The Experts below are selected from a list of 229335 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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a University community partnership in Teacher education from the perspectives of community based Teacher educators
Journal of Teacher Education, 2018Co-Authors: Lorena Guillen, Kenneth M ZeichnerAbstract:This article examines the experiences of a group of nine community-based mentors of Teacher candidates who partnered for several years through a local, community-based organization with the graduate elementary and secondary Teacher education programs at a research University in the Pacific Northwest. Following a brief discussion of the history of partnerships between Teacher education programs and local communities, we report the findings of a study of the perspectives of these community mentors on their work with Teacher candidates and University Teacher educators.
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democratizing knowledge in University Teacher education through practice based methods teaching and mediated field experience in schools and communities 1
2012Co-Authors: Kenneth M Zeichner, Katherina A Payne, Kate BraykoAbstract:Despite the tremendous growth in Teacher education programs offered by non-University providers, most Teachers still enter teaching in the U.S. through some type of college or University program. We argue in this paper that University Teacher education needs to make a fundamental shift in whose knowledge and expertise counts in the education of new Teachers. Using tools afforded by cultural historical activity theory (CHAT), we argue that by recasting who is considered an expert and rethinking how University faculty cross institutional boundaries to collaborate with communities and schools, college and University Teacher education programs can better interrogate their challenges and invent new solutions to prepare the Teachers our students need. Drawing on examples from joint-work among universities, schools, and communities, we highlight possibilities and complexities in pursuing more democratic work in University Teacher education.
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reflections of a University based Teacher educator on the future of college and University based Teacher education
Journal of Teacher Education, 2006Co-Authors: Kenneth M ZeichnerAbstract:Drawing on his nearly 30 years as a University Teacher educator, the author reflects about the future of college- and University-based Teacher education in the United States in light of recent atta...
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Becoming a Teacher educator: a personal perspective
Teaching and Teacher Education, 2005Co-Authors: Kenneth M ZeichnerAbstract:Abstract This paper examines various aspects of the author's transition from classroom Teacher to a cooperating Teacher and then from cooperating Teacher to University Teacher educator. This analysis is used as the basis for several specific suggestions for how to improve the preparation of the next generation of Teacher educators and Teacher education programs.
Bonnie Konopak - One of the best experts on this subject based on the ideXlab platform.
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student engagement in the teaching and learning of grammar a case study of an early career secondary school english Teacher
Journal of Teacher Education, 2007Co-Authors: Peter Smagorinsky, Laura Wright, Sharon Murphy Augustine, Cindy Odonnellallen, Bonnie KonopakAbstract:This article reports a study of coauthor Laura Wright as she learned to teach secondary school grammar in four settings: University Teacher education program, student teaching, her first job, and s...
Di Gardiner - One of the best experts on this subject based on the ideXlab platform.
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An evaluation framework for identifying the effectiveness and impact of academic Teacher development programmes
Studies in Educational Evaluation, 2015Co-Authors: Denise Chalmers, Di GardinerAbstract:Abstract University Teacher development programmes have been part of the higher education landscape for over 40 years. There is now general agreement that University Teacher development programmes have a positive impact on Teachers and students, yet the extent and longevity of their impact on the Teachers, and the teaching and learning culture of the institutions are less well researched and evidenced. Research that has been carried out on the effectiveness of Teacher development programmes has tended to be on specific initiatives and involve limited numbers of participants. Teaching and learning development centres have typically not carried out systematic and extended evaluation of the impact of their programmes. The focus of this paper is to describe the process and outcomes of a national project which resulted in the development of the Academic Professional Development Effectiveness Framework, designed as evaluation tool to facilitate the systematic collection and analysis of data related to the intended outcomes of the Teacher development programmes. It is argued that Teacher development programmes should be designed to build an evidence base from the initial planning stage and be continued over an extended period in order to enable practitioners, researchers and institutions to ask more complex questions on whom the programmes have an impact, and where and why they have impact.
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the measurement and impact of University Teacher development programs
Educar, 2015Co-Authors: Denise Chalmers, Di GardinerAbstract:Els programes de desenvolupament de mestres han format part del panorama de l’educacio superior de parla anglesa durant mes de quaranta anys. En l’actualitat existeix un acord general sobre l’impacte positiu que tenen els programes de desenvolupament de professors en els mestres i estudiants, pero l’abast i la durada del seu impacte en la cultura de la disciplina i les institucions estan mes aviat poc documentats i evidenciats. Hi ha una clara necessitat d’una investigacio rigorosa sobre l’impacte dels programes de desenvolupament dels mestres que miri mes profundament i mes enlla dels professors que participen en els programes. L’objectiu d’aquest treball es fer us de la investigacio i la literatura anglesa per identificar l’impacte i l’eficacia dels programes i activitats de desenvolupament de mestres i proposar un marc per a la mesura sistematica i la recopilacio d’informacio sobre l’eficacia d’aquests programes. S’argumenta que aquestes mesures i indicadors han de passar del paradigma d’investigacio al paradigma d’avaluacio perque puguin informar els programes de desenvolupament i millora docent actuals i futurs. S’han de dissenyar programes en l’etapa de planificacio per construir una base d’evidencia que permeti a investigadors i professionals fer preguntes mes complexes sobre on i sobre qui tenen impacte els programes, i per que.
