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Journal articles on the topic 'Continued teacher education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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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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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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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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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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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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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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Richardson, Megan. "Education for Sustainability." Learning and Teaching 9, no. 1 (2020): 5–23. http://dx.doi.org/10.7459/lt/9.1.02.

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This article argues for the implementation of Education for Sustainability (EfS) through the Humanities learning areas in primary education, as together they can deliver powerful knowledge, concepts, skills, values and actions that prepare students to create and participate in a more sustainable future. To overcome barriers to EfS, such as, lack of teacher preparedness, conceptual understanding, enthusiasm and confidence in teaching controversial issues, greater exposure to and experience in EfS not only during pre-service teacher education, but also as continued professional development, is c

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Oliveira Costa, Felipe Augusto, and Ivan Luiz Marques Ricarte. "Knowledge Translation to support continuing teacher education." International Journal for Innovation Education and Research 7, no. 5 (2019): 12–31. http://dx.doi.org/10.31686/ijier.vol7.iss5.1457.

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Nowadays teachers face many challenges in maintaining a continuous and high-class professional update in contemporary education. Faced with the need for greater qualification, teachers require not only sound and based training for their pedagogical activities, but resources that allow to reconcile the acquisition of knowledge in the dynamic routine of the classroom. The purpose of this article is to present the extent to which the process of Knowledge Translation (KT) can improve the continued training of teachers in the exact area. It is suggested that the improvement of these professionals c

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Lamb, Penny, and Po Yuk Ko. "Case studies of lesson and learning study in initial teacher education programmes." International Journal for Lesson and Learning Studies 5, no. 2 (2016): 78–83. http://dx.doi.org/10.1108/ijlls-02-2016-0005.

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Purpose – The integration of Lesson and Learning Study within initial teacher education programmes is still evolving and subject to many constraints (Parks, 2008). The purpose of this paper is to introduce the special issue which intends to stimulate and facilitate continued growth and interest in fostering models of Lesson and Learning Study within initial teacher education programmes. Design/methodology/approach – The guest editors present each of the papers and introduce key themes and concepts. Findings – The collection of papers shows the richness and value of embracing Lesson and Learnin

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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.

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 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

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Cajkler, Wasyl, and Phil Wood. "Mentors and student-teachers “lesson studying” in initial teacher education." International Journal for Lesson and Learning Studies 5, no. 2 (2016): 84–98. http://dx.doi.org/10.1108/ijlls-04-2015-0015.

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Purpose – The purpose of this paper is to study an adapted version of lesson used with mentors and student-teachers in a one-year initial teacher education (ITE) programme for prospective teachers of geography and modern languages. In partnership with eight secondary schools, the effectiveness of the lesson study cycle was evaluated as a vehicle for exploration of approaches to aid student-teacher learning during school placements. Design/methodology/approach – In total, 12 lesson study case studies were completed and analysed. Findings – Three principal findings emerged: first, most collabora

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STODDARD, KIM, Margaret Hewitt, DAVA O'Connor, et al. "Inclusive Practices Through Teacher Research." Remedial and Special Education 17, no. 4 (1996): 237–44. http://dx.doi.org/10.1177/074193259601700406.

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THE EDUCATIONAL REFORM MOVEMENT HAS PROVIDED THE CONTINUED IMPETUS FOR PUBLIC SCHOOLS AND UNIVERSITY FACULTY TO WORK IN PARTNERSHIP TO EXPLORE STRATEGIES THAT ENHANCE INCLUSIVE PRACTICES. THIS ARTICLE DESCRIBES A SCHOOL-UNIVERSITY PARTNERSHIP WHERE A CULTURE OF RESEARCH EMERGED. THE PROCESS OF DEVELOPING AN ENVIRONMENT FOR TEACHER RESEARCH WITHIN CLASSROOMS IS DESCRIBED, AS ARE THE EFFECTS OF TEACHER RESEARCH ON THE CHANGING ROLE OF TEACHERS AS THEY IMPLEMENT INCLUSIVE PRACTICES. THE PLANNING AND IMPLEMENTATION OF FOUR TEACHER RESEARCH PROJECTS ARE HIGHLIGHTED.

