Do preservice teacher education candidates’ implicit biases of ethnic differences and mindset toward academic ability change over time?

2021 ◽  
pp. 101480
Author(s):  
Jason M. Stephens ◽  
Christine Rubie-Davies ◽  
Elizabeth R. Peterson
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Ethnic Differences ◽  
Preservice Teacher Education ◽  
Academic Ability ◽  
Change Over Time ◽  
Implicit Biases ◽  
Teacher Education Candidates ◽  
Over Time

Traditional versus Integrated Preservice Teacher Education Curriculum

2004 ◽  
Vol 55 (4) ◽  
pp. 341-356 ◽  
Author(s):  
Mikyong Minsun Kim ◽  
Richard L. Andrews ◽  
Deborah L. Carr
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Preservice Teacher Education ◽  
Education Curriculum ◽  
Teacher Education Curriculum

scholarly journals Survival Kit or Lessons for Life? Future Directions for Preservice Teacher Education from the Perceptions of Newer Teachers

2006 ◽  
Vol 1 (1) ◽  
Author(s):  
Larry Glassford ◽  
Noel Hurley
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Teacher Candidates ◽  
Secondary School Teachers ◽  
Preservice Teacher Education ◽  
School Teachers ◽  
Short Term ◽  
Future Directions ◽  
Preservice Program

Recent literature, supported by a survey of secondary school teachers in southwestern Ontario, Canada, indicates that preservice teacher education does not adequately prepare graduating teacher candidates to thrive in a profession that is ironically, driven by change. Attempts at reform have focused on the basic aspects of the typical preservice program: foundations, curriculum methods and field experience. The results have been decidedly discouraging. Positive improvement will hinge both on a recognition by teacher-education institutions, of the inevitable compromise between short-term necessity and long-term vision, and on their willingness to implement, carefully and constructively, promising innovations such as action research and centers of pedagogy.

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