The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Kenneth M Zeichner - One of the best experts on this subject based on the ideXlab platform.
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rethinking the connections between campus courses and field experiences in college and university based Teacher Education
Journal of Teacher Education, 2010Co-Authors: Kenneth M ZeichnerAbstract:This article examines a variety of work currently going on across the country in newly created hybrid spaces to more closely connect campus courses and field experiences in university-based Preservice Teacher Education. It is argued that the old paradigm of university-based Teacher Education where academic knowledge is viewed as the authoritative source of knowledge about teaching needs to change to one where there is a nonhierarchical interplay between academic, practitioner, and community expertise. It is argued that this new epistemology for Teacher Education will create expanded learning opportunities for prospective Teachers that will better prepare them to be successful in enacting complex teaching practices.
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the teaching portfolio in us Teacher Education programs what we know and what we need to know
Teaching and Teacher Education, 2001Co-Authors: Kenneth M Zeichner, Susan WrayAbstract:Abstract Teaching portfolios have become commonplace in the US in Teacher Education programs, in the process of granting an initial teaching license, in Teacher recertification, and in National Board certification. This paper focuses on the use of teaching portfolios in Preservice Teacher Education programs and analyzes the various ways in which portfolios have been conceptualized and implemented. A conceptual framework is proposed to enable researchers to describe the conditions of portfolio use. A presentation of the conditions of portfolio use will enable a greater understanding of the ways in which teaching portfolios impact Teacher development and the quality of Teacher assessments under different conditions of use. The paper concludes with a discussion of the key issues that have emerged in the use of teaching portfolios in Preservice Teacher Education in the US.
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currents of reform in Preservice Teacher Education
1996Co-Authors: Kenneth M ZeichnerAbstract:Provides a comprehensive and critical analysis of the efforts to improve the Education of Preservice Teachers, demonstrating an awareness of the limitations of contemporary Teacher Education reform proposals. The debate is placed in an historical, theoretical and political context.
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traditions of practice in u s Preservice Teacher Education programs
Teaching and Teacher Education, 1993Co-Authors: Kenneth M ZeichnerAbstract:Abstract This paper extends work reported previously Liston and Zeichner's (1991) Teacher Education and the Social Conditions of Schooling by discussing how a conceptual framework describing four traditions of practice in U.S. Teacher Education can be used to understand the approaches to Teacher Education in individual Teacher Education programs. It is argued that all Preservice Teacher Education programs in the U.S. represent particular patterns of resonance with all four of the traditions of practice and that no Teacher Education program can be understood in relation to only one tradition. The conceptions of teaching expertise embedded in the elementary Teacher Education program at the University of Wisconsin - Madison are discussed to illustrate how the traditions of practice can illuminate the commitments of Teacher educators within particular institutions.
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action research and reflective teaching in Preservice Teacher Education a case study from the united states
Teaching and Teacher Education, 1991Co-Authors: Jennifer Gore, Kenneth M ZeichnerAbstract:Abstract Following a discussion of different conceptions of reflective teaching, the social reconstructionist view of reflection that underlies the University of Wisconsin-Madison elementary Teacher Education program is described and then defended in relation to existing inequalities in the United States. This orientation to reflection stresses a commitment by Teacher educators to both social justice and to an ethic of care. Various tensions that arise from this dual commitment are discussed. Following a discussion of the place of action research in the Wisconsin student teaching curriculum and of the way in which action research is facilitated by one supervisor, the written reports of action research projects completed by 18 student Teachers during 1988–1989 are then analyzed for evidence of the favored view of reflective thinking. The authors speculate about why they did not find as much evidence of attention to the critical domain of reflection as they had hoped for and suggest several possible changes in the student teaching course that grow out of their analysis of action research reports.
Ken Appleton - One of the best experts on this subject based on the ideXlab platform.
