Social Foundations and the Professional Preparation of Teacher Educators

2015 ◽  
Author(s):  
Erskine S. Dottin
Keyword(s):  
Teacher Educators ◽  
Professional Preparation ◽  
Social Foundations

scholarly journals Cases in TESOL Teacher Education: Creating a Forum for Reflection

1997 ◽  
Vol 14 (2) ◽  
pp. 01 ◽  
Author(s):  
Jane Jackson
Keyword(s):  
Teacher Education ◽  
Professional Practice ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Professional Preparation ◽  
Teacher Education Programs ◽  
Case Method ◽  
Case Based Learning ◽  
Teaching Cases ◽  
Case Based

This article reviews the case method from an historical perspective and explores why and how "decision" cases might be used by teacher educators in the professional preparation of teachers as reflective ESOL specialists. It is argued that the case method can sharpen the critical thinking, analytical, and communication skills of both novice and experienced teachers and help ready them for the complex challenges they could face in the world of professional practice. Enthusiasm for this methodology, however, is tempered with words of caution about the difficulties involved in implementing case-based learning in teacher education programs. Guidelines for selecting and using"decision" cases are provided and recommendations are made for future developments in case-based teaching and learning in TESOL. Three appendixes include sources for teaching cases and details about a working conference for case facilitators and writers.

Integrative Public Health-Aligned Physical Education and Implications for the Professional Preparation of Future Teachers and Teacher Educators/Researchers in the Field

Quest ◽  
2016 ◽  
Vol 68 (4) ◽  
pp. 457-474 ◽  
Author(s):  
Collin Andrew Webster ◽  
David F. Stodden ◽  
Russell L. Carson ◽  
Catherine Egan ◽  
Danielle Nesbitt
Keyword(s):  
Public Health ◽  
Physical Education ◽  
Teacher Educators ◽  
Professional Preparation ◽  
Future Teachers

scholarly journals Perfil de los formadores de docentes en educación especial: impacto en la mejora del aprendizaje de los alumnos / Profile of Teacher Educators in Special Education: Impact on Improving Student Learning

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
José María Contreras González
Keyword(s):  
Special Education ◽  
Learning Outcomes ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Professional Preparation ◽  
Teaching Methodology ◽  
Human Reality ◽  
Improving Student Learning ◽  
The Relationship ◽  
Educacion Especial

ABSTRACTIt may be strange to have to accept that, despite the various investigations, there is currently no broad consensus on the traits and skills that should have the academic profile of the teacher educator in special education, the task involves providing quality education for the the constant updating and professional preparation is required, it is necessary to develop the basic skills trainer for teaching and impact their teaching methodology. This paper seeks to take the first steps to define the profile of the teacher educator in special education within the scope of the powers, the overall objective is to analyze the relationship between the profile and learning outcomes that students have achieved, as it is said that education is a human reality doubly because its subject of study is man and only he can also exercise and carry out similar.RESUMENPuede resultar extraño tener que aceptar que, pese a las diversas investigaciones realizadas, actualmente no existe un consenso amplio sobre los rasgos y competencias  que debe tener el perfil académico del  formador  de docentes en educación especial, la tarea conlleva brindar una educación de calidad para lo que se requiere la actualización y preparación profesional constante, se precisa desarrollar en el formador habilidades básicas para la docencia e impactar en su metodología de enseñanza. En este trabajo se busca dar los primeros pasos para definir el perfil del formador de docentes en educación especial dentro del ámbito de las competencias,  el objetivo general  es analizar la relación que existe entre dicho perfil  y los resultados de aprendizaje que han alcanzado los alumnos, ya que se dice que la educación es una realidad doblemente humana porque su sujeto de estudio es el hombre y que además únicamente él puede ejercerla y llevarla a cabo con otros similares. Contacto principal: [email protected]

‘My mom says you’re not really a teacher’: Rhizomatic explorations of ever-shifting student teacher identities and experiences

2018 ◽  
Vol 19 (2) ◽  
pp. 131-141 ◽  
Author(s):  
Sonya Gaches ◽  
Shelina Walli
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
Teacher Development ◽  
Teacher Educators ◽  
Personal Narratives ◽  
Professional Preparation ◽  
State Agencies ◽  
Multiple Identity ◽  
University Courses ◽  
The Usa

