Pre-service Teacher Education and Induction in Southwest China: A Narrative Inquiry through Cross-Cultural Teacher Development

2020 ◽  
Vol 15 (3) ◽  
pp. 532-535
Author(s):  
Wei Liao
Keyword(s):  
Teacher Education ◽  
Narrative Inquiry ◽  
Teacher Development ◽  
Southwest China ◽  
Cross Cultural ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

The asset of cultural pluralism: an account of cross-cultural learning in pre-service teacher education

2000 ◽  
Vol 16 (3) ◽  
pp. 365-387 ◽  
Author(s):  
Carola Conle ◽  
Dan Blanchard ◽  
Karen Burton ◽  
Arlene Higgins ◽  
Mei Kelly ◽  
...  
Keyword(s):  
Teacher Education ◽  
Cultural Pluralism ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

scholarly journals Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

2017 ◽  
Vol 7 (2) ◽  
pp. 139
Author(s):  
Heather Smith-Sherwood
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Theory And Practice ◽  
Teacher Education Programs ◽  
Continuous Assessment ◽  
Education Programs ◽  
Quality Teachers ◽  
Effect Change ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity. 

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