Log in

Relevant bibliographies by topics / Continue teacher education / Journal articles

To see the other types of publications on this topic, follow the link: Continue teacher education.

Journal articles on the topic 'Continue teacher education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Continue teacher education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Reid, Jo-Anne, Ninetta Santoro, Laurie Crawford, and Lee Simpson. "Talking Teacher Education: Factors Impacting on Teacher Education for Indigenous People." Australian Journal of Indigenous Education 38, no. 1 (2009): 42–54. http://dx.doi.org/10.1375/s1326011100000582.

Full text

Abstract:

AbstractIn this paper we report the findings of research that has examined, from first-hand accounts, the career pathways of Indigenous Australians who have studied to become teachers. We focus on one key aspect of the larger study: the nature and experience of initial teacher education for Indigenous student teachers. Elsewhere we have reported on aspects of their subsequent working lives in teaching or related fields. We focus here on participants' talk about teacher education, particularly with reference to the factors that have impacted positively and negatively on their identity formation

APA, Harvard, Vancouver, ISO, and other styles

2

Koedel, Cory, and Julian R. Betts. "Does Student Sorting Invalidate Value-Added Models of Teacher Effectiveness? An Extended Analysis of the Rothstein Critique." Education Finance and Policy 6, no. 1 (2011): 18–42. http://dx.doi.org/10.1162/edfp_a_00027.

Full text

Abstract:

Value-added modeling continues to gain traction as a tool for measuring teacher performance. However, recent research questions the validity of the value-added approach by showing that it does not mitigate student-teacher sorting bias (its presumed primary benefit). Our study explores this critique in more detail. Although we find that estimated teacher effects from some value-added models are severely biased, we also show that a sufficiently complex value-added model that evaluates teachers over multiple years reduces the sorting bias problem to statistical insignificance. One implication of

APA, Harvard, Vancouver, ISO, and other styles

3

Qin, Dake. "A study on Chinese teacher education professional accreditation based on the standards comparison." E3S Web of Conferences 257 (2021): 02092. http://dx.doi.org/10.1051/e3sconf/202125702092.

Full text

Abstract:

By comparing with the American CAEP teacher education accreditation standard, we study the characteristics of Chinese teacher education professional accreditation (TEPA) and the differences between Chinese and American accreditation standards. The aim of TEPA, which is drawing lessons from the idea of engineering education professional accreditation, is to improve the overall quality of Chinese teachers team, ensure the quality of teacher education, make the quality of pre-service teachers cultivation institutions continue to improve, and meet the needs of the society for qualified and excelle

APA, Harvard, Vancouver, ISO, and other styles

4

Hertz, Benjamin, Hannah Grainger Clemson, Daniella Tasic Hansen, et al. "A Pedagogical Model to Scale Up Effective Teacher Professional Development – Findings from The Teacher Academy Initiative of the European Commission." EDEN Conference Proceedings, no. 1 (October 21, 2020): 227–37. http://dx.doi.org/10.38069/edenconf-2020-rw-0025.

Full text

Abstract:

Teachers continue to experience change in education policy, societal trends, and cultural shifts in pedagogical thought, which all require a continual adaptation and innovation of their own practice. Effective support and opportunities for teachers to develop and apply their competences is crucial for maintaining both motivation and high standards in the school education profession. However, many teachers across Europe claim to struggle to have access to effective forms of Continued Professional Development (CPD) coupled with the numerous demands already made on their work. Onsite (face to fac

APA, Harvard, Vancouver, ISO, and other styles

5

Nurunnisa, Rita. "INCREASING PEDAGOGIC COMPETENCY AND PROFESSIONAL COMPETENCY THROUGH EDUCATION AND TRAINING DEVELOPMENT OF SUSTAINABLEPROFESSION OF DEVELOPMENT (Case Study of Kindergarten Teachers in Bandung)." Empowerment 7, no. 2 (2018): 260. http://dx.doi.org/10.22460/empowerment.v7i2p260-265.886.

Full text

Abstract:

ABSTRACTTeacher competence is the teacher's capital in carrying out the main task and its function in educating the students. There are 4 competencies that must be possessed by teachers, namely, pedagogic competence, professional competence, personality competence and social competence. Teachers should have awareness in themselves to continue to learn and develop themselves continuously in an effort to improve services to learners. One of the teacher's efforts in self-development is through education and training. For that, the authors examine the "How education and training Sustainable Develo

APA, Harvard, Vancouver, ISO, and other styles

6

Heller, Rafael. "Why we teach: A conversation with Sonia Nieto." Phi Delta Kappan 101, no. 8 (2020): 31–36. http://dx.doi.org/10.1177/0031721720923518.

Full text

Abstract:

In this interview, Sonia Nieto shares what she has learned from her long career in teaching, teacher education, and research about what motivates teachers to continue coming to the classroom each day. She shares the story of her early years as a teacher and how professional relationships helped her to thrive. And she describes the varied ways that other teachers she’s met have found purpose and joy in their work.

