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Transforming Initial Teacher Education

Tracing the development of Initial Teacher Education (ITE) since the large scale expansion of the teaching professional after the Second World War to the present day, this book explores the changing nature of teacher education. It considers the growth of the 'teaching industry' and addresses key issues including the return to an apprentice model, the growing importance of schools in ITE and the continuing decline in the role played by Higher Education. The book sets these changes in the broader international context to consider the future of teacher education and the changing nature of teaching. The book examines the broader socio economic context of increased marketization and competition and considers the political factors driving the reform process. Drawing on interviews with prominent individuals who have been involved in the development of policy, it reveals the ideas and ideals that have permeated teacher education and how these have shaped the experiences of trainees on a variety of programmes. Offering an insight into the changing nature of teacher education and its impact on practice, this timely book will be of interest to postgraduate and undergraduate education students and academics in the field of teacher education.

Tracing the development of Initial Teacher Education (ITE) since the large scale expansion of the teaching professional after the Second World War to the present day, this book explores the changing nature of teacher education.

Handbook of Early Childhood Teacher Education

This handbook synthesizes both contemporary research and best practices in early childhood teacher education, a unique segment of teacher education defined by its focus on child development, the role of the family, and support for all learners. The first volume of its kind, the Handbook of Early Childhood Teacher Education provides comprehensive coverage on key topics in the field, including the history of early childhood teacher education programs, models for preparing early childhood educators, pedagogical approaches to supporting diverse learners, and contemporary influences on this quickly expanding area of study. Appropriate for early childhood teacher educators as well as both pre- and in-service teachers working with children from birth through 8, this handbook articulates the unique features of early childhood teacher education, highlighting the strengths and limitations of current practice as based in empirical research. It concludes by charting future directions for research with an aim to improve the preparation of early childhood educators.

The inclusion of specialties would recognize the shared knowledge, skills, and dispositions among the ECE ... A Unifying Definition for Early Childhood Education Professional Development An agreed-upon definition for ECE PD that can ...

The Plurilingual TESOL Teacher

The Hidden Languaged Lives of TESOL Teachers and Why They Matter

This book introduces a new topic to applied linguistics: the significance of the TESOL teacher’s background as a learner and user of additional languages. The development of the global TESOL profession as a largely English-only enterprise has led to the accepted view that, as long as the teacher has English proficiency, then her or his other languages are irrelevant. The book questions this view. Learners are in the process of becoming plurilingual, and this book argues that they are best served by a teacher who has experience of plurilingualism. The book proposes a new way of looking at teacher linguistic identity by examining in detail the rich language biographies of teachers: of growing up with two or more languages; of learning languages through schooling or as an adult, of migrating to another linguaculture, of living in a plurilingual family and many more. The book examines the history of language-in-education policy which has led to the development of the TESOL profession in Australia and elsewhere as a monolingual enterprise. It shows that teachers’ language backgrounds have been ignored in teacher selection, teacher training and ongoing professional development. The author draws on literature in teacher cognition, bilingualism studies, intercultural competence, bilingual lifewriting and linguistic identity to argue that languages play a key part in the development of teachers’ professional beliefs, identity, language awareness and language learning awareness. Drawing on three studies involving 115 teachers from Australia and seven other countries, the author demonstrates conclusively that large numbers of teachers do have plurilingual experiences; that these experiences are ignored in the profession, but that they have powerful effects on the formation of beliefs about language learning and teaching which underpin good practice. Those teachers who identify as monolingual almost invariably have some language learning experience, but it was low-level, short-lived and unsuccessful. How does the experience of successful or unsuccessful language learning and language use affect one’s identity, beliefs and practice as an English language teacher? What kinds of experience are most beneficial? These concepts and findings have implications for teacher language education, teacher professional development and the current calls for increased plurilingual practices in the TESOL classroom.

The book questions this view. Learners are in the process of becoming plurilingual, and this book argues that they are best served by a teacher who has experience of plurilingualism.

Teacher Education for Inclusion

Changing Paradigms and Innovative Approaches

The focus of this international text is on innovative practices for preparing teachers to work in inclusive classrooms and schools around the world. The book considers themes including social and political challenges regarding teacher education, and innovative approaches to teacher training.

The focus of this international text is on innovative practices for preparing teachers to work in inclusive classrooms and schools around the world.

