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Languages : en
Pages : 0
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Author:
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Languages : en
Pages : 0
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Author: University of Reading. School of Education
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages :
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Author: University of Wales. Faculty of Education
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 61
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Author: National Research Council
Publisher: National Academies Press
ISBN: 0309128056
Category : Education
Languages : en
Pages : 234
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Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.
Author:
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ISBN:
Category :
Languages : en
Pages : 98
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Author: University of London. Institute of Education
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 95
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Author: Zimbabwe. Presidential Commission on Education and Training in Zimbabwe
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 732
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Author: Australia. Parliament. House of Representatives. Standing Committee on Education and Vocational Training
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages :
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Author: Diane Yendol-Hoppey
Publisher: IAP
ISBN: 1641133775
Category : Education
Languages : en
Pages : 288
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For decades teacher education researchers, organizations, and policy makers have called for improving teacher education by creating clinically based preparation programs (e.g. CAEP, 2013; Goodlad, 1990; Holmes, 1986, 1995; National Association for Professional Development Schools, 2008; National Council for the Accreditation of Teacher Educators, 2001, 2010; Zeichner, 1990). According to the NCATE Blue Ribbon Report (2010), this approach requires extensive opportunities for prospective teachers to connect and apply what they learn from school and university based teacher educators. Similar to preparing medical professionals, clinical practice in teacher education requires the complex and time intensive work of supporting teacher candidate ability to link theory, research, and practice as well as on-going inquiry into best pedagogical practices. Therefore, clinically intensive programs expect prospective teachers to blend practitioner and academic knowledge throughout their programs as "they learn by doing" (NCATE, 2010, p.ii). However, most of the literature to date on clinical practice has been conceptual and often relies on describing program design. The purpose of this book is move past description to study and understand what teacher education programs are learning from research about innovative clinical models of teacher education. Each book chapter highlights research about how programs are studying a variety of outcomes of clinical practice. After an introductory chapter that helps to define and situate clinical practice in teacher education, the book is organized into four sections: (1) Outcomes of New Roles, (2) Outcomes of New Practices, (3) Outcomes of New Coursework/Fieldwork Configurations, and (4) Outcomes of New Program Configurations. The book wraps up with a discussion that looks across the chapters to find common themes, share implications for teacher educators, and set the course for future research.
Author: Victoria. Committee of Inquiry into Special Education in Victoria
Publisher:
ISBN: 9780724109333
Category : Teachers of children with disabilities
Languages : en
Pages : 140
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