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ABAH, Joshua Abah. "Advocating Mathematics Teacher Research Prowess for Improved Professionalism." International Journal of Trends in Mathematics Education Research 1, no. 1 (2018): 1. http://dx.doi.org/10.33122/ijtmer.v1i1.9.

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While serving in the field of practice, teachers have continued to hold to the view that research is an activity carried out by professional researchers based outside the basic schools. This is because traditionally, class teachers have never been expected to comment on the theory and practice of their work. However, recent push by the Teacher Research movement across the globe has emphasized teacher research as a process in which educators note problems in the context of their own schools and classrooms and propose investigative methods appropriate to address the problems. On this premise, th

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Vaughn, Sharon, Marie Terejo Hughes, Jeanne Shay Schumm, and Janette Klingner. "A Collaborative Effort to Enhance Reading and Writing Instruction in Inclusion Classrooms." Learning Disability Quarterly 21, no. 1 (1998): 57–74. http://dx.doi.org/10.2307/1511372.

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A year-long researcher-teacher professional development group with a next-year followup was conducted with seven general education teachers from two elementary schools in a large urban school district in the southeastern United States. The two schools had recently restructured their special education program to include students with LD in the general education class full-time. Teachers were taught four reading and writing practices (one during each nine-week grading block). All but two of the teachers partially or completely implemented the practices during the nine-week period. Sustained impl

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Bastian, Kevin C., Min Sun, and Heather Lynn. "What Do Surveys of Program Completers Tell Us About Teacher Preparation Quality?" Journal of Teacher Education 72, no. 1 (2019): 11–26. http://dx.doi.org/10.1177/0022487119886294.

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Surveys of teacher preparation program (TPP) completers have become one widely used measure for program accountability and improvement, yet there is little evidence as to whether perceptions of preparation experiences predict the workforce outcomes of teachers. In the present study, we use statewide completer survey data from North Carolina to assess whether perceptions of preparation quality and opportunities to learn during teacher preparation predict completers’ value-added estimates, evaluation ratings, and retention. We perform multiple analyses to address validity concerns—that is, selec

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Marsiti, Cok Istri Raka. "Upaya peningkatan mutu pendidikan sekolah menengah kejuruan melalui pengembangan profesionalisme guru." Jurnal Pendidikan Vokasi 1, no. 1 (2011): 157. http://dx.doi.org/10.21831/jpv.v1i1.5810.

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THE EFFORTS TO IMPROVE THE QUALITY OF VOCATIONAL HIGH SCHOOL EDUCATION THROUGH THE DEVELOPMENT OF TEACHER PROFESSIONALISMEducation is a key in improving quality of the nation. Human resource development is a strategic attempt that should be carried out by the government. Professional teacher is a whole building that covers thinking and acting in learning activities. As a consequence evaluation instrument of competency is a building unit that can be used to measure teachers competency. Professional teacher requires professional in teaching and training. Teachers roles are to generate learning a

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Kudláček, Martin, Ondřej Ješina, and Pat Flannagan. "European Inclusive Physical Education Training." Advances in Rehabilitation 3, no. 1 (2010): 14–17. http://dx.doi.org/10.2478/v10029-010-0003-6.

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European Inclusive Physical Education Training The purpose of this presentation is to introduce the outcomes of the project European Inclusive Physical Education Training (EIPET; LLP/LdV/TOI/2007/IRL-502). The project aims to tackle difficulties that arise associated with the inclusion of children with disabilities into general education; and associated current deficiencies in initial and continued physical education teacher training to deal with same. The purpose of this article is to describe job specific functions, which general PE teachers can face in inclusive physical education, and rela

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Huang, Min Chuan, Chao Yen Wu, and Jang Ruey Tzeng. "Sophistication of Taiwan High School Military Training and Education System of Teacher Education Research." Advanced Materials Research 393-395 (November 2011): 288–91. http://dx.doi.org/10.4028/www.scientific.net/amr.393-395.288.