A Call for Change in Teacher Education

This report is organized around the following themes: (1) supply and demand for quality teachers (scholastic attainments of prospective teachers at the high school and college levels, demographic and social forces having an impact upon the recruitment of qualified students); (2) programs for teacher education (liberal education, subject specialization, professional education); (3) accountability for teacher education (state standards for teacher education programs, accreditation of teacher education programs); (4) resources for teacher education (school of education funding, allocation of resources for research and development, advanced degree programs); and (5) conditions necessary to support the highest quality of teaching (teacher salaries, advancement opportunities, work environments, status, autonomy). A broad analysis of each of the issues is provided and supported by empirical findings. A series of 16 recommendations is proposed to address the need for change and improvement. Included among the appendices is a listing of testimony presented at the commission hearings. (JD)

National Commission for Excellence in Teacher Education ... RECOMMENDATION 15 : TEACHERS SHOULD BE PROVIDED PROFESSIONAL DEVELOPMENT OPPORTUNITIES AND INCENTIVES SO THAT THEY CAN CONSISTENTLY IMPROVE THEIR PRACTICE .

Field Hearing on Teacher Quality, the California Experience

Hearing Before the Subcommittee on Postsecondary Education, Training, and Life-long Learning of the Committee on Education and the Workforce, House of Representatives, One Hundred Sixth Congress, First Session, Hearing Held in Granada Hills, CA, May 10, 1999

Hearing Before the Subcommittee on Postsecondary Education, Training, and Life-long Learning of the Committee on ... In the area of professional development , we suggest you continue federal support for K - 12 reform and training ...

Teacher Socialization in Physical Education

New Perspectives

Socialization is a complex process which has a profound effect on how we experience teaching and learning. The study of teachers’ lives and careers through the lens of occupational socialization theory has a rich history in physical education. However, as the social and political climates surrounding education have changed, so have the experiences of teachers. This book pushes beyond traditional perspectives to explore alternative and innovative approaches to socialization. Written by a team of leading international physical education scholars, this is the first edited collection of scholarship on teacher socialization to be published in more than two decades. Divided into five parts, the book provides a review of current knowledge on teacher socialization in school settings, as well as suggestions for different approaches to understanding teacher socialization and recommendations for future directions for studying teachers’ lives and careers. A testament to what is known and what still needs to be learned about the lived experiences of physical educators, Teacher Socialization in Physical Education: New Perspectives provides valuable insights for all physical education students, teachers, and instructors.

Within watered-down versions of sport education, teachers incorporated most of the model's features, ... The effectiveness of the sport education professional development program was investigated by comparing the presented features of ...

Current Studies in Pre-service Teacher Education

In recent decades, learning another language and educating people with appropriate skills that address the requirements of the modern world have become significant issues. Today, around two billion people learn and use English to some extent, and this number is expected to rise. In the same vein, recent rapid technological advancements have made it mandatory to adjust the education system to the requirements of this era. Currently, in the field of pre-service education, various new approaches are being applied. This book will provide the reader with the chance to read about and understand contemporary topics, approaches and methodologies in education in various fields. In this sense, it will be an essential resource for undergraduate, graduate and PhD students and researchers wishing to learn about the recent developments in pre-service teacher education.

In 2017, the Teacher Strategy Paper was announced, offering a pathway to develop teacher education - both preYservice ... This document includes six fundamental components concerning initial teacher training, professional development, ...

School Finance and Teacher Quality

Exploring the Connections

The yearbook is organized around four issues, each of which can be viewed as representing an important focal point to improve teacher and teaching quality and having important implications for school finance. The issues are (1) teacher recruitment, induction, and retention; (2) the ongoing porfessional development of teachers; (3) equity in the allocation of teaching resources; (4) teacher compensation and workplace conditions.

The teacher's or principal's individual initiative or need to gain specific skills, such as adding a special education certification or enhancing classroom management skills, can also drive the training. Professional development aimed ...

Understanding Teacher Education

Case Studies in the Professional Development of Beginning Teachers

This text reports a study of 20 student primary teachers, 10 on a conventional PGCE course and 10 on a school-based articled teacher training course. documenting their learning experiences over a two year period, the authors explore the factors that facilitate or impede the students' learning as teachers. In drawing upon these case studies together with existing theoretical models of professional development, the authors distinguish several key characteristics of learning to teach and discuss the implications of these for the design of effective school- based teacher education courses.

This text reports a study of 20 student primary teachers, 10 on a conventional PGCE course and 10 on a school-based articled teacher training course. documenting their learning experiences over a two year period, the authors explore the ...