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Relevant bibliographies by topics / Continued teacher education

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Journal articles

Academic literature on the topic 'Continued teacher education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Continued teacher education"

1

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.

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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

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Ford, Timothy G., Mary Elizabeth Van Sickle, Lynn V. Clark, Michelle Fazio-Brunson, and Dorothy C. Schween. "Teacher Self-Efficacy, Professional Commitment, and High-Stakes Teacher Evaluation Policy in Louisiana." Educational Policy 31, no. 2 (2016): 202–48. http://dx.doi.org/10.1177/0895904815586855.

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Currently, a significant number of states are in the process of implementing a high-stakes teacher evaluation (HSTE) system. In many ways, Louisiana’s teacher evaluation system, Compass, is typical of the models that many states have adopted. This article reports the experiences of 37 elementary teachers from five districts across Louisiana after their first 2 years under this system. It is through the multiple lenses of teacher support, autonomy, self-efficacy, and satisfaction that we sought to understand how Compass has shaped teachers’ motivation for improvement as well as their continued

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3

Monfredini, Ivanise. "Continued Progression, Work and Teaching as a Profession." education policy analysis archives 17 (March 15, 2009): 6. http://dx.doi.org/10.14507/epaa.v17n6.2009.

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In Brazil, the expansion of basic school is recent. It occurs from mid-twentieth century, and it was intensified in the last three decades. The "neoliberal" educational policies implemented during the years of 1990, had reaffirmed, as their intention, teachers' ideals and efforts, and, among them, "a quality school for all", using the concept of "inclusive school". Considering the sixty years period of expansion of elementary school's attendance, we carried a socio-historical research, analyzing critically the consequences of the continued progression, a program that was implemented during the

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4

Deenihan, J. T., and Ann MacPhail. "A Preservice Teacher’s Delivery of Sport Education: Influences, Difficulties and Continued Use." Journal of Teaching in Physical Education 32, no. 2 (2013): 166–85. http://dx.doi.org/10.1123/jtpe.32.2.166.

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How preservice teachers (PSTs) learn and deliver Sport Education (SE) (Sieden-top, 1994) is an area researchers believe warrants further investigation (Stran &R Curtner-Smith, 2009a). This study explores one PST’s experiences delivering SE during a school teaching placement after undertaking a practical SE module in his Physical Education Teacher Education (PETE) program. Data were collected through pre, mid- and postteaching placement interviews, along with weekly visits by the first author where observation reflections and interviews were used to investigate his experiences delivering SE

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Smylie, Mark A., and John C. Smart. "Teacher Support for Career Enhancement Initiatives: Program Characteristics and Effects on Work." Educational Evaluation and Policy Analysis 12, no. 2 (1990): 139–55. http://dx.doi.org/10.3102/01623737012002139.

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This article examines the critical issue of teacher support for career enhancement initiatives, focusing specifically on merit pay and career ladder programs. It presents the findings of an empirical study that examines the relationships between program characteristics and effects on work variables and teacher support of and opposition to these programs. The findings reveal that teacher support of and opposition to both programs is strongly associated with perceived effects on different dimensions of work. Of particular importance are effects on professional working relationships with other te

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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.

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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

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7

McConnell, Bert. "Teacher Education in Environmental Education – Does it Work?" Australian Journal of Environmental Education 17 (2001): 35–39. http://dx.doi.org/10.1017/s081406260000241x.

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AbstractThis paper summarises a research project carried out by the author on the effectiveness of pre-service teacher education in environmental education in New Zealand. Secondary pre-service teacher education students who had opted for a 20 hour course in environmental education expressed a high degree of satisfaction with the course but this begged the question of what would happen to them once they hit the reality of the classroom in a country which then had no policy or curriculum guidelines on environmental education. The author followed up eleven graduates from the 1996 course and six

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8

Gresham, Gina. "Preservice to Inservice: Does Mathematics Anxiety Change With Teaching Experience?" Journal of Teacher Education 69, no. 1 (2017): 90–107. http://dx.doi.org/10.1177/0022487117702580.

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Inservice teachers, participants in a prior study on mathematics anxiety, were revisited to determine whether their levels of mathematics anxiety still existed and/or continued to change after 5 years teaching experience. A 98-item Likert-type survey, informal discussions, informal interviews, and questionnaire-guided narrative interviews were conducted. Date revealed that all inservice teachers still experienced some degree of mathematics anxiety ( p < .001). Results have implications for teacher education programs concerning the continued professional support of teachers, measurement of m

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9

Molyneux, Tonje. "Preparing teachers for emotional labour: The missing piece in teacher education." Journal of Teaching and Learning 15, no. 1 (2021): 39–56. http://dx.doi.org/10.22329/jtl.v15i1.6333.

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A quality education for all children and youth is required for the continued advancement of modern civilization. But this outcome is threatened by a growing international teacher shortage. Increased rates of teacher attrition and reduced rates of enrollment in teacher education programs are driving this shortage; however, research suggests that teacher candidates’ lack of preparation for the emotional labour of teaching is another important contributing factor, one which can be addressed in teacher education programs. The aim of this paper is to explore this problem and surface potential solut

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Van Zoest, Laura R., and Shari L. Stockero. "Capitalizing on Productive Norms to Support Teacher Learning." Mathematics Teacher Educator 1, no. 1 (2012): 41–52. http://dx.doi.org/10.5951/mathteaceduc.1.1.0041.

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We draw on research into the durability of sociomathematical and professional norms to make a case for attending to productive norms in teacher education experiences. We illustrate that productive norms have the potential to support teacher learning by (a) improving teachers' own mathematical understanding, particularly of specialized content knowledge; (b) supporting teachers to productively view and analyze classroom practice; (c) providing teachers an experiential basis for thinking about fostering productive norms in their classrooms; and (d) helping teachers to develop professional dispos

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