APA, Harvard, Vancouver, ISO, and other styles

7

Kastner, Julie Derges. "Healing bruises: Identity tensions in a beginning teacher’s use of formal and informal music learning." Research Studies in Music Education 42, no. 1 (2018): 3–18. http://dx.doi.org/10.1177/1321103x18774374.

Full text

Abstract:

The purpose of this narrative case study was to describe the developing teacher identity of Nicole Downing, a first-year teacher in the US, in her use of both formal and informal learning processes. As music education continues embracing approaches like informal music learning, it should also reflect on the voices of teachers in the field. Data collection included interviews, observations, and participant writings. Findings revealed that Nicole (a) questioned and eventually accepted her music teacher identity, (b) exhibited a dualism between her use of formal and informal music learning proces

APA, Harvard, Vancouver, ISO, and other styles

8

Tong, Fuyong. "Practice Innovation of the Construction of the Educational Community in Contemporary Rural Areas: Taking the 123 Rural Workshops with Famous Teachers in Hangzhou, Zhejiang as an Example." Science Insights Education Frontiers 10, S1 (2021): 1. http://dx.doi.org/10.15354/sief.21.s1.ab031.

Full text

Abstract:

For the sake of rural revitalization, on the basis of making efforts to the construction of rural teaching staff, innovative training mode of rural teachers, and the system of teacher workshops, 123 teacher workshops have been established in batches in Hangzhou in 2017. The essence of the workshop is the community of teacher professional development and the practice forms of a good community of rural-urban education, which effectively promoted the balance of rural-urban education. The establishment of the workshop follows the contemporary social background; hence it is not only the innovation

APA, Harvard, Vancouver, ISO, and other styles

9

Downey, C. Aiden, Lee Schaefer, and D. Jean Clandinin. "Commentary: Shifting Teacher Education From "Skilling Up" to Sustaining Beginning Teachers." LEARNing Landscapes 8, no. 1 (2014): 15–20. http://dx.doi.org/10.36510/learnland.v8i1.669.

Full text

Abstract:

Early career teacher attrition is a serious concern. While the problem is usually seen as one of skilling up new teachers, based on a two-year study with 50 early career teachers, we suggest the importance of attending to what sustains them. While beginning teachers need knowledge and skills, they also need places that allow them to continue to live out their stories to live by, identity stories that encompass both who they are and are becoming as teachers and as people. Attending to stories to live by means we attend to teacher knowledge, knowledge shaped in, and expressed in, both personal a

APA, Harvard, Vancouver, ISO, and other styles

10

Dekawati, Ipong. "PENGARUH KEMAMPUAN DAN PERILAKU GURU TERHADAP KUALITAS PELAYANAN PENDIDIKAN." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 4, no. 2 (2018): 291–302. http://dx.doi.org/10.36989/didaktik.v4i2.76.

Full text

Abstract:

This research has been carried out and analyzed by taking the main focus on the ability and behavior of teachers and their impact on the quality of education services. The method used is the explanatory survey method where the author went directly to the empirical level by spreading the questionnaire to 40 teachers at the State Elementary School. The technique of processing and analysis used is regression. The results showed that: (1) There is a positive and significant influence ability of teachers on the quality of education services at the State Elementary School. The amount of influence of

APA, Harvard, Vancouver, ISO, and other styles

11

Poom-Valickis, Katrin, and Tiina Elvisto. "Students Motives and Satisfaction with Studies in the Area of Natural Sciences and Their Willingness to Continue Studies in Teacher Education." Journal of Teacher Education for Sustainability 11, no. 2 (2009): 41–50. http://dx.doi.org/10.2478/v10099-009-0039-9.

Full text

Abstract:

Students Motives and Satisfaction with Studies in the Area of Natural Sciences and Their Willingness to Continue Studies in Teacher EducationNatural sciences teachers have a key role to play in creating knowledge and skills. However, Estonian students' interest in studying natural sciences and their willingness to continue studies in teacher education have decreased. This study was designed to assess: 1) how clear the students' motives to study natural sciences was; 2) how the clarity of motives relate to student satisfaction with their studies and 3) how student satisfaction with studies rela

APA, Harvard, Vancouver, ISO, and other styles

12

Uchtiawati, Sri. "Analysis Certification Teachers On Teacher Professional Education In Service." INNOVATION RESEARCH JOURNAL 1, no. 2 (2020): 82. http://dx.doi.org/10.30587/innovation.v1i2.1921.

Full text

Abstract:

The problem of this research is the need to improve the quality of Education, which in the analysis obtained by a base to enhance the quality of Education. Knowledge lies in the sub-system of teachers because basically, the teacher is learning agent. And how the efforts to upgrade the quality of Education is then, by invitation Act s item of national Education and law teacher and lecturer, is it relieved l formal that teachers must have a teaching certificate, or known as a teacher's certificate (sergu). The essence of teacher certification award "teaching certificate" on teachers, which meets

APA, Harvard, Vancouver, ISO, and other styles

13

Mawhinney, Lynnette, and Carol R. Rinke. "I Just Feel So Guilty: The Role of Emotions in Former Urban Teachers’ Career Paths." Urban Education 53, no. 9 (2017): 1079–101. http://dx.doi.org/10.1177/0042085917741726.

