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F Korthagen - One of the best experts on this subject based on the ideXlab platform.

  • can Teacher Education make a difference
    American Educational Research Journal, 2005
    Co-Authors: Niels Brouwer, F Korthagen
    Abstract:

    Occupational socialization in schools is a known factor counteracting attempts at educating innovative Teachers. In this study, findings are reported from a longitudinal study conducted among 357 students, 128 cooperating Teachers, and 31 university supervisors from 24 graduate Teacher Education programs. Quantitative survey data as well as in-depth qualitative data were collected over a period of 4.5 years. Development of teaching competence was followed from candidates’ enrollment until their third year as in-service Teachers. Occupational socialization in schools was demonstrated to have a considerable influence on the development of graduates’ in-service competence. However, evidence was also produced for an impact of specific characteristics of the Teacher Education programs studied involving the integration of practical experience and theoretical study. Implications of these findings for the design of Teacher Education programs and the conduct of Teacher Education research are discussed.

Li Rong - One of the best experts on this subject based on the ideXlab platform.

Niels Brouwer - One of the best experts on this subject based on the ideXlab platform.

  • can Teacher Education make a difference
    American Educational Research Journal, 2005
    Co-Authors: Niels Brouwer, F Korthagen
    Abstract:

    Occupational socialization in schools is a known factor counteracting attempts at educating innovative Teachers. In this study, findings are reported from a longitudinal study conducted among 357 students, 128 cooperating Teachers, and 31 university supervisors from 24 graduate Teacher Education programs. Quantitative survey data as well as in-depth qualitative data were collected over a period of 4.5 years. Development of teaching competence was followed from candidates’ enrollment until their third year as in-service Teachers. Occupational socialization in schools was demonstrated to have a considerable influence on the development of graduates’ in-service competence. However, evidence was also produced for an impact of specific characteristics of the Teacher Education programs studied involving the integration of practical experience and theoretical study. Implications of these findings for the design of Teacher Education programs and the conduct of Teacher Education research are discussed.

Fou-lai Lin - One of the best experts on this subject based on the ideXlab platform.

  • Making Sense of Mathematics Teacher Education - Making Sense of Mathematics Teacher Education.
    Journal of Mathematics Teacher Education, 2000
    Co-Authors: Fou-lai Lin
    Abstract:

    Preface. Section I: Perspectives on Teacher Education. Considering the Paradoxes, Perils, and Purposes of Conceptualizing Teacher Development T.J. Cooney. A Review of Research Perspectives on Mathematics Teacher Education S. Lerman. Section II: Making Sense of Mathematics. Investigating Mathematics and Learning to Teach Mathematics J.P. da Ponte. Using the Intuitive-Rules Theory as a Basis for Educating Teachers D. Tirosh, et al. The Use of New Technologies as a Vehicle for Restructuring Teachers' Mathematics C. Laborde. Section III: Making Sense of Teaching. Digitizing Real Teaching Practice for Teacher Education Programmes: The MILE Approach F. Goffree, W. Oonk. Thinking Teaching: Seeing Mathematics Teachers as Active Decision Makers P. Sullivan, J. Mousley. Mathematics Teaching, Teacher Education, and Educational Research: Developing 'Practical Theorising' in Initial Teacher Education K. Ruthven. Preparing Teachers for Handling Students' Mathematical Communication: Gathering Knowledge and Building Tools A. Sfard, C. Kieran. Section IV: Making Sense of the Context of Teaching. An Approach for Supporting Teachers' Learning in Social Context P. Cobb, K. McClain. Educating Student Teachers About Values in Mathematics Education A.J. Bishop. Pedagogical Values, Mathematics Teaching, and Teacher Education: Case Studies of Two Experienced Teachers C. Chin, et al. Section V: Making Sense of the Complexity of Teacher Education. Teachers' Growth is More Than the Growth of Individual Teachers: The Case of Gisela K. Krainer. Developing Mathematics Teaching: Teachers, Teacher Educators, and Researchers as Co-Learners B. Jaworski. Index.

Nasir Mahmood - One of the best experts on this subject based on the ideXlab platform.

  • Science Teacher Education in Pakistan
    Science & Technology Education Library, 1
    Co-Authors: Hafiz Muhammad Iqbal, Nasir Mahmood
    Abstract:

    The chapter addresses the problems faced by science Teacher educators in Pakistan. We first discuss the historical background of science Education development to give readers an understanding of the Pakistani perspective. We argue that Teacher Education programs are caught up in a vicious cycle. On the one hand, increasing the number of qualified Teachers is a natural need for the expanding system of Education, and, on the other hand, there is a genuine concern for the maintenance of quality in the Education imparted. Obviously, if Teacher Education programs are not carried out with care, quality aspects will be compromised as in the past. This requires an overall improvement in (a) the quality of course content, (b) the minimum duration, and (c) the admission requirements for different programs of Teacher Education. We discuss the disparity between pronounced policies of Teacher Education and their actual implementation and suggest methods to improve science Teacher Education.