Co-constructing a new model of teacher education

2013 ◽  
pp. 97-109
Keyword(s):  
Teacher Education ◽  
New Model

A New Model of Applied Mathematics for Improving the Effect of Mathematics for Teaching

2011 ◽  
Vol 187 ◽  
pp. 247-247
Keyword(s):  
Teacher Education ◽  
Mathematics Teaching ◽  
Applied Mathematics ◽  
New Model ◽  
Mathematics For Teaching

Removed due to plagiarism. Originally published as: Stylianides, G. J., & Stylianides, A. J. (2010). Mathematics for teaching: A form of applied mathematics. Teaching and Teacher Education, 26, 161-172. DOI: 10.1016/j.tate.2009.03.022

THE NEW MODEL OF TEACHER EDUCATION IN POLAND THE DIRECTIONS OF CHANGES IN THE CONTEXT OF THE EXISTING RESEARCH AND TEACHING PRACTICES

2019 ◽  
Author(s):  
Katarzyna Jagielska ◽  
Joanna M. Łukasik ◽  
Anna Mróz ◽  
Anna K. Duda ◽  
Paulina Koperna ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teaching Practices ◽  
New Model ◽  
Research And Teaching

Toward planning a new model for teacher education

1968 ◽  
Vol 45 (6) ◽  
pp. 331-334
Author(s):  
Don DeNevi
Keyword(s):  
Teacher Education ◽  
New Model

scholarly journals Kunnskapsområdene i barnehagelærerutdanningen – en umulig modell? Utfordringer ved faglig integrasjon og profesjonsretting

2021 ◽  
Vol 41 (2) ◽  
pp. 111-129
Author(s):  
Anton Havnes
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Curriculum Design ◽  
Professional Education ◽  
National Curriculum ◽  
Historical Analysis ◽  
Early Childhood Teacher ◽  
Education Curriculum ◽  
New Model ◽  
Wide Range

As typical for professional education, early childhood teacher education (ECTE) aims to integrate knowledge from a wide range of disciplinary fields. With the 2013 reform of the Norwegian ECTE national curriculum the 10 disciplinary subjects have been replaced by 6 integrated “knowledge areas”. Research has documented that this shift in curriculum design has been problematic; the old structure seems to prevail in the new model. While acknowledging the essence of integration in professional knowledge, this article critically discusses the rational for the 2013 reform of the ECTE curriculum. Building on recent research on professionalism and a historical analysis of the Norwegian ECTE education curriculum, the article recommends a fundamental rethinking of the design of integration of subject fields in ECTE.

scholarly journals Modernisation of Kindergarten Teacher Education: Markers of New Basic Professional Educational Programmes

2018 ◽  
Vol 23 (1) ◽  
pp. 38-45
Author(s):  
A.G. Gogoberidze ◽  
I.V. Golovina
Keyword(s):  
Teacher Education ◽  
Detailed Analysis ◽  
Russian Federation ◽  
Educational Outcomes ◽  
Preschool Education ◽  
Kindergarten Teacher ◽  
Ministry Of Education ◽  
New Model ◽  
Educational Programmes ◽  
The Russian Federation

The article deals with a new model of preschool education that was developed and tested under the scope of a comprehensive project on the modernization of teacher education established by the Ministry of Education and Science of the Russian Federation (2014—2017). We provide a detailed analysis of the new bachelor's and master's educational programmes in preschool education. Also, we focus on the logic and design of practice-oriented educational programmes; describe educational outcomes as well as ways of reaching and evaluating them; and, finally, analyse the content of modules of the educational programmes.

An Evaluation of Blending Technology with Pedagogy for Teacher Education and its Implication for their Classroom Teaching

2010 ◽  
pp. 1347-1361
Author(s):  
Paul Lam ◽  
Josephine Csete ◽  
Carmel McNaught
Keyword(s):  
Teacher Education ◽  
Technology Integration ◽  
Transfer Process ◽  
Quantitative Methods ◽  
Course Design ◽  
Online Courses ◽  
Graduate Level ◽  
New Model ◽  
Qualitative And Quantitative Methods ◽  
Blended Course

Although research has been conducted on the benefits anddrawbacks of online courses, more is specifically needed inteacher-education to increase understanding of the transfer process from technology integration learning to the classroom. This study was designed to evaluate a model for blending technology with traditional classroommethods in preparing teachers to do the same. A combination of qualitative and quantitative methods was used to examine the collaborative and scaffolding approaches to the teacher learners construction of meaning in the online discourse. Data has been collected from blended graduate level courses taught in the area ofeducational technology for in-service and pre-serviceteachers from 2001 through 2006. These findings will be used to help identify best-practices for technologyintegration with teacher-education through informed applied research, and to create a new model for more comprehensive future blended course design.

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