Full text

Abstract:

This article explores the dynamic structures of emotions used by former urban teachers as they negotiated the challenges of the profession. Drawing from a national sample of 25 former urban teachers, this article looks closely at the lives of two teachers who taught in urban intensive school districts. Specifically, the piece captures the emotional aftermath of leaving teaching around two themes: (a) recognition of guilt and (b) continued advocacy for their students. We found that teacher leavers continue to struggle emotionally with their choice to leave the classroom while remaining committe

APA, Harvard, Vancouver, ISO, and other styles

14

Grewal, Imandeep K., Amanda Maher, Hanna Watters, Donacal Clemens, and Kaitlyn Webb. "Rewriting Teacher Education: Food, Love, and Community." Journal of Culture and Values in Education 2, no. 3 (2019): 44–60. http://dx.doi.org/10.46303/jcve.03.02.3.

Full text

Abstract:

In this article, we present the intertwining stories of a teacher education learning community who are (re) writing the current dehumanizing narrative of standardization, crisis mongering, and survival of the fittest ethos that continue to harm our learners, teachers, and communities. We argue that when teacher education candidates are repositioned from consumers of theory and methods to inquirers of practice, their collectively constructed knowledge not only illuminates locally significant issues but also disrupts institutional hierarchies. Drawing from narrative inquiry theory and a collabor

APA, Harvard, Vancouver, ISO, and other styles

15

Seikkula-Leino, Jaana, Timo Satuvuori, Elena Ruskovaara, and Heikki Hannula. "How do Finnish teacher educators implement entrepreneurship education?" Education + Training 57, no. 4 (2015): 392–404. http://dx.doi.org/10.1108/et-03-2013-0029.

Full text

Abstract:

Purpose – The purpose of this paper is to ascertain how the people who train Finnish teachers implement entrepreneurship education in the guidance they provide. The authors show how learning through, for and about entrepreneurship manifests in the self-evaluations of Finnish teacher educators. Design/methodology/approach – Data were collected in spring 2012 with a quantitative survey questionnaire to 100 teacher educators and training teachers for vocational and general education, to rectors and managers. Findings – The teacher educators used a relatively large number of the pedagogical models

APA, Harvard, Vancouver, ISO, and other styles

16

Torff, Bruce. "Teacher Beliefs Shape Learning for all Students." Phi Delta Kappan 93, no. 3 (2011): 21–23. http://dx.doi.org/10.1177/003172171109300305.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Mirzakhmedov, Abdirashid M., and Khurshid A. Mirzakhmedov. "The Role Of The Teacher In The Education Of Young People." American Journal of Social Science and Education Innovations 03, no. 01 (2021): 385–95. http://dx.doi.org/10.37547/tajssei/volume03issue01-72.

Full text

Abstract:

The article analyzes new approaches to the phenomenon of the teacher of the New Century as a professional of spiritual enlightenment of society. The personality of the teacher in the context of the globalization of information technologies becomes incomparably important, training and education determines the fate of peoples, which is crucial for the future of world civilization. The formation and development of the professionalism of teachers are interrelated with the socio-cultural traditions and national characteristics of the people, which ultimately contributes to improving the quality and

APA, Harvard, Vancouver, ISO, and other styles

18

Bieda, Kristen. "Taking Stock: MTE's Contribution to Building a Knowledge Base for the Practice of Mathematics Teacher Education." Mathematics Teacher Educator 5, no. 1 (2016): 3–7. http://dx.doi.org/10.5951/mathteaceduc.5.1.0003.

Full text

Abstract:

When you link to http://www.nctm.org/Publications/mathematics-teacher-educator/About-Mathematics-Teacher-Educator/ to learn about writing a manuscript for publication in Mathematics Teacher Educator (MTE), one aspect of the call for manuscripts that likely stands out is the importance of informing the practice of mathematics teacher education. This directive in the call raises questions such as What is meant by “practice” in the MTE call, considering Lampert's (2010) unpacking of the various ways scholars use this term when talking about teaching? Why do we need work that speaks to the practic

APA, Harvard, Vancouver, ISO, and other styles

19

Jeanneret, Neryl. "The Preparation of Secondary Music Teachers in New South Wales: Is it out of step?" British Journal of Music Education 10, no. 1 (1993): 47–55. http://dx.doi.org/10.1017/s026505170000142x.

Full text

Abstract:

This article grew out of a study of four preservice teacher education courses available in New South Wales for the secondary music specialist. Although the secondary syllabuses prescribe an integration of the activities of performing, composing and listening, tertiary teacher education courses are for the most part are based on the conservatoire model that compartmentalises aural, performing and musicology studies and almost entirely neglects composition. There also appears to be a lack of knowledge of and interest in general teacher education trends and their application to the above courses.

