Can Teacher Education Make a Difference? (original) (raw)
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A Study of Innovation in Teacher Education
Case Studies in Education: Leadership and Innovation, 2012
This chapter reviews three studies of an innovative teacher education program (Bachelor of Learning Management, BLM) for implications about how to proceed with pre-service teacher education. It concludes some researched-based propositions for improving the learning success of students in formal learning settings.
1997
Teacher socialization research is that field of scholarship which seeks to understand the process whereby the individual becomes a participating member of the society of teachers (Danziger, 1971). This paper reviews that research, but rather than simply describing in a chronological, cumulative or even thematic way, studies which have been conducted since Lortie's (1975) classic work Schoolteacher: A Sociological Study, our intention is also to examine competing explanations of teacher socialization which have arisen from different intellectual traditions. In addition, we will address issues of the relation of the research to teacher education practice and issues related to the social relations of the research process itself.
Teacher Socialization. Issue Paper 89-7
1989
Three main traditions in teacher socialization research (functionalist, interpretive, and critical) ate discussed in relation to studies of occupational socialization. The analysis of the teacher socialization literature which follows examines influences on teacher socialization prior to, during, and after completion of a preservice teacher educatiomprogram taking into account three layers of social context (interactive, institut'onal, and cultural). Works published in English from the United St.:tes, Canada, Australia, and the United Kingdom are included in the literatUre review. Following this analysis of the teacher socialization literature, several key issues and concerns related to conducting and interpretsng studies on teacher socialization are discussed together with the implications of the extant literatlre for practice in teacher education. (Author)
1984
A review is presented of the process and agenda that were developed for research in teacher education for the first half of the 1980's. The purposes of the agenda building effort are discussed and descriptions are offered of activities that took place and some of the results of the project. In discussing the overall conceptual framework which was developed to guide the 18 month agenda building process, it is poilted out that emphasis was placed upon viewing teacher education as occurring across a professional continuum as it is experienced by teachers, rather than disjointedly as it is organized institutionally. This continuum consists of preservice training and preparation, induction, and inservice education. Examples are given of teacher education topic areas in which research has been conducted, or further research is needed: (1) content of preservice education, induction, and inservice teacher education; (2) design and delivery of preservice, induction, and inservice teacher education; (3) collaboration of delivery systems; (4) social, political, economic, and cultural contexts of teacher education; (5) strategies and limitations of research for contributing to the development, design, and evaluation of the teacher education continuum; (6) present research perceptions of teachers and teacher educators as learners; and (7) how research findings can be shared and disseminated. Some recommendations are made for further research needs, and some predictions are offered of possible changes in the field of teacher education and schooling.
Breaking the Mold: Lessons Learned from a Teacher Education Program’s Attempt to Innovate
The New Educator, 2018
The rationale, process, critical features, and lessons learned by faculty members during the redesign and implementation of our previously existing special education teacher education program into an innovative program integrating research-supported effective teacher education practices are described in this article. We begin with the rationale for our revised program, including the research underpinnings, and then outline the process used to gain feedback from multiple stakeholders about elements from the previous program that were working, needed to be changed, and should be added. The redesigned program is presented, along with a description of the initial conceptual model that drove the innovation, the curriculum, and the instructional delivery format. We end with a discussion of lessons learned and recommendations for others interested in innovating their teacher education programs, regardless of area of emphasis.
Teacher Education as a Process of Socialization: The Social Distribution of Knowledge
1976
Socialization is a part of teacher education, and discussion of the phenomena involves the ethical consequences of teacher education programs on the system of thoughts and actions of the students. The institutional structures and the individuals interact. As student teachers participate in the daily e.ctivities and events of preparation, they construct meanings about the tasks and responsibilities of teaching. The socizi distribution of professional knowledge is shown as having three dimensions: the inferential structures students develop as they participate in teacher education: the ways in which sacred knowledge is maintained, legitimated, or rejected; and the sentiments embedded in the work activities student teachers are called upon to do. These three dimensions are considered in relationship to the possible ethical consequences of certain actions educators take in teacher education. Three further methodological considerations are discussed: the functional vocabulary and specific actions of students; the functioning vocabulary students needed as they proceed through their teacher preparation program; and a vocabulary of motive, waich may or may not vary from the ideal types. Variations in perspectives should be expected and identified. (JMF)
NEED AND IMPACT OF INNOVATIVE PRACTICES ON TEACHER EDUCATION
The Teacher is the most important element in any education program. It is the teacher who is mainly responsible for implementation of the educational process at any stage. Teacher education is a program related with teacher proficiency and competence that would make them competent enough to face new challenges in the education. Now a days the field of education is not only limited to books but has broadened in various new horizons. It demands understanding with investigative minds, assimilating required transformations, accommodating and responding to the universal needs. To move according to the needs teachers have to be innovative, should have the ability to think beyond the boundaries and create something which is different from that which already exists. For this there is a need of training to teachers with new perspectives and it starts from their training institutions. The pre-service and in-service teacher education programs have shown paradigm shift with its emphasis on globalization and individualization. The main purpose of this paper is to discuss about the various practices that can be included along with the need of teacher education program to be innovative and various practices that can be included.
Improving Teacher Education Programs
n this paper, the authors review current practices in pre-service teacher education. They suggest that radical improvements are possible and that, if practiced, would help mediate many of the pressures young teachers face. To do so, the authors: 1) outline the experiences of young teachers to consider how teachers might thrive in a difficult vocation; 2) share recent research in the area of in-service teacher professional learning (including their own) as a way to inform teacher education programs; and 3) to use these research findings to suggest possible changes and improvements to pre-service teacher education programs. Synthesizing the research, the authors generate a “To Do List” of activities they believe should become part of pre-service education programs. They believe such instruction can become essential career foundations for teachers that would help build Master Teachers, would help stem the exodus from teaching, and would help our teacher education programs begin to educate teachers for the wellness of long and healthy careers.
Job-Embedded Graduate Education for Teachers: Working Intensively in High-Needs Schools
This study is a report of the relationship between school culture, teacher quality and the influence these variables have upon student attendance and suspensions. The research is based upon data gathered during the 2008-2009 school year and includes 50 public elementary schools in the state of Florida. Surveys were administered to examine teacher quality characteristics, educational leadership, and components of a collaborative school culture. Data were analyzed in relation to teacher input characteristics such as certification, years teaching, percentage teaching out of field, and highest degree obtained. The findings revealed that as teacher collaboration increased, the model predicted that student suspensions would decrease by 6.709%. In addition, the model predicted that when the percentage of out-of-field teachers within a school increased, student suspensions would decrease by 0.16%. Finally, as the percentage of non-certified teachers within a school increased, the student suspension percentage increased by .22%. The findings offer valuable insight into the characteristics of quality teaching and school culture that demonstrate the greatest impact on student attendance and suspensions and may influence educational policy, teacher training, educational leadership, and school reform initiatives.
1980
Two differing viewpOinta on the sociallization of student teachers are presented in this review of the literature on ther.subcect. The functionalist view places the Student teacher in a passive role, shaped by childhood experiences, and influenced by peers, pupils, cooperating teacherst'supervisors, and the structure of the school environment. The.opposing view of socilization regards : 'the student teacher as an individual adiustinq to,the school society withott deeP internal changes in beliefs or attitudes. The implications of these opposing philosophies are discussed with questions on the value of the student teaching experience and their implidations for teacher education. A3D1 4