The History of Initial Teacher Preparation in International Contexts

2016 ◽  
pp. 23-68 ◽  
Author(s):  
Peggy L. Placier ◽  
Moeketsi Letseka ◽  
Johannes Seroto ◽  
Jason Loh ◽  
Carmen Montecinos ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
History Of

scholarly journals HISTORYOGRAPHY OF THE OF DEVELOPMENT THE CONTINUOUS PRIMARY SCHOOL TEACHER TRAINING TO WORK IN THE INCLUSIVE EDUCATION CONDITIONS IN THE UKRAINE (END OF THE XX – START OF THE XXI CENT.)

2021 ◽  
pp. 86-91
Author(s):  
T. DZHAMAN
Keyword(s):  
Teacher Preparation ◽  
Teacher Training ◽  
Primary School ◽  
Inclusive Education ◽  
School Teacher ◽  
Primary School Teacher ◽  
Scientific Analysis ◽  
History Of ◽  
Chronological Sequence ◽  
Definition Of

The article analyzes the views of scientists on the specified problem of study. It is specified that the problem of continuous primary school teacher training to work in the conditions of inclusive education that we studied is a certain chronological sequence of transformations of different visions and it is relevant to the sphere of scientific and pedagogical search. We made a scientific analysis of the studies and clarified the definition of some concepts. It is specified, that we understand the historiography of development the continuous primary school teacher training to work in a conditions of inclusive education as a totality of research scientific and pedagogical works directed on the study of the specified problem from the time of its actualization due to today and the main its task we see in the objective coverage of the history of the issue of continuous primary school teacher preparation to work in conditions of inclusive education with taking into account the transformation of the ideas and views on the problem, studied by us. We generalized the sources processed by us on the basis of the analysis in the historiographical dimension into the two groups: continuous primary school teacher training from the end of XX cent. due to today; The history of inclusive education in the Ukraine from the end of XX cent. due to today.

Service-Learning With Students With Exceptionalities

2018 ◽  
pp. 182-202
Author(s):  
Heather Haynes Smith
Keyword(s):  
Teacher Preparation ◽  
Service Learning ◽  
General Education ◽  
Future Research ◽  
Learning Opportunity ◽  
Know How ◽  
Basic Understanding ◽  
History Of ◽  
Support Students ◽  
Practical Recommendations

Aspiring educators require more than a basic understanding of inclusion. They need to know how to support students with exceptionalities and inclusion. The purpose of this chapter is to describe how general education pre-service teachers' participation in authentic service-learning experiences during teacher preparation can support deeper understanding of the theories and practices to support inclusion. This chapter begins with a brief history of inclusion and research on the efficacy of service-learning in teacher preparation. The chapter continues by focusing on the intersection of inclusion and service-learning, describing the advantages integrating an inclusion-focused service-learning opportunity in a required course on students with exceptionalities. This chapter provides an example of one university's experience and concludes with practical recommendations and discussion of planning, implementing, and assessing course-embedded service-learning and directions for future research.

scholarly journals Teacher Preparation in Ontario: A History

2014 ◽  
Vol 8 (1) ◽  
Author(s):  
Julian Kitchen ◽  
Diana Petrarca
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
19Th Century ◽  
Present Situation ◽  
Policy Makers ◽  
Elementary And Secondary Education ◽  
The Past ◽  
History Of ◽  
The 19Th Century ◽  
Insight Into

While teacher education has changed dramatically over the years, educators, policy-makers and the general public are largely unaware of the history of teacher preparation in the province. This history, beginning in the 19th century, tells the story of increasing professionalism over the years as Ontario adapted its system to meet a rising demand for elementary and secondary education. It is a story of authority over education, as teacher training under provincial direction became teacher education in universities, and as accreditation shifted to the Ontario College of Teachers. It is a story of reform, and the limits of reform, in the preparation of teachers for a diverse and changing world. By better understanding the history of teacher preparation in the past, we may gain insight into the present situation and imagine a better future for teacher education in Ontario.

scholarly journals Reflecting upon 30 Years of STEM Partnerships between Industry, University, and Public Schools: Past Lessons, Current Successes, and Future Dreams

2021 ◽  
Vol 11 (12) ◽  
pp. 760
Author(s):  
Lisa A. Dieker ◽  
Malcolm B. Butler ◽  
Enrique Ortiz ◽  
Su Gao
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Stem Education ◽  
Teacher Preparation Program ◽  
Current Status ◽  
Partnership Model ◽  
Science Technology ◽  
History Of ◽  
And Mathematics ◽  
Over Time

The importance of partnerships is critical in educational arenas, but information on how partnerships form with the involvement of corporations, districts, and universities working in harmony is limited in the current literature. The teacher preparation program described in this paper is a “built-to-last” partnership model with over 650 teachers prepared to be teacher-leaders in science, technology, engineering, and mathematics (STEM) education. The authors provide a history of the program’s development, the sustainability of the program over time, the content of the various components of the partnership, and the evolution of the program, including its current status.