APA, Harvard, Vancouver, ISO, and other styles

20

Akhyar, Aidil, Hasbiyallah Hasbiyallah, Aan Hasanah, Hasan Basri, and Uus Ruswandi. "IMPACT OF TEACHER WELFARE ON IMPROVING THE QUALITY OF ISLAMIC RELIGIOUS EDUCATION." Ta dib : Jurnal Pendidikan Islam 10, no. 1 (2021): 61–72. http://dx.doi.org/10.29313/tjpi.v10i1.7583.

Full text

Abstract:

Teacher welfare is indeed an important thing, because teachers need guarantees for the work they do. To Teachers need appreciation for their duties. Teachers have the responsibility to create quality learning in order to facilitate the achievement of the objectives of the subjects. The research method used in this research is a qualitative method. Teacher welfare is a guide for teachers to continue to be enthusiastic in carrying out their duties. Teachers of Islamic Religious Education subjects, will be happy if the clarity of the welfare of their work is guaranteed either by the government, o

APA, Harvard, Vancouver, ISO, and other styles

21

Fusco, Mark. "Burnout factories." Phi Delta Kappan 98, no. 8 (2017): 26–30. http://dx.doi.org/10.1177/0031721717708291.

Full text

Abstract:

In its well-intentioned effort to create alternatives to public school dropout factories, the charter school sector has created teacher burnout factories. But it does not have to be this way. Charter schools can continue to maintain high standards while creating a more sustainable work environment for teachers. This article examines the teacher burnout issue as a larger national trend, discusses its particularly toxic effect on the author’s school, Hyde Leadership Charter School in New York City, and describes an effort to improve retention among that school’s faculty.

APA, Harvard, Vancouver, ISO, and other styles

22

Viano, Samantha L., and Seth B. Hunter. "Teacher-principal race and teacher satisfaction over time, region." Journal of Educational Administration 55, no. 6 (2017): 624–39. http://dx.doi.org/10.1108/jea-10-2016-0122.

Full text

Abstract:

Purpose The purpose of this paper is to replicate prior findings on teacher-principal race congruence and teacher job satisfaction and extend the literature by investigating trends over time and if the relationship between race congruence and teacher job satisfaction differs by principal race and region. Design/methodology/approach The study sample comes from four waves of cross-sectional data, the nationally representative Schools and Staffing Survey, administered between 2000 and 2012. The analysis is conducted using ordinary least squares and school-year fixed effects with a comprehensive s

APA, Harvard, Vancouver, ISO, and other styles

23

Lourie, Megan. "Biculturalism in education: Haere whakamua, hoki whakamuri/Going forward, thinking back." Teachers' Work 12, no. 2 (2016): 131–48. http://dx.doi.org/10.24135/teacherswork.v12i2.180.

Full text

Abstract:

 While references to the Treaty of Waitangi and/or biculturalism are an accepted part of the New Zealand education policy landscape, there is often a lack of consensus around the meaning, and therefore the practice implications, of the term ‘biculturalism’. This difficulty can be explained by viewing biculturalism as an ideology that has continued to evolve since its emergence in the 1980s. In policy texts older understandings of the term are overlaid with more recent understandings and can contribute to uncertainty about what the term means to teachers in 2015. This is particularly chal

APA, Harvard, Vancouver, ISO, and other styles

24

Andersen, Clair. "Teacher Education, Aboriginal Studies and the New National Curriculum." Australian Journal of Indigenous Education 41, no. 1 (2012): 40–46. http://dx.doi.org/10.1017/jie.2012.7.

Full text

Abstract:

Aboriginal and Torres Strait Islander students in Australian schools continue to have poor education and health outcomes, and the introduction of a new national curriculum may assist in redressing this situation. This curriculum emphasises recommendations which have been circulating in the sector over many years, to require teacher education institutions to provide their students with an understanding of past and contemporary experiences of Indigenous Australians, as well as the social, economic and health disadvantages that challenge Indigenous communities, and to equip them to integrate Indi

APA, Harvard, Vancouver, ISO, and other styles

25

Reddy, KR. "The Duties and Responsibilities of a Medical Teacher." Journal of Gandaki Medical College-Nepal 11, no. 1 (2018): 52–55. http://dx.doi.org/10.3126/jgmcn.v11i1.20795.

Full text

Abstract:

Teachers play vital roles in the lives of the students. Teachers are best known for the role of educating the students. A teacher must be a leader if he/she wants to function effectively in the class room. Teachers set the tone of their class rooms, build a warm environment, mentor and nurture students, and become role models. A teacher is the force that drives the educational system. A teacher is a person who will have to fill many roles. They are people with educational leadership skills and they must continue to grow & develop as professionals. Anyone seeking to be a teacher should take

APA, Harvard, Vancouver, ISO, and other styles

26

Walsh, Nichole, and Nancy Akhavan. "Developing High Quality Teachers Through Professional Pre-Service Teaching Opportunities." Contemporary Issues in Education Research (CIER) 11, no. 4 (2018): 153–64. http://dx.doi.org/10.19030/cier.v11i4.10210.

