An Assessment of Project Teacher Exchange for ASEAN Teachers (TEACH) Program

Association of Southeast Asian Nations (ASEAN) integration aims to unite the South East Asian countries to promote better opportunities for the member countries in different areas such as economics and education. As a response, Philippine Normal University spearheaded the formation of the Association of Southeast Asian Teacher Education Network to promote collaboration with ASEAN countries and enhance teacher education programs. The formation of AsTEN creates the impetus to explore possibilities for the internationalization of teacher education programs among the ASEAN countries. Thus, the Institute of Teaching and Learning of PNU initiated the Project Teacher Exchange for ASEAN Teachers (TEACH). This paper reports the assessment of the piloting of the Project TEACH as experienced by the Thai participants. Moreover, this research aims to develop a model that can be utilized by other ASEAN communities as they prepare for their own international teacher education programs.

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Enhancing Quality Teacher Education Programs in Developing Countries

Handbook of Research on Global Issues in Next-Generation Teacher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-9948-9.ch010 ◽

2016 ◽

pp. 167-187 ◽

Cited By ~ 1

Author(s):

Marcella Momanyi

Keyword(s):

Teacher Education ◽

Curriculum Design ◽

Teaching And Learning ◽

Teacher Education Programs ◽

Education Programs ◽

Teaching Methodologies ◽

Assessment And Evaluation ◽

Class Management ◽

Emerging Issues ◽

Future Direction

This chapter examines the need to enhance teacher quality by infusing quality benchmarks in every aspect of teacher education. These areas include: Teacher education curriculum design and planning; Curriculum implementation; Principles of good teaching and learning; Interactive and effective teaching methodologies; Appropriate scheming and lesson preparation; Assessment and evaluation; and Class management and discipline. Additionally, the author explores emerging issues in teacher education and suggestions for future direction. Finally, this chapter is intended to advance the debate on ways to maintain and sustain quality benchmarks in teacher education programs.

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Peer Assessment for Development of Preservice Teachers

Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education ◽

10.4018/978-1-60566-667-9.ch016 ◽

2011 ◽

pp. 263-280

Author(s):

Lorraine Gilpin ◽

Yasar Bodur ◽

Kathleen Crawford

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Teaching And Learning ◽

Peer Assessment ◽

Classroom Teaching ◽

Teacher Education Programs ◽

Peer Observation ◽

Education Programs ◽

Scholarship Of Teaching ◽

The Impact

Peer assessment holds tremendous potential to positively impact the development of preservice teachers. The purpose of this chapter is to describe our findings on the impact of different forms of peer observation and feedback on preservice teachers’ skills in analyzing classroom teaching and their perceptions of their experience with peer assessment. In addition to reporting our findings, we draw from the Scholarship of Teaching and Learning literature to present peer assessment as a medium to overcome structured isolation that is present in the practice of teaching. According to our study, peer observation and feedback is beneficial to preservice teachers’ learning. However, to maximize its effectiveness, a culture of peer assessment should be established in teacher education programs.

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Literacy in Teacher Education: “It’s the Context, Stupid”

Journal of Literacy Research ◽

10.1177/1086296x18784692 ◽

2018 ◽

Vol 50 (3) ◽

pp. 281-303 ◽

Cited By ~ 11

Author(s):

Peter Smagorinsky

Keyword(s):

Teacher Education ◽

Human Development ◽

Literacy Development ◽

Teaching And Learning ◽

Literacy Education ◽

Teacher Education Programs ◽

Education Programs ◽

Human Skull ◽

Local Contexts ◽

Appropriate Education

This article emphasizes the importance of understanding local contexts to provide appropriate education for teachers about literacy instruction. The author reviews general problems that follow from extrapolating from unrepresentative research samples and the errors and deficit conceptions that follow from assuming that all cognition takes place within the human skull, irrespective of the contexts that shape human development and immediate textual exchanges. The author then demonstrates challenges to his own thinking when he used a book he coedited for U.S. educators in the context of a literacy education program at the Universidad de Guadalajara, Mexico. This narrative relates how the book was rewritten by the teachers in his seminar to have relevance, with extensive adaptations required. The author emphasizes the contextual facets of literacy development, and the need to think in terms of the settings of teaching and learning in university teacher education programs.

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Transforming Teacher Education Thinking: Complexity and Relational Ways of Knowing

Complicity An International Journal of Complexity and Education ◽

10.29173/cmplct23817 ◽

2015 ◽

Vol 12 (2) ◽

Cited By ~ 5

Author(s):

Katherine Jane Sanford ◽

Timothy Frank Hopper ◽

Lisa Starr

Keyword(s):

Teacher Education ◽

Teaching And Learning ◽

Ways Of Knowing ◽

Theory Of Change ◽

Teacher Education Programs ◽

Secondary Teacher ◽

Education Programs ◽

Secondary Teacher Education ◽

Embedded Knowledge ◽

Supporting New Teachers

In order that teacher education programs can act as significant scaffolds in supporting new teachers to become informed, creative and innovative members of a highly complex and valuable profession, we need to re-imagine ways in which teacher education programs operate. We need to re-imagine how courses are conceptualized and connected, how learning is shared and how knowledge, not just “professional”, but embedded knowledge in authentic contexts of teaching and learning is understood, shaped and re-applied. Drawing on our study of a locally developed program in secondary teacher education called Transformative University of Victoria (TRUVIC), we offer a relational approach to knowing as an alternative to more mechanistic explanations that limit teacher growth and development. To ground our interpretation, we draw on complexity theory as a theory of change and emergence that supports learning as distributed, relational, adaptive and emerging.

