Teacher Education Program

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The Experts below are selected from a list of 99951 Experts worldwide ranked by ideXlab platform

Bonnie Konopak - One of the best experts on this subject based on the ideXlab platform.

Robert Yager - One of the best experts on this subject based on the ideXlab platform.

  • Accomplishing the Visions for Teacher Education Programs Advocated in the National Science Education Standards
    Journal of Science Teacher Education, 2010
    Co-Authors: Hakan Akcay, Robert Yager
    Abstract:

    The purpose of this study was to investigate the advantages of an approach to instruction using current problems and issues as curriculum organizers and illustrating how teaching must change to accomplish real learning. The study sample consisted of 41 preservice science Teachers (13 males and 28 females) in a model science Teacher Education Program. Both qualitative and quantitative research methods were used to determine success with science discipline-specific “Societal and Educational Applications” courses as one part of a total science Teacher Education Program at a large Midwestern university. Students were involved with idea generation, consideration of multiple points of views, collaborative inquiries, and problem solving. All of these factors promoted grounded instruction using constructivist perspectives that situated science with actual experiences in the lives of students.

Peter Smagorinsky - One of the best experts on this subject based on the ideXlab platform.

Casedy A. Thomas - One of the best experts on this subject based on the ideXlab platform.

  • One university’s story on Teacher preparation in elementary mathematics: examining opportunities to learn
    Journal of Mathematics Teacher Education, 2021
    Co-Authors: Casedy A. Thomas
    Abstract:

    This multi-case study examines how three elementary mathematics methods instructors, in the same Teacher Education Program, provide their prospective Teachers with learning opportunities. Qualitative data were collected through interviews, classroom observations, and artifacts. The findings suggest that the instructors’ beliefs associated with teaching philosophies influence both the content that prospective Teachers have the opportunity to learn ( what ) and the nature of the prospective Teachers’ opportunities to learn ( how ). Through analytic induction, three assertions were developed to understand and explicate: similarities in opportunities to learn, differences in opportunities to learn, and perceptions about the purpose of the methods courses across the three cases. Specifically, the first assertion examines how all three methods instructors focused on developing conceptual understanding and combating mathematical misconceptions for which prospective Teachers most often experience opportunities to learn through representations and approximations. The second and third assertions place more emphasis on differences across the cases based upon observed instructor actions and their beliefs. This study is significant because it helps us gain a deeper understanding about prospective Teachers’ opportunities to learn within one Teacher Education Program, and therefore, may point toward what can be done in the future to better prepare Teachers in elementary mathematics Education and the development of ambitious instruction. Additionally, this study unpacks how prospective Teachers in the same Teacher Education Program may have varying experiences and thus varied access to opportunities to learn.

Clare Kosnik - One of the best experts on this subject based on the ideXlab platform.

  • the impact of a preservice Teacher Education Program on language arts teaching practices
    2005
    Co-Authors: Clare Kosnik, Clive Beck
    Abstract:

    Research on Teacher Education must extend into the graduates’ first few years of teaching; a longitudinal approach will help Teacher educators appreciate the demands beginning Teachers face while assessing the effectiveness of the Teacher Education Program. For this study, we studied 12 graduates of the Mid-Town Program at OISE/UT in the last month of their second year of teaching to find out how they viewed their preservice Program after some time in the field. We focused on language arts. In general, the Teachers had praise for the preservice Program but all had specific suggestions on how to improve it, specifically making it more practical and tied to expectations from the local school districts.

  • from cohort to community in a preservice Teacher Education Program
    Teaching and Teacher Education, 2001
    Co-Authors: Clive Beck, Clare Kosnik
    Abstract:

    Abstract It is often suggested that student Teachers be placed in cohorts during their preservice Program. In this paper we describe how we implemented a cohort model and examine the effects on our student Teachers. We found there were many positive effects, such as a high level of participation in whole class and small group activities, greater awareness of the value of collaboration, and greater willingness to take risks in collegial relationships and in the practicum. However, the approach proved to be quite demanding for the faculty; strong institutional support will be needed if the model is to be widely implemented.

  • the effects of an inquiry oriented Teacher Education Program on a faculty member some critical incidents and my journey
    Reflective Practice, 2001
    Co-Authors: Clare Kosnik
    Abstract:

    This paper is a self-study of my work as a professor as I redesigned and implemented an innovative Teacher Education Program at OISE/UT. I begin by providing the background and setting to our Program, a one-year, post-baccalaureate B.Ed. Program. Since it is cohort-based, 60 students, we had the opportunity to structure the Program around action research philosophy and practice. I describe and analyze seven 'critical incidents' from my own work in restructuring of the Program. Using Schon's theory of reflective practice as the framework I examine my work in light of key concepts such as repertoire, artistry, reflection on action, reflective conversations, reframing, and so on. I show how my personal development as a reflective practitioner helped me develop the Teacher Education Program to be more consistent with the theory and practice of reflective practice.

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