Action research and reflective teaching in preservice teacher education: A case study from the United States

1991 ◽  
Vol 7 (2) ◽  
pp. 119-136 ◽  
Author(s):  
Jennifer M. Gore ◽  
Kenneth M. Zeichner
Keyword(s):  
United States ◽  
Teacher Education ◽  
Action Research ◽  
Preservice Teacher ◽  
Preservice Teacher Education ◽  
The United States ◽  
Reflective Teaching

The Culture of Cohorts: Preservice teacher education teams at a southeastern University in the United States

1998 ◽  
Vol 24 (2) ◽  
pp. 109-127 ◽  
Author(s):  
Marguerite Cogorno Radencich ◽  
Theron Thompson ◽  
Nancy A. Anderson ◽  
Kathleen Oropallo ◽  
Pamela Fleege ◽  
...  
Keyword(s):  
United States ◽  
Teacher Education ◽  
Preservice Teacher ◽  
Preservice Teacher Education ◽  
The United States

scholarly journals Integrating Education for Sustainability in Preservice Teacher Education: A Case Study From a Regional Australian University

2013 ◽  
Vol 29 (2) ◽  
pp. 152-164 ◽  
Author(s):  
Reece Mills ◽  
Louisa Tomas
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Teacher Educators ◽  
Preservice Teacher Education ◽  
School Level ◽  
Education For Sustainability ◽  
Structured Interviews ◽  
Enabling Factors ◽  
Bachelor Of Education

AbstractEducation for Sustainability (EfS) has been prioritised in the School of Education at James Cook University (JCU), Townsville, Australia. This article presents a case study that explores the ways in which teacher educators integrate EfS in their teaching in the Bachelor of Education (BEd) (Primary) at JCU, and their perceptions of enablers and constraints. Two key findings arose from the analysis of semi-structured interviews conducted with four subject coordinators, and their subject outlines: (1) teacher educators at JCU integrate EfS in different ways through their choice of assessment, content and/or pedagogy; and (2) constraints operating at the school level, namely teacher educators’ perceptions and understanding of EfS, were perceived to be salient challenges to the integration of EfS in the program. Vision, leadership and funding at the university level were also identified as enabling factors that warrant further investigation. Findings contribute to existing literature regarding the integration of EfS in preservice teacher education, and serve to inform practice at JCU and universities more broadly.

Embedding EfS in Teacher Education Through a Multi-Level Systems Approach: Lessons From Queensland

2016 ◽  
Vol 32 (1) ◽  
pp. 65-79 ◽  
Author(s):  
Neus (Snowy) Evans ◽  
Jo-Anne Ferreira ◽  
Julie Davis ◽  
Robert B. Stevenson
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Systems Approach ◽  
Preservice Teacher Education ◽  
Professional Associations ◽  
Lessons Learned ◽  
Education For Sustainability ◽  
Fourth Stage ◽  
Systems Model

AbstractThis article reports on the fourth stage of an evolving study to develop a systems model for embedding education for sustainability (EfS) into preservice teacher education. The fourth stage trialled the extension of the model to a comprehensive state-wide systems approach involving representatives from all eight Queensland teacher education institutions and other key policy agencies and professional associations. Support for trialling the model included regular meetings among the participating representatives and an implementation guide. This article describes the first three stages of developing and trialling the model before presenting the case study and action research methods employed, four key lessons learned from the project, and the implications of the major outcomes for teacher education policies and practices. The Queensland-wide, multi-site case study revealed processes and strategies that can enable institutional change agents to engage productively in building capacity for embedding EfS at the individual, institutional, and state levels in preservice teacher education. Collectively, the project components provide a system-wide framework that offers strategies, examples, insights, and resources that can serve as a model for other states and/or territories wishing to implement EfS in a systematic and coherent fashion.

scholarly journals Teacher Professional Learning in Pursuit of the Common Good: A Discussion of the Role of demonstration schools in Teacher Education

2012 ◽  
Vol 47 (1) ◽  
pp. 53-68
Author(s):  
Tony Loughland
Keyword(s):  
United States ◽  
Teacher Education ◽  
Professional Learning ◽  
Cultural Change ◽  
Common Good ◽  
The United States ◽  
Power Shift ◽  
Teacher Professional

The Federal Government in Australia has recently established Centres for Excellence in Teacher Education. These Centres represent a power shift towards schools in teacher education and away from centralised bureaucracies and university faculties of education. Given this shift, it is interesting to examine other historical and current school-based models of teacher education, specifically demonstration schools in the United Kingdom, United States, and Australia and professional development schools in the United States. This paper discusses both models with a detailed case study of the operation of one demonstration school in Sydney, Australia. The discussion and case study reinforces the lessons of the historical models that initiatives in this area need long-term support so that they can develop the momentum necessary to achieve the long-term cultural change required.

scholarly journals Using the interactive whiteboard to scaffold a metalanguage: Teaching higher order thinking skills in preservice teacher education

2013 ◽  
Vol 29 (1) ◽  
Author(s):  
Neil Harrison
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Preservice Teacher ◽  
Preservice Teacher Education ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Interactive Whiteboard ◽  
Higher Order Thinking Skills

<p>This research focuses on how the interactive whiteboard (IWB) can be effectively used to teach higher order thinking skills to primary preservice teachers in the history classroom. The case study finds that skills such as analysis, evaluation and inference constitute a valuable metalanguage that needs to be explicitly taught to preservice teachers. The IWB provides an effective stimulus for teaching this metalanguage insofar as it offers the user scaffolding affordances to plan and design higher order thinking (HOT) activities when otherwise the task can appear too difficult to achieve, especially for the younger preservice teachers. But risks await those preservice teachers who grant the technology a determinant model of materiality.</p>

Sign in / Sign up

Export Citation Format

Share Document