Teacher Education and Teaching Behavior: Comments on the State-of-the-Research

1974 ◽  
Vol 3 (7) ◽  
pp. 11-12 ◽  
Author(s):  
BARAK ROSENSHINE ◽  
MARILYN MARTIN
Keyword(s):  
Teacher Education ◽  
The State ◽  
Teaching Behavior

The State, Curriculum and Teacher Education in Portugal: 1926‐1981

1995 ◽  
Vol 18 (2-3) ◽  
pp. 197-214 ◽  
Author(s):  
Stephen R. Stoer ◽  
Luiza Cortesäo
Keyword(s):  
Teacher Education ◽  
The State

The trajectory of financial educationin schools in the state of Tocantins: from the pilot project to the establishment of a teacher education hub at the Federal University of Tocantins

2021 ◽  
Author(s):  
Juliana Aguiar de Melo ◽  
Waldecy Rodrigues ◽  
Alessandra Camargo Godoi ◽  
Gisele Barbosa de Paiva
Keyword(s):  
Teacher Education ◽  
Financial Education ◽  
Pilot Project ◽  
The State ◽  
Education Hub

This chapter is aimed at describing the process for the universalization of financial education in schools in the state of Tocantins, including articulations, teacher and multiplier training, deployment experiences and results attained in terms of spreading knowledge and its appropriation by the community.

Understanding teacher supply: Where do online Initial Teacher Education students fit?

2017 ◽  
Vol 61 (1) ◽  
pp. 88-100 ◽  
Author(s):  
Daniel Edwards ◽  
Paul Weldon
Keyword(s):  
Teacher Education ◽  
Workforce Planning ◽  
The State ◽  
Initial Teacher Education ◽  
Education Students ◽  
Significant Group ◽  
Online Delivery ◽  
Teacher Supply ◽  
Supply Planning ◽  
Teacher Workforce

Curriculum delivery in higher education is changing rapidly, notably in the area of online delivery. Initial Teacher Education (ITE) in Australia is no exception to this, and this article explores this growth with a particular focus on its implications for workforce planning for teachers. In this planning in Australia, ITE students are usually considered part of the ‘supply pipeline’ for the state in which their university is located. However, with online delivery, students could potentially be enrolled on the other side of the country (or the world) from the physical location of their institution. The data presented here show that of the growing cohort of external ITE graduates, a small but significant group resides outside of the state in which their institution of enrolment is located. This exploration of data highlights some new evidence which has consequences for teacher supply planning and offers insight to inform future teacher workforce projections.

scholarly journals Active Solidarity: Centering the Demands and Vision of the Black Lives Matter Movement in Teacher Education

2017 ◽  
Vol 53 (2) ◽  
pp. 212-230 ◽  
Author(s):  
Edwin Mayorga ◽  
Bree Picower
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Theoretical Framework ◽  
The State ◽  
White Supremacist ◽  
Black Lives Matter ◽  
Urban Teacher Education ◽  
Urban Teacher

In the era of Black Lives Matter (#BLM), urban teacher education does not exist in isolation. The White supremacist, neoliberal context that impacts all aspects of Black lives also serves to support antiblackness within the structures of teacher education. In this article, the authors, who are grounded in a race radical analytical and political framework, share a vision of what it means to be an urban teacher who actively understands and teaches in solidarity with #BLM. The authors unpack their theoretical framework and the vision of #BLM while examining the state of teacher education in this era of neoliberal multiculturalism. The authors contemplate what a race radical, #BLM-aligned, approach to urban teacher education might look like. The article concludes by addressing ways that teacher educators must be in active solidarity with the #BLM movement to better prepare teachers who understand that the lives of their students matter within and outside of their classrooms.

The State Role in Teacher Professional Development and Education Throughout Teachers' Careers

2009 ◽  
Vol 4 (2) ◽  
pp. 212-228 ◽  
Author(s):  
Susanna Loeb ◽  
Luke C. Miller ◽  
Katharine O. Strunk
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Evaluation ◽  
Teacher Professional Development ◽  
The State ◽  
Education Policies ◽  
Early Stages ◽  
Development Policies ◽  
Teacher Professional ◽  
Laissez Faire

Professional development and teacher education policies have the potential to greatly affect teachers' abilities to teach and, as a result, students' abilities to learn. States can play varied roles in the provision of teacher education and professional development. This policy brief summarizes states' policy approaches to teacher professional development and education throughout teachers' careers. It explores what states are currently doing in the realms of pre-service education, induction and mentoring, ongoing professional development, and teacher evaluation, as well as the existing evidence regarding the effectiveness of such policies. We find that states play disparate roles in the provision of teacher education and professional development that fall along the regulatory spectrum from highly prescriptive to rather laissez-faire. Research on the effects of such policies is still in the early stages, and more attention is needed to determine the effectiveness of states' professional development policies.

A new responsibility of teacher education programs

1954 ◽  
Vol 47 (2) ◽  
pp. 66-70
Author(s):  
Lee Emerson Boyer
Keyword(s):  
High School ◽  
Teacher Education ◽  
State Level ◽  
The State ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Mathematics Courses ◽  
The Past

During the past decade widespread revision of mathematics courses of study on the state level has taken place. One outstanding characteristic of these revisions, taken as a whole, is that in their attempt to correct educational ills of many years’ standing they suggest flexible mathematics programs for all high school pupils throughout their stay in high school. These programs are varied and planned to meet the needs of various types of pupils.

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