Full text

Abstract:

Based on the reform movements over the past two decades, it is evident that while effective teachers are critical to student learning, not all teachers are coming to the profession highly qualified. Policy and research continue to highlight the need to reorganize and refocus teacher preparation programs to produce higher quality teachers ready to meet the demands of the classroom from day one of employment. This study focuses on the enhancement of traditional preparation programs in public Institutions of Higher Education (IHEs) as this continues to be the context for which most teacher candid

APA, Harvard, Vancouver, ISO, and other styles

27

Droździał-Szelest, Krystyna. "WHAT MAKES TEACHERS DEVELOP PROFESSIONALLY: SOME REFLECTIONS ON MOTIVATIONAL ISSUES IN THE CONTEXT OF POST-GRADUATE STUDY PROGRAMMES." Neofilolog, no. 52/1 (April 25, 2019): 159–77. http://dx.doi.org/10.14746/n.2019.52.1.12.

Full text

Abstract:

This article explores the concept of teacher professionalism, focusing primarily on factors motivating teachers to pursue professional development within the framework of formal, organized teacher development programmes offered by educational institutions. Its major purpose is to contribute to a better understanding of motivational issues involved in teacher education, or teacher learning, as it is sometimes referred to. Its other purpose is to liven up a discussion concerning language teacher education as a life-long experience. The article consists of two parts: its theoretical sections focu

APA, Harvard, Vancouver, ISO, and other styles

28

Lazarić, Lorena, Snježana Močinić, and Ivana Paula Gortan-Carlin. "Competency Profile of the Teaching Profession in Croatia After Initial Education." European Journal of Education 2, no. 2 (2019): 15. http://dx.doi.org/10.26417/ejed-2019.v2i2-59.

Full text

Abstract:

The teachers’ competence profile is in a constant discrepancy due to demands posed by life in the contemporary world of change. The base for the development of teachers’ professional competences is set during initial education, although professional qualifications continue to be developed further through internship, teaching practice and lifelong professional training. Teachers’ competences have to be expanded from traditional to new ones, such as the skill to diagnose pupils’ needs for learning, the ability to methodically designate the environment for active learning and the development of c

APA, Harvard, Vancouver, ISO, and other styles

29

Gill, Peggy, Ross Sherman, and Cynthia Sherman. "The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward Inclusion." Journal of Teacher Education for Sustainability 11, no. 2 (2009): 3–13. http://dx.doi.org/10.2478/v10099-009-0036-z.

Full text

Abstract:

The Impact of Initial Field Experience on Pre-Service Teachers' Attitude Toward InclusionIn the United States, up to 50% of new teachers leave the profession within 5 years (Smith & Ingersoll, 2004). This unacceptable level of sustainability of the profession is of concern to both teacher preparation institutions and the local education agencies. This paper looks at one factor that may impact the sustainability of current teacher preparation models: attitudes toward inclusion of students with disabilities in the mainstream classroom. Participants in the study were currently enrolled in 3 d

APA, Harvard, Vancouver, ISO, and other styles

30

Chong, Sylvia, and Theresa Lu. "“I’m a Teacher.” –Preschool Teachers’ Perception of Professional Self." International Journal of Education 12, no. 4 (2021): 132. http://dx.doi.org/10.5296/ije.v12i4.18053.

Full text

Abstract:

Preschool education requires articulate, reflective and highly qualified teachers. However, within the teaching field, it is claimed that preschool teachers have the lowest perception of their own professional status. Determining the preschool teachers’ professional standing is problematic and begins with preschool teachers’ sense of professionals self. Using a mixed methods research methodology, the study garnered quantitative as well as personal insights into preschool teachers’ perception of professional self. The findings showed that the preschool teachers have an emerging perception of pr

APA, Harvard, Vancouver, ISO, and other styles

31

Zacharias, Nugrahenny T. "INTEGRATING EIL PEDAGOGY IN A PRE-SERVICE TEACHER EDUCATION PROGRAM." TEFLIN Journal - A publication on the teaching and learning of English 25, no. 2 (2014): 217. http://dx.doi.org/10.15639/teflinjournal.v25i2/217-232.

Full text

Abstract:

Among the existing pedagogies to teach English, many scholars have claimed that English as International Language (EIL) pedagogy is the most suitable pedagogy to the changing sociolinguistic landscape of English and English users. Despite such strong claims, little is actually known on how EIL pedagogy is experienced by teachers. The present article documented the experience of ten bilingual English student-teachers (BESTs) on practicing EIL pedagogy in a Microteaching course and during the teaching practice. Data were collected primarily from a focus group discussion and three individual inte

APA, Harvard, Vancouver, ISO, and other styles

32

Ladd, Helen F., and Lucy C. Sorensen. "Returns to Teacher Experience: Student Achievement and Motivation in Middle School." Education Finance and Policy 12, no. 2 (2017): 241–79. http://dx.doi.org/10.1162/edfp_a_00194.