Current teacher preparation programmes in the USA are required to report to state agencies on how their students are attaining professional preparation standards in order to fully become named as a ‘teacher’. As teacher educators immersed in these neo-liberal policies and expectations, the authors sought a way for their students to work through these expectations by having them write personal narratives of their experiences in university courses and early childhood practicums. The authors found the results from their initial analysis troubling and sought further meaning from the students’ and other texts. Only when the authors returned to literature that was closer to their own feminist, post-structural core did they find some (un)comfort. They had become distracted by institutionalized, modernist and neo-liberal notions of linear teacher development. They had nearly overlooked the majority of their data illustrating student teachers’ often clandestine classroom experiences, leading to a non-linear ‘messiness’ of constantly shifting, vacillating, variable and ever-flowing multiple identity enactments in the narratives. Drawing on student teachers’ narratives in order to challenge and rupture the neo-liberal truth(s) of linear teacher development, the authors argue that teachers’ identities are not built on the dissemination of discrete knowledges and specified skills and dispositions articulated in standards, but rather are under ever-evolving, messy, multifaceted, multilayered construction through their experiences with children, families and fellow teachers. Finally, the authors explore possible implications for teacher educators and teacher education.

scholarly journals Pre-service Teachers’ Perceptions of Professional Standards and their Integration into Pre-service Training: A Comparative Study of Australia and Pakistan

2021 ◽  
Vol 46 (11) ◽  
pp. 54-68
Author(s):  
Sadia Shaukat ◽  
◽  
Raqib Chowdhury ◽  
Keyword(s):  
Teacher Preparation ◽  
Teacher Educators ◽  
Professional Preparation ◽  
Professional Standards ◽  
Teacher Preparation Program ◽  
Policy Makers ◽  
Teachers Perceptions ◽  
Service Training ◽  
Competencies Development ◽  
Pre Service Teacher

This paper critically analyses 52 Australian and 68 Pakistani pre-service teachers’ (PST) perceptions of professional standards for teachers enabling the comparison of teacher preparation in the two countries. A multivariate analysis of variance tested the hypothesis that an integrated standards-based teacher preparation program was more effective for professional skills and competencies development than a non-integrated one. While the Australian PSTs undertaking a standards-integrated curriculum reported significantly higher levels of professional preparation in ten areas of professional Standards, their Pakistani counterparts - who were not exposed to such curriculum - reported inadequate preparation. The findings have implications for teacher educators and policy makers involved in the development of pre-service teacher programs.

Introduction to the Forum on Cluttering: Rays of Hope Shine Around the World

2019 ◽  
Vol 4 (6) ◽  
pp. 1566-1567
Author(s):  
Isabella Reichel
Keyword(s):  
Professional Preparation ◽  
Joint Effort ◽  
Feedback Training ◽  
Successful Communication ◽  
Self Help ◽  
The World ◽  
Common Thread ◽  
Evidence Based Treatments ◽  
Attention Performance ◽  
Self Help Groups

Purpose In the 10 years since the International Cluttering Association (ICA) was created, this organization has been growing in the scope of its initiatives, and in the variety of resources it makes available for people with cluttering (PWC). However, the awareness of this disorder and of the methods for its intervention remain limited in countries around the world. A celebration of the multinational and multicultural engagements of the ICA's Committee of the International Representatives is a common thread running through all the articles in this forum. The first article is a joint effort among international representatives from five continents and 15 countries, exploring various themes related to cluttering, such as awareness, research, professional preparation, intervention, and self-help groups. The second article, by Elizabeth Gosselin and David Ward, investigates attention performance in PWC. In the third article, Yvonne van Zaalen and Isabella Reichel explain how audiovisual feedback training can improve the monitoring skills of PWC, with both quantitative and qualitative benefits in cognitive, emotional, and social domains of communication. In the final article, Hilda Sønsterud examines whether the working alliance between the client and clinician may predict a successful cluttering therapy outcome. Conclusions Authors of this forum exchanged their expertise, creativity, and passion with the goal of solving the mystery of the disconcerting cluttering disorder with the hope that all PWC around the globe will have access to the most effective evidence-based treatments leading to blissful and successful communication.

Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Private Practice ◽  
Universal Design ◽  
Professional Preparation ◽  
Learning Activities ◽  
Functional Information ◽  
Course Content ◽  
Group Activities ◽  
Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

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