NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 742 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Ferguson-Patrick, Kate; Reynolds, Ruth; Macqueen, Suzanne – European Journal of Teacher Education, 2018
Despite widespread support for integrated approaches to teaching, classroom practice reveals a lack of implementation. This paper explores challenges and opportunities in teaching an integrated curriculum, and connects this with the contemporary notion of a twenty-first century curriculum and pedagogy. A case study of Global Education (GE) is used…
Descriptors: Global Education, Teaching Methods, Integrated Curriculum, Case Studies
Peer reviewed Peer reviewed
Direct linkDirect link
de Paor, Cathal; Murphy, Timothy R. N. – European Journal of Teacher Education, 2018
Teacher research has been identified as a transformative model of CPD. However, as illustrated in the OECD's TALIS study, while teachers recognise the benefits of classroom enquiry for their own work, their participation in it is low. This paper examines the possible reasons for this discrepancy by considering the views of Irish teachers surveyed…
Descriptors: Foreign Countries, Needs Assessment, Teacher Surveys, Online Surveys
Peer reviewed Peer reviewed
Direct linkDirect link
Heinz, Manuela; Davison, Kevin; Keane, Elaine – European Journal of Teacher Education, 2018
There has been extensive research internationally describing teachers' homogenous socio-demographic backgrounds and critiquing the associated equity and diversity issues, most especially with regard to ethnicity and gender, and to a lesser extent, social class and disability. Yet, teachers' religious affiliations and/or convictions have rarely…
Descriptors: Teacher Education, Religion, Elementary School Teachers, Religious Education
Peer reviewed Peer reviewed
Direct linkDirect link
Ó Gallchóir, Ciarán; O'Flaherty, Joanne; Hinchion, Carmel – European Journal of Teacher Education, 2018
Teacher identity has been recognised as critical to the practice and development of teachers. However, there remains a paucity of scholarship capturing the voice of pre-service teachers' meaning making of their own development as teachers during initial teacher education. This paper sets out to explore seven pre-service teachers' meaning making of…
Descriptors: Professional Identity, Teaching Experience, Preservice Teachers, Preservice Teacher Education
Peer reviewed Peer reviewed
Direct linkDirect link
Škugor, Alma; Sablic, Marija – European Journal of Teacher Education, 2018
This paper researches students' and teacher trainees' personal experience of student-centred teaching during their education in grades 1-4 of primary school. The questionnaire comprised 45 statements and was completed by 403 primary school teacher trainees and 535 students (future teachers) at Faculties of Teacher Education in Croatia. The…
Descriptors: Teaching Experience, Preservice Teachers, Beginning Teachers, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Thomas, Lorraine – European Journal of Teacher Education, 2018
The Postgraduate Certificate in Education (PGCE) has been a successful and popular initial teacher education (ITE) programme since the 1950s, with the masters level PGCE being successfully embedded within universities in England since 2007 and having high levels of student satisfaction. Recent White Papers, policy and reviews have undermined the…
Descriptors: Awards, Teacher Certification, Masters Programs, Preservice Teacher Education
Peer reviewed Peer reviewed
Direct linkDirect link
Ben-Peretz, Miriam; Flores, Maria Assunção – European Journal of Teacher Education, 2018
This paper focuses on the tensions and paradoxes in teaching. At present time, teacher education has the obligation to prepare teachers for diverse student populations, living in a highly varied context. This situation creates several competing expectations of the meaning of teacher education. For instance, preparing for professional autonomy in a…
Descriptors: Teacher Education, Foreign Countries, Educational Policy, Program Implementation
Peer reviewed Peer reviewed
Direct linkDirect link
Gudmundsdottir, Greta Björk; Hatlevik, Ove Edvard – European Journal of Teacher Education, 2018
The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers' everyday practice. This study explores how newly qualified teachers are prepared to use information and communication technology (ICT) in their initial teacher…
Descriptors: Beginning Teachers, Teacher Competencies, Pedagogical Content Knowledge, Technological Literacy
Peer reviewed Peer reviewed
Direct linkDirect link
Brody, David L.; Hadar, Linor Lea – European Journal of Teacher Education, 2018
This study examines the complex process of change among teacher educators who have chosen to improve their practice in a professional development community. Storyline methodology was used to reveal the dynamic process which teacher educators undergo when they consider adopting innovative pedagogy. Findings reveal critical moments in professional…
Descriptors: Educational Change, Teacher Educators, Communities of Practice, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Kosnik, Clare; Menna, Lydia; Dharamshi, Pooja; Beck, Clive – European Journal of Teacher Education, 2018
This paper presents findings from the large-scale study "Literacy Teacher Educators: Their Backgrounds, Visions, and Practices" that includes 28 literacy/English teacher educators (LTEs) from four countries. The participants were interviewed three times and shared their course outlines. Six pre-service LTEs who use a constructivist…
Descriptors: Teacher Education, Literacy Education, Constructivism (Learning), Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Kelchtermans, Geert; Smith, Kari; Vanderlinde, Ruben – European Journal of Teacher Education, 2018
The outcomes of an international collaborative project are presented, involving experienced teacher educators and researchers from eight different countries, who engaged in a series of structured discussions on the professional development of teacher educators. We start with an overview of the needs in practice and policy, as well as the research…
Descriptors: Teacher Educators, Teacher Education, Faculty Development, International Cooperation
Peer reviewed Peer reviewed
Direct linkDirect link
Tack, Hanne; Valcke, Martin; Rots, Isabel; Struyven, Katrien; Vanderlinde, Ruben – European Journal of Teacher Education, 2018
Taking into account the pressing need to understand more about what teacher educators' professional development characterises, this article adopts a mixed method approach to explore Flemish (Dutch-speaking part of Belgium) teacher educators' professional development needs and opportunities. Analysis results of a large-scale survey study with 611…
Descriptors: Teacher Educators, Mixed Methods Research, Educational Needs, Educational Opportunities
Peer reviewed Peer reviewed
Direct linkDirect link
Meeus, Wil; Cools, Wouter; Placklé, Inge – European Journal of Teacher Education, 2018
This article reports on a study of the professional learning of Flemish teacher educators. In the first part, an exemplary survey was conducted in order to compile an inventory of the existing types of education initiatives for teacher educators in Flanders. An electronic survey was then conducted in order to identify the professional needs of…
Descriptors: Teacher Educators, Foreign Countries, Teacher Education Programs, Faculty Development
Peer reviewed Peer reviewed
Direct linkDirect link
Yamin-Ali, Jennifer – European Journal of Teacher Education, 2018
This research focuses on the perspectives of university-based teacher educators regarding their roles at a School of Education in Trinidad and Tobago. It investigates the tensions between their own expectations of the position they were employed for and their perspectives of the institution's expectations of them. This focus adds to the findings…
Descriptors: Teacher Educators, Case Studies, Teacher Role, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Bouckaert, Marina; Kools, Quinta – European Journal of Teacher Education, 2018
Teacher educators arguably fulfil several roles in their professional context: they can be seen as role models or teachers of teachers, and have additionally been characterised as researchers, mentors, gatekeepers, brokers, and curriculum developers. To address a perceived gap in the literature on the latter role, a quantitative and qualitative…
Descriptors: Teacher Educators, Curriculum Development, Teacher Developed Materials, Teacher Role
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  50