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The Cambridge Schools Experience

Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-1057-4.ch015 ◽

2017 ◽

pp. 256-274

Author(s):

Danielle V. Dennis ◽

Stephanie M. Branson ◽

Brian M. Flores ◽

Allison M. Papke

Keyword(s):

Teacher Education ◽

Teacher Development ◽

Teaching And Learning ◽

Literacy Practices ◽

Field Experiences ◽

Teacher Education Programs ◽

Education Programs ◽

Essential Components ◽

Barriers To Implementation ◽

The Moment

Clinical field experiences are essential components of teacher education programs. Though largely missing from most teacher education programs, cross-cultural field experiences aid teacher development by broadening their perspectives of diversity, teaching, and learning. This chapter explores the experiences of both preservice and in-service teachers who participated in a four-week intensive field experience in Cambridge, England. The Cambridge Schools Experience (CSE) curriculum emphasizes: 1) noticing and naming literacy practices, 2) deepening understandings of literacy teaching and learning, 3) being responsive in the moment, and 4) being a collaborative educator. Along with findings from the study, we discuss the program structure, as well as barriers to implementation and suggestions for overcoming those barriers to ensure program longevity.

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The Iron Grip of Productivity Software within Teacher Education

Developing Technology-Rich Teacher Education Programs ◽

10.4018/978-1-4666-0014-0.ch012 ◽

2012 ◽

pp. 170-191 ◽

Cited By ~ 3

Author(s):

Joan E. Hughes ◽

Gloria Gonzales-Dholakia ◽

Yu-Chi Wen ◽

Hyo-Jin Yoon

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Teaching And Learning ◽

Teacher Education Program ◽

Knowledge Society ◽

Subject Area ◽

Teacher Education Programs ◽

Education Programs ◽

Teachers Experiences ◽

Learning With Technology

This chapter discusses several challenges and recommendations in obtaining the desired outcome from technology-rich teacher education programs, including a novice teacher prepared to make decisions supporting students’ subject-area learning with technology. The authors shape the discussion using select findings from two studies of preservice teachers enrolled in a technology-rich teacher education program at a U.S. university. The authors discuss the importance of the modeling relationship between instructors’ and preservice teachers’ experiences with digital technologies and describe productivity software’s enduring grip as the most used digital technology among preservice teachers during teacher education – even in technology-rich teacher education programs. The authors argue that teacher education’s overemphasis on productivity tools is not adequately preparing new teachers for the knowledge society in which teachers live, work, and educate. The authors argue that educational change, such as shifts toward technology-rich teaching and learning, will only be successful with a concerted change effort in both teacher education programs and PK-12 institutions.

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International Teacher Education Network

Interdisciplinary Approaches Toward Enhancing Teacher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-4697-0.ch001 ◽

2021 ◽

pp. 1-19

Author(s):

M. Dolores Ramírez-Verdugo

Keyword(s):

Teacher Education ◽

Educational Technology ◽

Teaching And Learning ◽

Social Sustainability ◽

Transmedia Storytelling ◽

Teachers And Students ◽

Education Network ◽

K 12 ◽

The Impact ◽

International Teacher

This chapter presents an overview of the design and development of a research project aimed at setting the foundation of an international teacher education network to enhance teacher education from a transversal and interdisciplinary perspective. The network partnership explores the impact of applied educational technology, including digital and transmedia storytelling or augmented reality, to upgrade teacher education. This approach provides tailored training to equip lecturers, teacher trainers, pre- and in-service K-12 teachers, and students with specific competencies, skills, and strategies in instruction and assessment. This training also intends to raise their awareness of educational, social, sustainability, and environmental challenges. Within this framework, educational technology, language, and narrative genres become the articulatory axis of teaching and learning within bilingual and intercultural education contexts. This chapter also serves to define the scope and rationale for the edited volume.

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Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning?

Computers & Education ◽

10.1016/j.compedu.2012.01.014 ◽

2012 ◽

Vol 59 (2) ◽

pp. 399-411 ◽

Cited By ~ 49

Author(s):

Anne T. Ottenbreit-Leftwich ◽

Thomas A. Brush ◽

Jesse Strycker ◽

Susie Gronseth ◽

Tiffany Roman ◽

...

Keyword(s):

Teacher Education ◽

Teaching And Learning ◽

Teacher Education Programs ◽

Education Programs ◽

Practicing Teachers ◽

Use Of Technology

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Voices of Aspiring Teachers of Color: Unraveling the Double Bind in Teacher Education

Urban Education ◽

10.1177/0042085915623339 ◽

2016 ◽

Vol 52 (8) ◽

pp. 927-956 ◽

Cited By ~ 23

Author(s):

Conra D. Gist

Keyword(s):

Teacher Education ◽

Teacher Candidates ◽

Teaching And Learning ◽

Double Bind ◽

Teacher Education Programs ◽

Teachers Of Color ◽

Education Programs ◽

Double Binds ◽

Group Data ◽

Focus Group Data

This article centers and investigates the voices of teacher candidates of color to examine how double binds influence their teaching and learning experiences in teacher education programs. Interview and focus group data from teacher candidates of color at two teacher education programs are analyzed to unpack the types of personal and systemic ties they experience as well as the strategies they utilize to escape them. Implications for eliminating the double bind in teacher education programs through the tailoring of transformative and critical preparation experiences for teacher candidates of color are explored.

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