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Descriptors:
Performance Based Assessment; Teacher Education; Data Analysis; Student Leadership; Testing; Resident Advisers; Statistical Analysis; Substance Abuse; Leadership; Workshops

Abstract:
A primary goal of assessment is to deliver truthful and clear information that can be used to inform and improve outcomes. Although there are multiple ways to achieve this goal, common approaches can be broken down into two major categories: (1) direct assessment; and (2) indirect assessment. Indirect assessment typically relies on general measures and students' self-reports of what they have learned. Direct assessment, on the other hand, is a good way to observe very tangible evidence of assessment outcomes. Direct assessments are those using "structured, predetermined response options that can be summarized into meaningful numbers and analyzed statistically." Whereas indirect assessments provide a picture of student perspectives, direct assessments indicate what they actually know or are able to do. Direct assessment can take many forms, such as quizzes, commercial tests, and portfolios. All of these direct assessments share a common theme of being able to demonstrate the students' learning. Conducting direct assessment can provide assessment data that are viewed as more valid and legitimate by both staff and faculty alike. In this article, the authors outline how three separate departments at the University of North Carolina Wilmington (UNCW) used direct assessments to develop a better understanding of what their students knew, as well as to enhance their trainings and workshops. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Profiles; Children; Preschool Education; Foreign Countries; Professional Identity; Teacher Education; Preschool Teachers; Comparative Analysis; Higher Education; Colleges

Abstract:
In this article, a comparative approach is applied to two programmes of study for the education of early childhood pedagogues. One of the terms of our comparison is the University of Bremen's Bachelor of Arts degree in "subject related educational sciences," while the other is the programme offered by Aristotle University of Thessaloniki's Department of Preschool Education Sciences. The comparison of the two universities' programmes of study endeavours to sketch and compare the professional profiles that emerge from these two programmes of study. This was undertaken through an investigation of the types of courses, their means of organisation, their cohesion, and the connection between courses and students' practical training. It seems that the "Bremen-profile" gathers more of the characteristic traits of the type of profession we have adopted as our model in this paper than the "Thessaloniki-profile." (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Video Technology; Mentors; Reflective Teaching; Language Teachers; Teacher Education; Graduate Students; English (Second Language); Second Language Learning; Second Language Instruction; Meetings; Research Methodology; Discourse Analysis

Abstract:
Despite the push for fostering reflective practices in teacher education in the last 20 years, true reflection remains rare (Farr, 2011). Based on a detailed analysis of four mentor-teacher meetings in a graduate TESOL program, I show how specific mentor practices generate teacher reflection without explicit solicitations. Findings of this study provide some much needed specifications of what transpires at the level of interaction in mentor-teacher meetings in the context of second language teacher education. By engaging video as opposed to audio data, the study also offers an important methodological extension to the existing work. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Aesthetic Education; Educational Change; Neoliberalism; Urban Teaching; Urban Schools; Beginning Teachers; English Teachers; Secondary School Teachers; Accountability; Testing; Qualitative Research; Interviews; Ethnography; Social Justice; Theory Practice Relationship; Teacher Education

Abstract:
This article presents 7 years of qualitative research into the emerging understandings of a population of 456 beginning 7 to 12 urban teachers who supplied 130 participants who were enrolled in a total of 26 MSEd English Language Arts courses over 7 years. These were interviewed while teaching in urban schools focused primarily on testing and accountability systems, and their class writings were used to present seven of their voices in this study. The study investigates participant engagement in two theoretical frameworks emphasized in the courses: first, the neoliberal ideology of testing and accountability; second, the transactional tradition of aesthetic education. The study finds that education students need not passively acquiesce to neoliberal reforms, but can reclaim a culturally critical stance in their teaching. (Contains 1 table and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Semantics; Classroom Communication; Discourse Analysis; Teacher Education; Intervention; Foreign Countries; Linguistic Theory; Metalinguistics; Biology; Science Teachers; Secondary School Teachers; Teaching Methods; Cooperation

Abstract:
This paper addresses how teachers can be trained to enable cumulative knowledge-building. It focuses on the final intervention stage of the "Disciplinarity, Knowledge and Schooling" ("DISKS") project at the University of Sydney. In this special issue, Maton identifies "semantic waves" as a crucial characteristic of teaching for cumulative knowledge-building; and Martin explores a "power trio" of intertwining linguistic resources which contribute to the creation of these waves. This paper draws on these complementary theoretical frameworks from Legitimation Code Theory and Systemic Functional Linguistics to explore their implications for teacher training. Specifically, it links one Year 11 Biology teacher's experience of new metalanguage and explicit pedagogy, in teacher training, to first attempts at classroom Joint Construction, a form of collaborative text creation. This paper then raises important issues regarding collaborations concerned with classroom interaction and knowledge-building practices. (Contains 4 tables and 8 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Curriculum Development; Educational Change; Curriculum Implementation; Teacher Educators; Elementary School Teachers; Teacher Attitudes; Teacher Education; Faculty Development; Cultural Context; Foreign Countries