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how do beginning primary school Teachers cope with science toward an understanding of science teaching practice
Research in Science Education, 2003Co-Authors: Ken AppletonAbstract:This study emerged from a consideration of how some beginning primary school Teachers cope when faced with teaching science. Primary Teachers typically lack science content knowledge and therefore the science pedagogical content knowledge (PCK) that enables them to teach science. Aspects of a group of beginning primary school Teachers' science teaching practices were consequently examined in order to understand better the basis of their practice. In particular, science PCK and its relationship to “activities that work” were considered, illuminated by findings about activities that work from a separate study with practicing Teachers. The main assertion arising from this study is that activities that work have a close relationship with science PCK. A number of implications for primary science curriculum emerge from this assertion, such as considerations for Preservice Teacher Education science courses and the nature of the primary science curriculum.
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science activities that work perceptions of primary school Teachers
Research in Science Education, 2002Co-Authors: Ken AppletonAbstract:Many primary school Teachers in Australia tend to be reluctant to teach science, partly because they are not confident in science and have limited science background knowledge. However, quite a number of primary school Teachers still manage to teach some science. When they plan to teach science, many of them use the term “science activities that work.” Such activities seem to be related to science pedagogical content knowledge for some primary Teachers. In order to better understand what the term “activities that work” means, twenty Teachers from several schools were interviewed and asked what they understood by this expression. Themes that emerged suggest that activities that work are hands on, are interesting and motivating for the children, have a clear outcome or result, are manageable in the classroom, use equipment that is readily available, and are preferably used in a context where science is integrated into themes. Implications for curriculum and for Preservice Teacher Education are considered.
Emine Adadan - One of the best experts on this subject based on the ideXlab platform.
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use of web based portfolios as tools for reflection in Preservice Teacher Education
Journal of Teacher Education, 2011Co-Authors: Diler Oner, Emine AdadanAbstract:This mixed-methods study examined the use of web-based portfolios for developing Preservice Teachers’ reflective skills. Building on the work of previous research, the authors proposed a set of ref...
Lynnette M Cavazos - One of the best experts on this subject based on the ideXlab platform.
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learning from students inquiry into practice and participation in professional communities beginning Teachers uneven progress toward equitable science teaching
Journal of Research in Science Teaching, 2007Co-Authors: Julie A Bianchini, Lynnette M CavazosAbstract:In this research project, we investigated two beginning secondary science Teachers' efforts to learn to teach science in ways that build from and celebrate the ethnic, gender, linguistic, and academic diversity of their students. To do so, we followed Troy and Brian from their Preservice Teacher Education experiences through their first year of teaching 8th grade physical science at local junior high schools. We also conducted a follow-up observation and interview with each participant after he had moved past the beginning stage of survival in the teaching profession—once in his fourth year of public school science teaching. Through qualitative analysis of interviews, classroom observations, and Teachers' written work, we identified patterns and explored commonalities and differences in Troy and Brian's views and practices tied to equity over time. In particular, we examined successes and challenges they encountered in learning to teach science for all (a) from their students, (b) from inquiry into practice, and (c) from participation in professional communities. In our implications, we suggest ways Teacher educators and induction professionals can better support beginning Teachers in learning to teach science to all students. In particular, we highlight the central roles both individual colleagues and collective school cultures play in aiding or impeding beginning Teachers' efforts to learn from students, from practice, and from professional communities. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 586–612, 2007.
Michael J Hannafin - One of the best experts on this subject based on the ideXlab platform.
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integrating webquests in Preservice Teacher Education
Educational Media International, 2008Co-Authors: Feng Wang, Michael J HannafinAbstract:During the past decade, WebQuests have been widely used by Teachers to integrate technology into teaching and learning. Recently, Teacher educators have applied the WebQuest model with Preservice Teachers in order to develop technology integration skills akin to those used in everyday schools. Scaffolding, used to support the gradual acquisition of knowledge and skills, may help Preservice Teachers to better understand the underlying assumptions and assess the feasibility of WebQuests for their teaching. Based on a review of existing WebQuest and scaffolding research, this article presents guidance for scaffolding Preservice Teachers’ WebQuest designs, and identifies issues and challenges for future implementation. L’integration des Webquests dans la formation initiale des enseignants Au cours de la derniere decennie, les professeurs ont largement eu recours aux Webquests pour integrer la technologie dans l’enseignement et l’apprentissage. Recemment les formateurs d’enseignants ont applique le modele Webq...