Service-Learning With Students With Exceptionalities

2021 ◽  
pp. 253-273
Author(s):  
Heather Haynes Smith
Keyword(s):  
Teacher Preparation ◽  
Service Learning ◽  
General Education ◽  
Future Research ◽  
Learning Opportunity ◽  
Know How ◽  
Basic Understanding ◽  
History Of ◽  
Support Students ◽  
Practical Recommendations

Aspiring educators require more than a basic understanding of inclusion. They need to know how to support students with exceptionalities and inclusion. The purpose of this chapter is to describe how general education pre-service teachers' participation in authentic service-learning experiences during teacher preparation can support deeper understanding of the theories and practices to support inclusion. This chapter begins with a brief history of inclusion and research on the efficacy of service-learning in teacher preparation. The chapter continues by focusing on the intersection of inclusion and service-learning, describing the advantages integrating an inclusion-focused service-learning opportunity in a required course on students with exceptionalities. This chapter provides an example of one university's experience and concludes with practical recommendations and discussion of planning, implementing, and assessing course-embedded service-learning and directions for future research.

K-12 Educators as Instructional Designers

2011 ◽  
pp. 515-530
Author(s):  
Kendall Hartley
Keyword(s):  
Instructional Design ◽  
Teacher Preparation ◽  
Information And Communication Technologies ◽  
Classroom Practice ◽  
Communication Technologies ◽  
Instructional Designers ◽  
Information And Communication ◽  
History Of ◽  
Design Perspective ◽  
K 12

This chapter will describe the realities of K-12 classroom practice and how this compares to common tenets in the field of instructional design. Specifically, the chapter will describe how trends towards the use of information and communication technologies in classrooms might be made more advantageous through the use of an instructional design approach. The chapter will include an introduction to the field and history of instructional design, an overview of current teacher preparation as it relates to designing instruction, and how a systematic instructional design perspective might differ. The chapter will conclude with a description of how changes in teacher preparation and access to the appropriate tools could facilitate increases in student achievement.

The Role of Psychology Departments in Supporting Secondary School Teachers of Psychology

1994 ◽  
Vol 21 (2) ◽  
pp. 107-108 ◽  
Author(s):  
Bruce B. Henderson
Keyword(s):  
North Carolina ◽  
Teacher Preparation ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Special Role ◽  
School Teachers ◽  
College And University ◽  
University Departments ◽  
History Of

Providing continuing education for secondary school teachers may be more important to the improvement of high school psychology than are changes in teacher preparation and certification. The special role that college and university departments of psychology can play in providing this education and supporting these teachers is illustrated in a brief history of one department's work with teachers in North Carolina.

Ethnographic Inquiry in Teacher Education

2019 ◽  
Author(s):  
José Ignacio Rivas-Flores
Keyword(s):  
Teacher Preparation ◽  
Learning Strategy ◽  
Educational Systems ◽  
Training Methods ◽  
Future Teachers ◽  
Research And Teaching ◽  
Cultural Frameworks ◽  
Educational Processes ◽  
Educational Inquiry ◽  
History Of

Teaching’s purpose is to build a society’s knowledge and skills through a group of students using a curricular proposal within a social and institutional framework. It therefore takes place in institutions specifically created for this purpose, which, as such, represents a culturally constructed environment that is in line with the conditions of the society in which this process unfolds. Thus professional cultures have been historically constructed according to the working conditions, the teaching experiences transmitted from generation to generation, and the evolution of the educational systems. In addition, institutional cultures are developed according to the particular history of each school. Student cultures also form as social groups within these institutions. This represents a complex system that goes beyond mere instruction by curriculum. Preparing the professionals who will go on to work in these institutions requires an understanding of these cultural frameworks and the competence to be able to act on them. Ethnographic research promotes an understanding of educational reality from a critical reflective perspective, and this is only possible if researchers themselves participate in those frameworks. Ethnography can be understood as a shared construction of places for reflection, aimed at comprehending the cultural, social, and political phenomena that involve participants in the processes of change and transformation. Teacher preparation must, therefore, be established with an ethnographic approach, which reconstructs the school experience from a critical reflective perspective. In this way, the conditions for developing a professional identity based on the reconstruction of this experience are created. The theories, in this case, offer the opportunity to pursue this critical dialogue, breaking away from the prescriptive role that they adopt from a positivist perspective. Ethnography contributes to the tasks through three basic dimensions. First, teacher preparation throughout is an object of educational inquiry: there are many research studies of an ethnographic nature that report teacher training methods in an attempt to understand the processes taking place. Second, ethnographies are a tool for preparing future teachers: in this case, this refers to a curricular use of ethnography aimed at future teachers’ understanding of the educational processes through research. Third is a way of understanding learning—in other words, ethnographic attitude as a learning strategy and the use of ethnographic inquiry strategies and tools as means of learning about educational processes. This last case generally entails staying and acting in schools, and it is what most clearly links research and teaching in a shared process.

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