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Sinnema, Claire; Meyer, Frauke; Aitken, Graeme – Journal of Teacher Education, 2017
Given widespread acceptance of the role of teaching in improving student outcomes, it is not surprising that policy makers have turned to teaching standards as a lever for educational improvement. There are, however, long-standing critiques of standards that suggest they are reductionist and promote a dualism between theory and practice. Our…
Descriptors: Educational Policy, Inquiry, Standards, Outcomes of Education
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Florian, Lani – Journal of Teacher Education, 2012
The increasing cultural, linguistic, and developmental diversity of today's classrooms demands more inclusive approaches to schooling, but classroom teachers often report feeling unprepared for inclusive education. This article reports some lessons learned from the Inclusive Practice Project, a teacher education reform project that has developed…
Descriptors: Inclusion, Educational Change, Foreign Countries, Teachers
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Canen, Ana – Journal of Teacher Education, 1999
Examines ethical dilemmas encountered during an ethnographic study of how the concept of competence at a Scottish teacher-education institution included the need to prepare future teachers as critical professionals able to handle diversity. The paper discusses negotiations in the fieldwork, constraints imposed upon it, and potential for developing…
Descriptors: Case Studies, Critical Thinking, Cultural Awareness, Cultural Pluralism
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Mahan, James M.; Stachowski, Laura L. – Journal of Teacher Education, 1989
Interviews with 32 British and Irish supervisors of U.S. student teachers produced several suggestions for improving the preparation component of overseas practicum placements. Suggestions related to planning and preparation for teaching, basic teacher preparation courses, cultural preparation, content, arrangements and logistics, teacher image…
Descriptors: Cultural Context, Foreign Countries, Higher Education, Practicums
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Stachowski, Laura L.; Visconti, Virginia A. – Journal of Teacher Education, 1998
Examines data from service-learning projects planned and performed by U.S. student teachers in several English-speaking countries. Students received teaching and service-learning assignments in the various countries. They wrote reports documenting their activities from conception to conclusion. The paper describes the various assignments and…
Descriptors: Community Services, Elementary Secondary Education, Foreign Countries, Higher Education