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This study sought to resolve the current imbalance of demand and supply of the military instructors on the campus in Taiwan. Having witnessed the importance of a sustainable supply of certified military instructors to support the all-people-defense-education, the study first reviewed two versions of teacher training programs carried out by the Ministry of Defense and normative colleges. After exposing the weaknesses of these two versions of selection practice, this study continued with its recommendation. It is hoped that with its suggested concept of building partnership via outsourcing, prof

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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.

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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

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Gingiss, Phyllis Levenson, Nell H. Gottlieb, and Susan G. Brink. "Increasing Teacher Receptivity toward Use of Tobacco Prevention Education Programs." Journal of Drug Education 24, no. 2 (1994): 163–76. http://dx.doi.org/10.2190/2uxc-na52-cal0-g9rj.

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An empirical examination of teacher receptivity to and practice of tobacco prevention education provides the foundation for comprehensive staff development to increase diffusion of drug prevention education curricula. Randomly-selected first grade Texas teachers ( n = 313) were asked to complete a questionnaire during the first and second years of the Smoke-Free Class of 2000 (SFC2000) project. Initially 64 percent of recipients used materials. However, two of every five first-year users did not maintain use one year later, and many who intended use never implemented. Principal components anal

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Rotaru, Carmen. "Analiza percepției cadrelor didactice asupra educației dincolo de școală - Studiu comparativ." Studia Doctoralia 2, no. 1 (2018): 78–87. http://dx.doi.org/10.47040/sd/sdpsych.v2i1.20.

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In the context of the educational system in Romania, analysis of teacher perceptions on outdoor education becomes a crucial factor, as the role of teachers in this process involves a change in methodology, approach, organizational fonns, student- teacher relationship, evaluation. The comparative study of outdoor education has continued the results of European research project "Outdoor Education: Authentic Learning in the context of landscapes" financed by European Union Comenius 2.1 action, developed by a partnership of educational institutions in five European countries: Austria, Czech Republ

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Rotaru, Carmen. "Analiza percepției cadrelor didactice asupra educației dincolo de școală - Studiu comparativ." Studia Doctoralia 2, no. 1 (2013): 78–87. http://dx.doi.org/10.47040/sd0000020.

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In the context of the educational system in Romania, analysis of teacher perceptions on outdoor education becomes a crucial factor, as the role of teachers in this process involves a change in methodology, approach, organizational fonns, student- teacher relationship, evaluation. The comparative study of outdoor education has continued the results of European research project "Outdoor Education: Authentic Learning in the context of landscapes" financed by European Union Comenius 2.1 action, developed by a partnership of educational institutions in five European countries: Austria, Czech Republ

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Guerrero, Shannon M. "Teacher Knowledge and a New Domain of Expertise: Pedagogical Technology Knowledge." Journal of Educational Computing Research 33, no. 3 (2005): 249–67. http://dx.doi.org/10.2190/blq7-at6t-2x81-d3j9.

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Although the content and nature of teachers' practical and theoretical knowledge has continued to evolve since the mid to late 1970s, current conceptualizations of teacher knowledge do not adequately reflect the knowledge and skills teachers need to successfully navigate a technologically rich educational environment. This article summarizes traditional and contemporary organizational schemes for teacher knowledge and argues that lacking from our understanding of teacher knowledge is a new domain of expertise: pedagogical technology knowledge. The theoretical development of this new knowledge

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Al-husban, Naima, and Abdeljalil Akkari. "Exploring EFL Teachers’ Perceptions of Enacted Curriculum in Jordan: Towards Integration Curriculum Development with Teacher Education." Curriculum and Teaching 36, no. 1 (2021): 71–87. http://dx.doi.org/10.7459/ct/36.1.06.