Full text

Abstract:

We use rich longitudinally matched administrative data on students and teachers in North Carolina to examine the patterns of differential effectiveness by teachers’ years of experience. The paper contributes to the literature by focusing on middle school teachers and by extending the analysis to student outcomes beyond test scores. Once we control statistically for the quality of individual teachers using teacher fixed effects, we find large returns to experience for middle school teachers in the form both of higher test scores and improvements in student behavior, with the clearest behavioral

APA, Harvard, Vancouver, ISO, and other styles

33

Strassfeld, Natasha M. "Preparing Pre-Service Special Education Teachers to Facilitate Parent Involvement, Knowledge, and Advocacy: Considerations for Curriculum." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 4 (2018): 283–96. http://dx.doi.org/10.1177/0888406418806643.

Full text

Abstract:

More than 40 years after passage of the Individuals with Disabilities Education Act (IDEA), some special education teacher preparation programs offer limited coursework on parent involvement, advocacy, or home–school collaboration. For pre-service special education teachers and/or novice special education teachers working with students with disabilities and their parents in practice, prior parent involvement coursework often enhances knowledge and abilities to provide resources, advocacy support, and insight. Yet, for this to occur in practice, special education teacher preparation program fac

APA, Harvard, Vancouver, ISO, and other styles

34

Saqr, Sumaya, and Lilly Jacqueline Tennant. "Emirati General Education Pre-service Teachers’ Preparedness for Diversity in Inclusive Classrooms." International Journal of Education 8, no. 2 (2016): 105. http://dx.doi.org/10.5296/ije.v8i2.9396.

Full text

Abstract:

<p>Today’s general education classrooms continue to become increasingly diverse. Educational<br />diversity and the high expectations for all learners have a profound impact on pre-service<br />teacher preparation. This paper explores Emirati general education pre-service teachers’<br />perception of preparedness to effectively instruct diverse learners including those with<br />exceptionalities. Individual and focus group interviews and student teaching internship<br />portfolios were used to examine Emirati pre-service teachers’ beliefs about their roles a

APA, Harvard, Vancouver, ISO, and other styles

35

Pullin, Diana. "Performance Measures for Teachers and Teacher Education: Corporate Education Reform Opens the Door to New Legal Issues." education policy analysis archives 23 (August 31, 2015): 81. http://dx.doi.org/10.14507/epaa.v23.1980.

Full text

Abstract:

Recent efforts to change the teaching profession and teacher preparation include a number of innovations to use portfolio assessment, value added measures (VAM), accountability metrics and other corporate education reform ideas. These approaches may provoke considerable potential legal consequences. Traditional constitutional and civil rights issues will continue to be important considerations. In addition, because education is increasingly seen as a consumer product, new types of legal issues are arising from the way evidence about performance is gathered and used and about the privacy of dat

APA, Harvard, Vancouver, ISO, and other styles

36

Weinmann, Michiko, Ryo Kanaizumi, and Ruth Arber. "English language education reform in pre-2020 Olympic Japan: educator perspectives on pedagogical change." International Journal of the Sociology of Language 2021, no. 271 (2021): 107–31. http://dx.doi.org/10.1515/ijsl-2020-0035.

Full text

Abstract:

Abstract This paper reports on the perspectives of English language teachers and teacher educators on the most recent English language education policy and curriculum reform in Japan, implemented in preparation for hosting the 2020 Olympic and Paralympic Games in Tokyo. Previous research has comprehensively analysed how language ideologies based on national imaginaries, native-speakerism and deficit views of Japanese teachers’ pedagogy and practice continue to frame debates about English language education in Japan. Through select thematic episodes derived from the interview data with English

APA, Harvard, Vancouver, ISO, and other styles

37

Torres, A. Chris, and Jennie Weiner. "The New Professionalism? Charter Teachers’ Experiences and Qualities of the Teaching Profession." education policy analysis archives 26 (February 12, 2018): 19. http://dx.doi.org/10.14507/epaa.26.3049.

Full text

Abstract:

While teacher professionalism remains a contested topic, scholars increasingly acknowledge the field has entered a “new professionalism” wherein its parameters are dictated by management and the organization rather than those within the occupation. Many argue that this shift has served to decrease teachers' sense of professionalism, efficacy and persistence. Simultaneously, no-excuses charter schools, considered to embrace this new professionalism, continue to proliferate. Yet little is known about how teachers within these schools view teaching and the qualities of teacher professionalism. To

APA, Harvard, Vancouver, ISO, and other styles

38

Conway, Colleen, Erin Hansen, Scott Edgar, and C. Michael Palmer. "Teacher Research and Adult Learning in Music Education." LEARNing Landscapes 8, no. 2 (2015): 135–55. http://dx.doi.org/10.36510/learnland.v8i2.700.

