Bridging the Gap Between Coursework and Practica: Secondary Mathematics Pre-service Teachers’ Perceptions About Their Teacher Education Program

2020 ◽  
pp. 119-139
Author(s):  
Limin Jao ◽  
Nakita Rao ◽  
Alexandra Stewart
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Secondary Mathematics ◽  
Teachers Perceptions

Teacher Education Advocacy for Multiple Perspectives and Culturally Sensitive Teaching

2018 ◽  
pp. 161-181 ◽  
Author(s):  
Lucretia Octavia Tripp ◽  
Angela Love ◽  
Chippewa M. Thomas ◽  
Jared Russell
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Elementary Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Culturally Sensitive ◽  
Multiple Perspectives ◽  
Teachers Perceptions ◽  
Self Reflection ◽  
Certification Programs

With the increasing diversity in U.S. classrooms, the need for teachers who are culturally sensitive is critical (Marx & Moss, 2011). While elementary and early child-hood pre-service teachers have multiple opportunities throughout the teacher education program to work with diverse learners in schools and communities, they do not have much international experience. The Elementary Education and Early Childhood Education program at a southeastern university have undergraduate and graduate certification programs in which performance assessment is emphasized. The purpose of this chapter is to show how exposing teacher candidates, especially undergraduate pre-service teachers to self-reflection through observation and teaching in an international study abroad program, can enhance the knowledge base of preservice teachers' perceptions about another culture and thus show new ways of thinking, questioning and possibly changing their attitudes towards those with backgrounds that are different from their own.

scholarly journals Crossing Thresholds and Expanding Conceptual Spaces: Using Arts-Based Methods to Extend Teachers’ Perceptions of Literacy

2009 ◽  
Vol 3 (1) ◽  
pp. 243-262
Author(s):  
Shelley Tracey
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Adult Literacy ◽  
Visual Literacy ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Conceptual Spaces ◽  
Education Programs ◽  
Teachers Perceptions ◽  
Literacy Teacher Education

The context for this paper is a teacher education program for adult literacy practitioners at Queen’s University Belfast in Northern Ireland.This paper describes and reflects on the use of arts-based approaches to enhance these practitioners’ conceptualizations of literacy, presenting their arts-based responses and their evaluations of the methods. The discussion raises questions about the inclusion of visual literacy in adult literacy teacher education programs.

scholarly journals Effectiveness of Newly Reformed Teacher Education Program of ADE/B. Ed (Hons.): Student-Teachers' Perceptions

2020 ◽  
Vol V (II) ◽  
pp. 417-426
Author(s):  
Kamal Ud Din ◽  
Fasiha Altaf ◽  
Almas Shoaib
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Descriptive Analysis ◽  
Quality Measures ◽  
Teaching Quality ◽  
Institution Type ◽  
Teachers Perceptions ◽  
Teachers Perspectives

In Pakistan, the teacher education program has undergone a number of changes in terms of a new curriculum, quality measures and certification policies. The present study has attempted to assess the effectiveness of the program from student-teachers' perspectives. A closed-ended questionnaire was used to collect data from 200 student-teachers from four public sector universities. An initial descriptive analysis showed that teaching quality has slightly improved. An institution with a better learning environment was better at meeting student-teachers expectation. Only 12% of the participants reported that 100% of their expectations were met, while 40% of the participants reported that 80% of their expectations were met by the program. There was no association between Strengths of the Program and Sex' as, ?2 (2, n = 165) = .588, p >.05, phi = .06. The association between Program Level (ADE, B. Ed) and Perceived Strengths of the Program was statistically significant as ?2 (3, n = 165) = 24.725, p >.0005, phi = .380. Institution Type and Perceived Strengths of the Program were also statistically significantly associated as ?2 (9, n= 165) = 80.060, p<.05.

Measuring Teaching Quality of Secondary Mathematics and Science Residents: A Classroom Observation Framework

2018 ◽  
Vol 70 (2) ◽  
pp. 139-154 ◽  
Author(s):  
Imelda Nava ◽  
Jaime Park ◽  
Danny Dockterman ◽  
Jarod Kawasaki ◽  
Jon Schweig ◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Secondary Mathematics ◽  
Teaching Quality ◽  
Teacher Education Programs ◽  
Humanizing Pedagogy ◽  
Mathematics And Science

This study assesses the reliability of two observation rubrics, one in math and the other in science, and documents how the rubric data were used to inform a teacher education program. Classroom observations are typically considered essential for assessing teaching practice, yet many popular observation frameworks, while comprehensive in aim, do not appropriately capture key features of teaching valued by teacher education programs. Many of these tools do not attend to issues of equity, humanizing pedagogy, and thus, social justice. We report on the development of two observation rubrics—secondary math and science—that embody the aims and values of our teacher education program, specifically, equity and humanizing pedagogy, and the results of our examination of the reliability of ratings of teaching practice generated using these rubrics. We discuss the various sources of measurement error and the implications for further developing and using the observation rubric in our program.

Sign in / Sign up

Export Citation Format

Share Document