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This study investigated EFL teachers’ perception of the enacted curriculum, the status of the intended curriculum, and the challenges faced by teachers, while implementing the curriculum. A qualitative design was used and 15 teachers were interviewed to discover their perceptions of the enacted curriculum. Our results revealed that there is a misalignment between the intended curriculum and the enacted curriculum Participants continued to teach in a manner, which was inconsistent with the curriculum reforms, and teachers faced several challenges, that compelled them to teach in a traditional m

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Hash, Phillip M. "Reliability and Construct Validity of the edTPA for Music Education." Journal of Music Teacher Education 30, no. 3 (2021): 84–98. http://dx.doi.org/10.1177/10570837211007859.

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The purpose of this study was to examine the psychometric quality of Educative Teacher Performance Assessment (edTPA) scores for 136 preservice music teachers at a Midwest university. I addressed the factor structure of the edTPA for music education, the extent to which the edTPA fits the one- and three-factor a priori models proposed by the test authors, and the reliability of edTPA scores awarded to music education students. Factor analysis did not support the a priori one-factor model around teacher readiness, or the three-factor model based on the edTPA tasks of Planning, Instruction, and

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Shepherd, Alison Victoria. "Integrating lesson study in Myanmar teacher training." International Journal for Lesson and Learning Studies 8, no. 1 (2019): 34–47. http://dx.doi.org/10.1108/ijlls-04-2018-0024.

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Purpose This paper documents a case study implementing Lesson Study (LS) study into a two-year teacher training project in an education university training secondary school teachers in Lower Myanmar. The purpose of this paper is to stimulate interest and discussion about whether Lesson Study is a useful tool in continuing professional development (CPD), particularly within the unique context of developing country educational development. Design/methodology/approach Two LS cycles were evaluated by participants using a quantitative-qualitative questionnaire and the case study analysed by the aut

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Costa-Giomi, Eugenia, Patricia J. Flowers, and Wakaha Sasaki. "Piano Lessons of Beginning Students Who Persist or Drop Out." Journal of Research in Music Education 53, no. 3 (2005): 234–47. http://dx.doi.org/10.1177/002242940505300305.

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The purpose of this study was to identify behavioral differences between children who dropped out of piano lessons and those who continued for 3 years. Two videotaped first-year lessons of 14 pairs of piano students were systematically observed to record the duration or frequency of occurrence of selected student and teacher behaviors. Students in each pair took lessons with the same teacher and had comparable initial levels of pianistic ability and achievement. One child in the pair continued the piano lessons for 3 years, whereas the other child dropped out during the first or second year of

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Miheso, Josephat M., and Elizabeth Mavhunga. "The retention of topic specific pck: a longitudinal study with beginning chemistry teachers." Chemistry Education Research and Practice 21, no. 3 (2020): 789–805. http://dx.doi.org/10.1039/d0rp00008f.

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What evidence counts as teacher quality is a debate of continued interest to the teacher education community. Many education scholars have argued for the importance of retention of knowledge as an indicator of the quality of education acquired. This study explored the retention of the quality of planned Topic Specific Pedagogical Content Knowledge (TSPCK) in a case study of seven chemistry pre-service teachers in their final year of study towards a BEd degree. They were exposed to a TSPCK based intervention in either Organic Chemistry or Stoichiometry as a topic and subsequently followed two y

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Fuchs, Lynn S., Douglas Fuchs, Carol L. Hamlett, and Ted S. Hasselbring. "Using Computers with Curriculum-Based Monitoring: Effects on Teacher Efficiency and Satisfaction." Journal of Special Education Technology 8, no. 4 (1987): 14–27. http://dx.doi.org/10.1177/016264348700800402.

