The Cambridge Schools Experience

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.

Enhancing Quality Teacher Education Programs in Developing Countries

2016 ◽  
pp. 167-187 ◽  
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.

Peer Assessment for Development of Preservice Teachers

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.

The Extent of K-12 Online Teacher Development

2021 ◽  
pp. 924-944
Author(s):  
Jean S. Larson ◽  
Leanna Archambault
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Development ◽  
Online Teaching ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Online Teachers ◽  
Online Teacher ◽  
Online Schools ◽  
K 12

This chapter, updated for the second edition of this volume, reviews the current research specific to the characteristics and preparation of those involved in K–12 online teaching. While few teacher education programs integrate any aspect of online teaching into their coursework or field experiences, existing programs are discussed. Limited, but notable progress is being made with respect to K–12 online teacher preparation. However, there continues to be gaps in the literature examining the extent to which teachers are being educated, trained, and otherwise prepared to function in online settings. Over the past decade, the need for teacher education programs and current K–12 online schools to work together to prepare teachers has become increasingly clear. Effective online teaching techniques must be defined, empirically proven, and then efficiently implemented by both future and current K–12 online teachers to ensure quality online educational experiences and outcomes for students.

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

2018 ◽  
Vol 50 (3) ◽  
pp. 281-303 ◽  
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.

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

2018 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Ma. Lourdes S. Agustin ◽  
Darryl Roy Montebon
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Southeast Asian ◽  
Teacher Education Programs ◽  
Asian Countries ◽  
Education Programs ◽  
Asean Countries ◽  
Teacher Exchange ◽  
Education Network ◽  
International Teacher

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.<em><strong></strong></em>

scholarly journals Transforming Teacher Education Thinking: Complexity and Relational Ways of Knowing

2015 ◽  
Vol 12 (2) ◽  
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.

The Iron Grip of Productivity Software within Teacher Education

2012 ◽  
pp. 170-191 ◽  
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.

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

2012 ◽  
Vol 59 (2) ◽  
pp. 399-411 ◽  
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

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

2016 ◽  
Vol 52 (8) ◽  
pp. 927-956 ◽  
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.

scholarly journals Examining Performance Assessment: Illuminating Teacher Development and The Construction of a Profession

2019 ◽  
Vol 25 ◽  
Author(s):  
Rebecca Buchanan
Keyword(s):  
Teacher Education ◽  
Critical Discourse Analysis ◽  
Teacher Development ◽  
Teacher Performance ◽  
Performance Assessments ◽  
Critical Discourse ◽  
Teacher Education Programs ◽  
Education Programs ◽  
High Stakes ◽  
The U.S

Mandated teacher performance assessments (TPAs) have recently become a popular form of high-stakes assessment in teacher education. For example, California requires all pre-service teachers to successfully complete a TPA before receiving a preliminary credential, and edTPA, a TPA distributed by Pearson, has been adopted by over 800 teacher education programs in the U.S. High stakes performance assessments are used as gatekeepers, consequently serving as a professionalizing tool. This paper uses sociolinguistics and critical discourse analysis of completed TPAs to explore the vision of the profession that the assessment communicates to novice teachers. Analysis demonstrates how pre-service teachers position themselves as well as how the demands of the assessment position them.

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