Full text

Abstract:

The purpose of this study was to describe the experiences of seven music educators who designed and implemented teacher research in their classrooms in relation to the Merriam, Caffarella, and Baumgartner (2007) theory of adult learning. Findings are presented within participant profiles and suggest that motivations to participate included a desire to be a better teacher and an interest in collaborating with the University. The collaboration helped the participants to continue with their studies as did their curiosity about the learning of their students. The issue of time hindered some of the

APA, Harvard, Vancouver, ISO, and other styles

39

Löfström, Erika. "Student Teachers' Experiences of Their Studies in Educational Science and Psychology." Journal of Teacher Education for Sustainability 10, no. 1 (2008): 56–67. http://dx.doi.org/10.2478/v10099-009-0025-2.

Full text

Abstract:

Student Teachers' Experiences of Their Studies in Educational Science and PsychologyGeneral studies in Educational Science and Psychology provide for many subject teacher students their first contact with pedagogy. The experiences may influence students' desire to pursue teacher education studies and to continue in the profession after graduation. The aim of the study was to analyse how students perceive intentionality, contextuality, constructivism, collaboration, feedback, and transfer of knowledge. Further, the university teachers' intentions for creating a meaningful learning experience fo

APA, Harvard, Vancouver, ISO, and other styles

40

Seabrook, Ginny. "Teachers and Teaching: A Teacher Learns in the Context of a Social Studies Workshop." Harvard Educational Review 61, no. 4 (1991): 475–86. http://dx.doi.org/10.17763/haer.61.4.r841163711241184.

Full text

Abstract:

In this article, Ginny Seabrook describes a year of "teacher research" in which she changed the design of her seventh-grade Social Studies class to a workshop format. Her role as a teacher was necessarily altered by this less autocratic method of teaching, and she found that, as an educator, she could continue to learn about teaching through the inquiry and experiences of her students. The atmosphere of the class became more relaxed; students began to ask open-ended questions and did not expect Seabrook to know the answers. In this personal account, Seabrook tells the story of how she came to

APA, Harvard, Vancouver, ISO, and other styles

41

Gabryś-Barker, Danuta. "Success: From failure to failure with enthusiasm." Studies in Second Language Learning and Teaching 4, no. 2 (2014): 301–25. http://dx.doi.org/10.14746/ssllt.2014.4.2.7.

Full text

Abstract:

In this article I would like to look briefly at the background to the concept of enthusiasm, its evolution from earlier understandings in the domain of religion to its modern understandings as expressed by various lexicographic sources. This will lead me to the major focus of the article, which is the various applications of enthusiasm in education. Not surprisingly, there is a large body of empirical studies on teacher and learner enthusiasm and its contribution to successful teaching and learning. A selection of studies is presented here and their results are discussed. The empirical part of

APA, Harvard, Vancouver, ISO, and other styles

42

Lockard, Louise, and Velma Hale. "Teachers of Dine Language and Culture Building Enduring Systems of Support." International Journal of Innovation Education and Research 7, no. 4 (2019): 331–41. http://dx.doi.org/10.31686/ijier.vol7.iss4.1416.

Full text

Abstract:

In response to the question, “How do we build enduring systems of support for our children within our classrooms and communities?” we examined the learning logs of Dine teachers in a graduate course: Foundations of Bilingual Multicultural Education. We asked, “Who are you now? How will you continue to grow and develop professionally? How does your understanding of history, research and current practice in the field of Navajo education inform and improve your own teaching and learning?” We attempted to gain a sense of the whole from this rich data source which focuses on concrete events in the

APA, Harvard, Vancouver, ISO, and other styles

43

SANTI, Prof Ph D. Elena-Ancuța. "Book Review-EDUCAȚIA DIGITALĂ [DIGITAL EDUCATION]." Pro Edu. International Journal of Educational Sciences 3, no. 4 (2021): 85–88. http://dx.doi.org/10.26520/peijes.2021.4.3.85-88.

Full text

Abstract:

The volume Educația digitală [Digital Education] (2020), published by Polirom Publishing House (Iași), is the result of a new and necessary collective effort in the times when the Romanian school is going through the global pandemic context and is trying to identify the most efficient solutions to continue the teaching process and to realize it at higher qualitative standards. The coordinators of this work are well-known personalities in the domain of Educational Sciences, with vast experience, with vision and innovative spirit, authors of books, studies and research works, prize-winning, bein

APA, Harvard, Vancouver, ISO, and other styles

44

Roskvas, Ihor. "Continuing Training of Language Teachers in the UK." Comparative Professional Pedagogy 9, no. 4 (2019): 37–44. http://dx.doi.org/10.2478/rpp-2019-0035.

