: stimulates a broad conversation about foundational issues brings multiple perspectives to bear provides new specificity to topics that have been undifferentiated in the past includes diverse voices in the conversation. The Editors, with an Advisory Board, identified nine foundational issues and translated them into a set of focal questions: What’s the Point?: The Purposes of Teacher Education What Should Teachers Know? Teacher Capacities: Knowledge, Beliefs, Skills, and Commitments Where Should Teachers Be Taught? Settings and Roles in Teacher Education Who Teaches? Who Should Teach? Teacher Recruitment, Selection, and Retention Does Difference Make a Difference? Diversity and Teacher Education How Do People Learn to Teach? Who’s in Charge? Authority in Teacher Education How Do We Know What We Know? Research and Teacher Education What Good is Teacher Education? The Place of Teacher Education in Teachers’ Education. The Association of Teacher Educators (ATE) is an individual membership organization devoted solely to the improvement of teacher education both for school-based and post secondary teacher educators. For more information on our organization and publications, please visit: www.ate1.org

Studying teacher education: the report of the AERA Panel on Research and Teacher Education (pp. 477– 548). ... P. A. C. (2004) Professional development implications of teachers' beliefs and attitudes toward English language learners.

Supportive Supervision

Becoming a Teacher of Teachers

This highly usable, hands-on guide offers that much-needed and fully integrated support system for the building-level supervisor to truly become a teacher of teachers.

This highly usable, hands-on guide offers that much-needed and fully integrated support system for the building-level supervisor to truly become a teacher of teachers.

Improving Teacher Education Through Inter-college Co-operation

Grandmother, aunts and uncles, and assorted cousins gather for the annual picnic in Maggie's backyard, complete with good food and family fun.

What should be the placement and distribution of general education , professional education , and specialized education ? In regard to placement , general education should have the major proportion of time in the early years ...

The Characteristics of Teacher Education Students in the British Isles and the United States

In general a quality education for pre - service teachers was viewed as one composed of course work in general education , professional education , and academic specialization . In programs preparing secondary school teachers the ...

An Evaluation of the National Conference on Teacher Education 1986

A National Conference on Teacher Education was held in Ghana in 1986. An educationist from the University of Cape Coast here examines the extent to which its objectives have been achieved. His evaluation is primarily to ascertain the views of participants on the planning and organisation of activities, and the facilities provided at the Conference; to gauge the extent to which the objectives of the Conference have been attained; and to assess the implementation of Conference recommendations following the official Conference report. The evaluation is based on the responses of 52 of the 80 participants, those who presented papers being omitted.

teachers , school administration , curricula , certification of teachers based on desirable standards of work and conduct , and stimulating and promot ing on - going professional development of teachers .

Education at a Crossroads

What Works and What's Wasted in Teacher Training Programs : Hearing Before the Subcommittee on Oversight and Investigations of the Committee on Education and the Workforce, House of Representatives, One Hundred Fifth Congress, First Session, Hearing Held in Washington, DC, July 8, 1997

Mentoring and the Professional Development of Pre-service Primary Teacher Training Students of Masvingo Teacher's College, Zimbabwe

A Case Study

The aims of this study were to establish how lecturers, mentors and student teachers- the key players in the mentoring process- perceived the benefits of mentoring to students, the problems they met in implementing the programme and ...

The Teacher as Researcher: Case studies in educational research

What does it mean to be a 'teacher researcher'? This book explores this question by showcasing examples of what teachers are doing when they act as a teacher researcher. While classroom teachers have always collected information and read to improve their teaching knowledge the concept of 'teacher as researcher', in the traditional researcher sense, is a relatively new concept in schools and classrooms. This book showcases how teachers from across the globe are contributing to the field of educational knowledge by acting as a 'teacher researcher'. The central premise of this book is that when teachers act as a teacher researcher they engage in a powerful professional development strategy: one that increases their individual and collective teaching capacities, which in turn, engages them in school reforms and innovations which enable teachers to deal with short and long term educational challenges.

The central premise of this book is that when teachers act as a teacher researcher they engage in a powerful professional development strategy: one that increases their individual and collective teaching capacities, which in turn, engages ...