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The purpose of this study was to examine the effects of using computer software to store, graph, and analyze student performance data on teacher efficiency and satisfaction with curriculum-based progress-monitoring procedures. Subjects were 20 special education teachers of mildly and moderately handicapped pupils; teachers were assigned randomly to a computer-assisted or a paper-and-pencil monitoring group Teacher efficiency in using the monitoring procedures was observed twice during a 3-month implementation period. In the first phase, all teachers used paper-and-pencil procedures; in the sec

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Jervis, Kathe. "A Teacher's Quest for a Child's Questions." Harvard Educational Review 56, no. 2 (1986): 132–51. http://dx.doi.org/10.17763/haer.56.2.p477538422352640.

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The author, who was an observer for a year in another teacher's classroom, offers a reflection on the unfolding relationship between a teacher's unique philosophy and a child's growth. Detailing both the gradual uncovering of the child's questions and the careful response of the teacher who sees progress where others might see only continued stubbornness and misbehavior,the author emphasizes the significance of those aspects of the teacher's craft that cannot be quantified, but that contribute to the rich environment in which a diversity of children can best develop and learn.

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Ayu, Sovia Mas, and Marzuki Marzuki. "An assessment model of Islamic religion education teacher personality competence." Research and Evaluation in Education 3, no. 1 (2017): 77. http://dx.doi.org/10.21831/reid.v3i1.14029.

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The study is aimed at developing an assessment model of Islamic religion teacher personality competence consisting of: (1) instrument constructs; (2) instrument characteristics; and (3) assessment characteristics. The method implemented in the study was research and development, developed by Borg & Gall. The instrument validation was conducted by experts through expert judgement continued by means of V-Aiken formula. The first experiment of the instrument involved 50 Islam religion education teachers, 50 non-Islamic religion education teachers and 50 students. The results from the first ex

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Zirkle, Chris, Jeremy Jeffery, and Laine Shrewe. "A Longitudinal Study of Alternatively Licensed Career and Technical Teachers." Career and Technical Education Research 44, no. 1 (2019): 23–47. http://dx.doi.org/10.5328/cter44.1.23.

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Retaining qualified career and technical education teachers (CTE) is crucial to the continued supply and reduced demand of these types of teachers. Demographic data and emerging trends of CTE teachers were analyzed for those teachers who completed a summer workshop as part of alternative licensure. Some of the emerging trends included shifts in retention rates during certain school years, years in which enrollment was highest for each gender, and changes in employment status within education. Conclusions and discussions derived from the study were a need for teacher educators to become aware o

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Henning, Nick, Alison G. Dover, Erica K. Dotson, et al. "Navigating the contested terrain of teacher education policy and practice: Authors respond to SCALE." education policy analysis archives 26 (March 5, 2018): 31. http://dx.doi.org/10.14507/epaa.26.3745.

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Stanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary. The authors’ responses raise concerns about equity, fairness, and unintended consequences of teacher performance assessments. These responses highlight the need for continued dialogue on ways to improve teacher education and strengthen the teaching p

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Ap, M. Adi Putra, and Nurida Shofiria. "RAGAM PROFESIONALISME GURU BIMBINGAN DAN KONSELING ZAMAN NOW." Bikotetik (Bimbingan dan Konseling: Teori dan Praktik) 3, no. 1 (2019): 15. http://dx.doi.org/10.26740/bikotetik.v3n1.p15-24.

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Teacher Guidance and Counseling in the present day must have a strong foundation of educational science, because the Counselor is one of the types of education personnel in the Law of the Republic of Indonesia Number 20 of 2003. In line with the recognition of government policy counselors in developing the quality of teacher Guidance and Counseling. Teacher certification policy is expected to be able to improve the quality of teacher professionalism Counseling Guidance / Counselor. However, teacher certification did not have a significant impact on improving the professionalism of teacher guid

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Yates, Peggy A., Ritu V. Chopra, Emily E. Sobeck, et al. "Working With Paraeducators: Tools and Strategies for Planning, Performance Feedback, and Evaluation." Intervention in School and Clinic 56, no. 1 (2020): 43–50. http://dx.doi.org/10.1177/1053451220910740.