Abstract:
This study examines: 1) how Korean elementary school teachers perceive recent curriculum reforms; 2) where their perceptions emanate from; and 3) what support teachers need in order to implement curriculum reforms actively and effectively. This study has shown that teachers generally harbour negative and unconstructive feelings about curriculum reform. These feelings negatively impact their involvement in and commitment to implementing reform. Several issues to be considered for teacher training and support evolved from our analysis of teachers' perceptions of the curriculum reform and the implementation: first, teachers are insufficiently provided with professional development programmes that support curriculum implementation; second, teachers lack opportunities to work through implementation problems and difficulties with peer teachers; and last, contextual and cultural constraints inhibit implementation of curriculum reform. Based upon these findings, this study makes several suggestions for teacher educators and curriculum policymakers. (Contains 1 table and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Education; Educational Change; Service Learning; Expertise; Teacher Effectiveness; Teacher Persistence; Educational Quality; Beginning Teacher Induction; Standards; Role

Abstract:
Concerns around the provision and retention of quality teachers are global. Amongst these concerns are the preparedness of graduate teachers and the quality and nature of teacher education. The purpose of the article is to focus questions of teacher preparedness and education within a wider discussion around the professional life-cycle of teachers. Initial teacher education is viewed as the first phase of the professional life-cycle of a teacher; part of a professional continuum of learning and expertise, rather than a distinct preparatory phase. We do not present a detailed model for this continuum; believing there is still significant work to be done on defining and delineating the levels of expertise. Such work is beyond the scope of this paper. We do provide a starting point for further consideration. Further, we suggest a scaffolded transition, determined by the learning needs of teachers, between initial teacher education and induction, moving to in-service learning, with closer connections between providers and schools to mitigate against a disconnect between these phases of development. The potential role of professional standards in supporting teacher learning across the professional life-cycle is also discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Computers; Educational Technology; Evidence; Secondary School Teachers; Curriculum Development; Foreign Countries; Geography Instruction; Geographic Information Systems; Information Technology; Online Surveys; Teacher Attitudes; Teacher Education; Computer Software

Abstract:
A number of studies suggest that integrating Geographical Information Systems (GIS) into Geography teaching in schools has been and is challenging, and it seems that much of the early promise for the technology supporting learning in Geography has not been realised. This paper examines the progress made in Northern Ireland in implementing GIS in secondary schools. The deployment of a centrally procured entry-level GIS, in the context of a programme of centralised provision of information and communication technology (ICT) services to all schools, is examined and the results of an online survey of 85 Geography teachers provides an insight into how effective that provision has been. This combination of a regional strategy on GIS, curriculum changes and increased access to computers seems to have ensured that GIS is being used in many Geography classrooms. There is evidence that a range of GI systems are being used in schools and in a number of different ways, but mostly for teacher rather than for pupil use at present. Teachers expressed a need for coordinated training in order to make full use of the hardware and software available. (Contains 2 tables, 2 figures, and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Teacher Education; Curriculum Design; Foreign Countries; Language Planning; Mandarin Chinese; Case Studies; Elementary School Students; Literacy; Teacher Attitudes; Student Attitudes; Administrator Attitudes; Principals; Multilingualism; Bilingual Education; Language of Instruction; English (Second Language); Second Language Learning; Sino Tibetan Languages

Abstract:
Since 1997, the "biliterate and trilingual" policy has been adopted by the Hong Kong government, and is now guiding the curriculum design in Hong Kong primary schools. This language policy aims to ensure that Hong Kong students become biliterate (written English and Chinese) and trilingual (spoken English, Cantonese and Putonghua). However, Hong Kong primary schools currently do not have an agreed method for the implementation of trilingual education. As a preliminary step in the investigation of methods of the implementation of trilingual education in Hong Kong primary schools, we carried out a detailed case study of the trilingual education model adopted in a primary school. Views of key stakeholders (the principal, teachers, students and parents), on how successful the model is, were collected, and a number of lessons taught using English, Cantonese or Putonghua as the medium of instruction were recorded and analysed. On the basis of the research findings, a possible model for implementing trilingual education in Hong Kong primary schools has been suggested. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Education; Teacher Education Programs; Preschool Teachers; Teacher Attitudes; Student Teachers; Teacher Role; School Culture; Science Activities; Pedagogical Content Knowledge; Role Conflict; Longitudinal Studies; Science Instruction; Questionnaires

Abstract:
The aim of this exploratory, longitudinal study was to describe an overall picture of how perceptions of the teacher role and attitudes toward science and science teaching develop and interact during preschool teacher education, and how this in turn influences behavior when students are engaged in teaching science. Sixty-five students enrolled in a preschool teacher education program at a Swedish university were followed throughout their teacher education. The study used a phenomenographic approach within a theoretical framework of sociocultural and situated learning perspective. Questionnaires with open and closed questions were combined with interviews. The results show that in spite of growing competence and confidence, many of the students still found science activities to be awkward in preschool, mainly due to a wish to protect the children from school culture. The results have implications for teacher education and the preschool community, showing a need to problematize the purpose of teaching science in preschool and the meaning of pedagogical content knowledge in this context. (Contains 1 figure and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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