Full text

Abstract:

AbstractThis paper emphasizes the fact that the current socio-cultural conditions in Ukraine put fundamentally new requirements on professional training of future language teachers. Furthermore, the reforms in Ukrainian higher education, including its focus on the implementation of the principles of the Bologna Declaration, expect that continuing teacher training of future language teachers should result in professionally mobile, proactive and independent future language teachers. Therefore, this paper aims to analyze the continuing teacher training of future language teachers in the UK and su

APA, Harvard, Vancouver, ISO, and other styles

45

Alfaro Víquez, Helen, and Jorma Joutsenlahti. "Mathematical Beliefs Held by Costa Rican Pre-Service Teachers and Teacher Educators." Education Sciences 11, no. 2 (2021): 70. http://dx.doi.org/10.3390/educsci11020070.

Full text

Abstract:

Beliefs have been conceived as a hidden variable in mathematics education. It is important to know teachers’ beliefs as they can inform the way that teachers teach mathematics, make decisions in the classroom, and form opinions about the abilities of students. In Costa Rica, studies about beliefs have been conducted with in-service teachers, but there is no research on pre-service teachers and the beliefs they bring to the classroom from their teacher education programs (TEPs). This research aims to describe the beliefs held by 76 pre-service teachers and 19 teacher educators from four Costa R

APA, Harvard, Vancouver, ISO, and other styles

46

Bastian, Kevin C. "A Degree Above? The Value-Added Estimates and Evaluation Ratings of Teachers with a Graduate Degree." Education Finance and Policy 14, no. 4 (2019): 652–78. http://dx.doi.org/10.1162/edfp_a_00261.

Full text

Abstract:

In the present study I use teacher value added and evaluation rating data from North Carolina public schools to estimate the signaling and human capital effects of graduate degrees. These analyses consider the effects of graduate degrees, overall, and the effects of graduate degrees inside and outside teachers’ area(s) of teaching. Signaling analyses show that those with a graduate degree in their area of teaching have comparable value-added estimates and receive higher evaluation ratings than teachers with undergraduate degrees only. Human capital analyses indicate that in-area graduate degre

APA, Harvard, Vancouver, ISO, and other styles

47

Dwi Rahmani, Bita, and Fitri Alyani. "Structural Equation Modelling (SEM) on Teacher Competencies Test of Indonesian EFL Senior High School Teachers." Journal of Education Research and Evaluation 4, no. 2 (2020): 103. http://dx.doi.org/10.23887/jere.v4i2.17515.

Full text

Abstract:

The purpose of this paper is to investigate what factors influenced on Teacher competencies Test (Uji Kompetensi Guru/UKG) of Indonesian ESL Senior High School teacher’s in West Java Indonesia. The data used in this study were derived from a teacher competencies test, and a questionnaire survey conducted among teachers who attended National Gathering of Senior High School English Teachers 2017 in Bandung, West Java. A total of 61 usable responses were received. The analysis was using Structural Equation Model (SEM) to see the correlations among variables also identify which predictors influenc

APA, Harvard, Vancouver, ISO, and other styles

48

Elliott-Johns, Susan E. "Multi-Modal Responses to Literature: A Teacher Educator’s Classroom Inquiry." LEARNing Landscapes 4, no. 2 (2011): 169–86. http://dx.doi.org/10.36510/learnland.v4i2.394.

Full text

Abstract:

Approaches to the effective integration of technology in learning and teaching continue to develop at lightning speed. This ongoing inquiry explores multi-modal literature response as a relevant component of teacher education. Illustrative examples of four multi-modal literature responses created by teacher candidates are embedded as hyperlinks. The author’s work highlights multi-modal expression as an innovative approach to literature response in contemporary classrooms, one way of "bridging" print and digital literacies, and as professional learning for both pre-service and practicing teache

APA, Harvard, Vancouver, ISO, and other styles

49

Kiru, Elisheba W. "Special Education in Kenya." Intervention in School and Clinic 54, no. 3 (2018): 181–88. http://dx.doi.org/10.1177/1053451218767919.

Full text

Abstract:

Access to basic education for all students is an essential goal for many countries around the world. Also, as worldwide calls for providing inclusive education continue to intensify, access to basic education for many students with disabilities in Kenya remains a pervasive challenge. Large class sizes, inadequate funding, limited teacher training, cultural perceptions, and lack of disability awareness exacerbate this challenge. In 2009, the Kenyan government put forth a national Special Needs Education policy framework that provides comprehensive strategies and policies to improve services for

APA, Harvard, Vancouver, ISO, and other styles

50

Peressini, Dominic. "Parental Involvement in the Reform of Mathematics Education." Mathematics Teacher 90, no. 6 (1997): 421–27. http://dx.doi.org/10.5951/mt.90.6.0421.

Full text

Abstract:

High Schools across the nation have been, and are, engaged in efforts to implement the recommendations in the three Standards documents of the National Council of Teachers of Mathematics (1989, 1991, 1995). These efforts continue in the context of a larger educational-reform movement that spans all content areas (Fullan 1991; U.S. DOE 1994a). Many of the more recent reform documents, which point the direction for this movement, call for increaes in parental involvement and the promotion of partnerships between schools and communities (National Parent-Teacher Association 1994; U.S. DOE 1994a, 1

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!