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With continued emphasis on inclusive practices, paraeducators are increasingly relied upon as an integral part of instructional service delivery for students with disabilities. However, research consistently reveals that the effective use of paraeducators depends largely on teacher leadership and supervision. Currently, few teacher preparation programs offer meaningful coursework pertaining to managing paraeducators, leaving teachers unprepared for their supervisory role upon entering the field. Incorporating paraeducators into the instructional planning and delivery process requires that seve

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Scott, LaRon A. "Barriers With Implementing a Universal Design for Learning Framework." Inclusion 6, no. 4 (2018): 274–86. http://dx.doi.org/10.1352/2326-6988-6.4.274.

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Abstract Inclusion of students with disabilities in general education settings is often contingent on teachers' liberties to use inclusive instructional strategies. The current qualitative investigation used focus group, observation, and interviews of 9 special education teachers to understand their attitudes and beliefs concerning challenges with implementing the universal design for learning (UDL) framework to meet the needs of students with and without disabilities. A constant comparative analysis method was used to categorize the data into the following themes that emerged as barriers for

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Ziegelbauer, Christine, and Barbara D'Errico. "ePortfolio in Teacher Education and Academic Further Education." Irish Journal of Technology Enhanced Learning 6, no. 1 (2021): 37–46. http://dx.doi.org/10.22554/ijtel.v6i1.78.

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Private and professional life is more and more shaped by rapid changes in society and technology. That’s why continuous further education is essential in order to meet the new requirements. In the context of lifelong learning, this article focuses primarily on “learning to learn” as a key competence (European Union, 2018). Therefore, it is essential to develop the ability to self-regulated learning (Zimmerman, 2000) in the first phase of academic training and beyond. Learners must be able to plan, carry out and evaluate their learning process. In order to monitor it successfully, it also requi

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LaMasfer, Kathryn, Gary Kinchin, Kimerly Gall, and Daryl Siedentop. "Inclusion Practices of Effective Elementary Specialists." Adapted Physical Activity Quarterly 15, no. 1 (1998): 64–81. http://dx.doi.org/10.1123/apaq.15.1.64.

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Full inclusion refers to educational practices where all students with disabilities are educated in regular classes along with nondisabled peers. Six elementary physical education specialists (5 females, 1 male) were studied to obtain their views of inclusion practices and perceived outcomes. Teacher interviews and observations revealed four main themes: (a) multiple teaching styles, (b) student outcomes, (c) teacher frustrations, and (d) differences in inclusion practices. Results indicated that schools provided little support, and teachers reported that they were inadequately prepared to tea

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Brown, Julie C., Elizabeth A. Ring-Whalen, Gillian H. Roehrig, and Joshua A. Ellis. "Advancing Culturally Responsive Science Education in Secondary Classrooms through an Induction Course." International Journal of Designs for Learning 9, no. 1 (2018): 14–33. http://dx.doi.org/10.14434/ijdl.v9i1.23297.

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Culturally responsive science teaching has been associated with several positive academic outcomes for students of color, including improved science achievement, attitudes, and identities. Given the chronic science performance gap between students of color and white peers, culturally responsive teaching seems ideal for mitigating this disparity. Traditional teacher preparation programs, however, neither emphasize nor require multicultural science education coursework. Unfortunately, many science teachers exit preparation programs without critically examining their beliefs about culturally dive

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Scheeler, Mary Catherine, Stephanie Morano, and David L. Lee. "Effects of Immediate Feedback Using Bug-in-Ear With Paraeducators Working With Students With Autism." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 41, no. 1 (2016): 24–38. http://dx.doi.org/10.1177/0888406416666645.

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In today’s autistic-support classrooms, paraeducators are tasked with working with our neediest students yet report that they are unprepared for their roles despite attempts at training. The special education teachers who are tasked with coaching and supervising several paraeducators at a time in their classrooms report that they too are unprepared to work with paraeducators in this capacity. In this study, the authors examine the effects of the special education teacher providing immediate feedback via bug-in-ear to the paraeducator on increasing a specific teaching behavior, providing contin

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De Souza, Andreia Fernandes, Luciane De Fatima Bertini, and Alan Marcos Silva de Rezende. "Problems and the history of mathematics education: A proposal for the continued teacher training." Acta Scientiae 21 (June 13, 2019): 137–48. http://dx.doi.org/10.17648/acta.scientiae.v21isseid5241.