Mareike Kunter - One of the best experts on this subject based on the ideXlab platform.
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Teachers knowledge about psychology development and validation of a test measuring theoretical foundations for teaching and its relation to instructional behavior
Studies in Educational Evaluation, 2015Co-Authors: Hendrik Lohsebossenz, Olga Kuninahabenicht, Theresa Dicke, Detlev Leutner, Mareike KunterAbstract:Abstract In Teacher education the integration of theory and practice is extensively debated. Empirical evidence, however, is scarce. Therefore, this study presents a test tapping Teacher candidates’ theoretical knowledge about learning, development, and assessment. Based on an empirically defined content, 101 items were developed and administered to 3298 Teacher candidates after University Teacher education. After specifying a suitable item response model, structural analyses reveal that the predefined 3-dimensional provides reliable test scores. After controlling for individual characteristics, persons without University Teacher education obtain lower scores for learning and development, which adds further validity evidence. Within a longitudinal design, knowledge predicts changes in instructional behavior. The results are discussed concerning future research on the interplay of theory and practice in Teacher education.
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Welche bildungswissenschaftlichen Inhalte sind wichtig in der Lehrerbildung?
Zeitschrift für Erziehungswissenschaft, 2012Co-Authors: Olga Kunina-habenicht, Theresa Dicke, Mareike Kunter, Hendrik Lohse-bossenz, Doris Förster, Jill Gößling, Franziska Schulze-stocker, Annett Schmeck, Jürgen Baumert, Detlev LeutnerAbstract:In reviews of University Teacher training, the parts of the curriculum based on educational science are often criticized as missing practical relevance and being non-cumulative. At the same time, uncertainty exists regarding which educational science based content is important for Teacher candidates. The objective of the Delphi study presented here was the identification of core educational science content in University training. To this aim, a survey was carried out amongst 49 experts from different subject areas and phases of Teacher training in three rounds using a standardized questionnaire. In the first round, 213 topics were specified, which were then assessed by experts regarding their importance for various aspects of the teaching profession. In the second and third rounds, which had the objective of reducing the number of topics, the experts chose a limited number of topics based on their relevance for University Teacher training and for the practical success of teaching itself. The results show that the original list was comprehensive and that there is a consensus among most of the experts on their respective importance for teaching training. In der Auseinandersetzung mit universitärer Lehrerbildung werden den bildungswissenschaftlichen Studienanteilen oft Praxisferne und fehlende Kumulativität vorgeworfen. Zugleich bestehen Unsicherheiten darüber, welche bildungswissenschaftlichen Inhalte für angehende Lehrkräfte von Bedeutung sind. Ziel der vorliegenden Delphi-Studie war die Identifikation bildungswissenschaftlicher Kerninhalte in der universitären Lehrerbildung. Dazu wurde eine Befragung von 49 Expert(inn)en aus verschiedenen Fachdisziplinen und Phasen der Lehrerbildung mittels standardisierter Fragebögen in drei Runden durchgeführt. In der ersten Runde wurden 213 Themen vorgegeben, die die Expert(inn)en hinsichtlich ihrer Bedeutung für verschiedene Aspekte des Lehrerberufs bewerteten. In der zweiten und dritten Runde, welche die Reduktion der relevanten Themen zum Ziel hatten, wählten die Expert(inn)en eine begrenzte Themenanzahl hinsichtlich ihrer Bedeutung für die universitäre Lehrerbildung und für die praktische Bewältigung der Lehrertätigkeit aus. Ergebnisse zeigen, dass die vorgegebene Themenauflistung erschöpfend war und dass für den Großteil der Themen Expertenkonsens über deren Relevanz für das Lehramtsstudium besteht.
Peter Smagorinsky - One of the best experts on this subject based on the ideXlab platform.
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student engagement in the teaching and learning of grammar a case study of an early career secondary school english Teacher
Journal of Teacher Education, 2007Co-Authors: Peter Smagorinsky, Laura Wright, Sharon Murphy Augustine, Cindy Odonnellallen, Bonnie KonopakAbstract:This article reports a study of coauthor Laura Wright as she learned to teach secondary school grammar in four settings: University Teacher education program, student teaching, her first job, and s...