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Ong, Eng Tek, Charanjit Kaur Swaran Singh, Nurulhuda Abd Rahman, and Laili Farhana Md Ibharim. "The Character of Biology Teaching Practices: Pedagogical Hiatuses and the Implications for Continued Professional Development." Journal of Social Sciences Research, no. 52 (January 25, 2019): 389–99. http://dx.doi.org/10.32861/jssr.52.389.399.

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This study was conducted to characterise the Biology teaching practices in a teacher education institution so as to inform us the existing practices which could then be compared with the aspired practices, uncovering the pedagogical hiatuses. This study employed a form of implementation study using classroom observation. A total of three lessons drawn from a Biology course within the Bachelor of Education (Biology Major) by a lecturer in one Teacher Education Institution were observed over a one-semester period. A psychometrically-supported Observation Checklist comprising 50 items or indicato

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Hardman, Elizabeth. "How Pedagogy 2.0 Can Foster Teacher Preparation and Community Building in Special Education." Social Inclusion 3, no. 6 (2015): 42–55. http://dx.doi.org/10.17645/si.v3i6.415.

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This paper describes how one teacher educator used action research methodology to investigate the feasibility of using Web 2.0 technology to build a virtual professional learning community (PLC) in special education to support the preparation of highly qualified special education teachers. Study participants included 218 pre-service and in-service teachers who joined the virtual PLC over a four-year period. Data were collected using two Web 2.0 tools, wiki and Ning, and analyzed to evaluate the degree to which the virtual community met the essential characteristics of a PLC. The results showed

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Raffel, Jeffrey A., and Lance R. Groff. "Shedding Light on the Dark Side of Teacher Moonlighting." Educational Evaluation and Policy Analysis 12, no. 4 (1990): 403–14. http://dx.doi.org/10.3102/01623737012004403.

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To date, research has emphasized the dark side of teacher moonlighting, linking moonlighting to teacher alienation and attrition. Research in Delaware, however, indicates that although some moonlighters were “reluctant” and would have quit if their income were increased, a majority were “willing” and would have continued to moonlight even if their salaries were increased enough to replace moonlighting income. Differences in the motivations, type of moonlighting position, job satisfaction, life impacts, and job search activity between willing and reluctant moonlighters are reported. A construct

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Robinson, Jennifer. "Australian super veteran secondary school music teachers: Motivated and valuable." International Journal of Music Education 38, no. 2 (2020): 226–39. http://dx.doi.org/10.1177/0255761420902870.

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Veteran teachers are defined as having over 15 years’ teaching experience. This research introduces a new career stage of ‘super veteran’ for music teachers that have worked for 30 plus years and seeks to identify the influences on, and contributions of, Australian secondary school music teachers of this career stage. This article reports on survey data gathered in a larger qualitative study that contained a national survey and interviews. The analysis of the interview data in the larger study is yet to be completed. Likert-type scale questions were used for demographic data collection and ope

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Center, David B., and Alan M. Wascom. "Teacher Perceptions of Social Behavior in Behaviorally Disordered and Socially Normal Children and Youth." Behavioral Disorders 12, no. 3 (1987): 200–206. http://dx.doi.org/10.1177/019874298701200302.

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It has been argued that teacher perception of the behavior of students affects the interaction between teacher and student. This study attempted to determine if teachers perceive a difference between behaviorally disordered and socially normal students in terms of interpersonal behavior. A total of 410 subjects between the ages of 8 and 15 classified as either behaviorally disordered or socially normal were assessed using the Social Performance Survey Schedule. Data analysis included the MANOVA and oneway analysis of variance. The results indicated that socially normal subjects were perceived

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