Download or read book Current Practices in Institutional Teacher Placement written by National Institutional Teacher Placement Association and published by . This book was released on 1941 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Selection Advisement and Teacher Placement in Institutions for the Education of Teachers written by Frank S. Endicott and published by . This book was released on 1939 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Institutional Teacher Placement written by James Greenleaf Umstattd and published by . This book was released on 1937 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Teaching written by Leah Wasburn-Moses and published by Rowman & Littlefield. This book was released on 2020-11-17 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student teaching is considered to be the single most powerful learning experience in teacher preparation. Although much has been made of its importance, surprisingly little research has been conducted specifically on student teaching, which some claim has remained unchanged for a century. Because student teaching is nearly universal in a field with wide-ranging practices even within a single institution of higher education, the possibility of modification in student teaching to lead reform in teacher preparation is quite strong. The authors present a history of student teaching, theory, practice, and policy; review the research literature, past and present; and present practical guidelines for reform that align with evidence.
Download or read book The Placement of Students in Teaching Positions as Carried on by Higher Educational Institutions including Normal Schools Teachers Colleges Colleges and Universities written by Walter Harris Adams and published by . This book was released on 1933 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Teaching Portfolio written by Peter Seldin and published by John Wiley & Sons. This book was released on 2010-08-30 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: Praise for The Teaching Portfolio "This new edition of a classic text has added invaluable, immediately useful material. It's a must-read for faculty, department chairs, and academic administrators." —Irene W. D. Hecht, director, Department Leadership Programs, American Council on Education "This book offers a wealth of wisdom and materials. It contains essential knowledge, salient advice, and an immediately useful model for faculty engaged in promotion or tenure." —Raymond L. Calabrese, professor of educational administration, The Ohio State University "The Teaching Portfolio provides the guidelines and models that faculty need to prepare quality portfolios, plus the standards and practices required to evaluate them." —Linda B. Nilson, director, Office of Teaching Effectiveness and Innovation, Clemson University "Focused on reflection, sound assessment, and collaboration, this inspiring and practical book should be read by every graduate student, faculty member, and administrator." —John Zubizarreta, professor of English, Columbia College "All the expanded and new sections of this book add real value, but administrators and review committees will clearly benefit from the new section on how to evaluate portfolios with a validated template." —Barbara Hornum, director, Center for Academic Excellence, Drexel University "This book is practical, insightful, and immediately useful. It's an essential resource for faculty seeking promotion/tenure or who want to improve their teaching." —Michele Stocker-Barkley, faculty, Department of Psychology, Kishwaukee Community College "The Teaching Portfolio has much to say to teachers of all ranks, disciplines, and institutions. It offers a rich compendium of practical guidelines, examples, and resources." —Mary Deane Sorcinelli, Associate Provost for Faculty Development, University of Massachusetts Amherst "Teaching portfolios help our Board on Rank and Tenure really understand the quality and value of individual teaching contributions." —Martha L. Wharton, Assistant Vice President for Academic Affairs and Diversity, Loyola University, Maryland
Download or read book The Work of Placement Offices in Teacher Training Institutions written by Whit Brogan and published by . This book was released on 1930 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Handbook of Desirable Policies and Practices of Teacher Placement and Follow up for the College of Education University of Wyoming written by Leo M. Thomas and published by . This book was released on 1952 with total page 31 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Special Work and the Office of the State Director of Teacher Training written by Gladstone Horace Yeuell and published by . This book was released on 1927 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Industry Placement for Teachers Professional Development in the Vocational Education and Training Sector written by Annamarie Schüller and published by . This book was released on 2013 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: An important aspect of teaching in vocational education and training is the issue ofteacher currency. In the context of current VET requirements in Australia, the ability of a teacher to possess current knowledge about industry processes and practices is one of thefundamental cornerstones of vocational teaching. There are two primary requirements for vocational currency. One is the government administrative requirements through auditcompliance and the other, is a notional desire by industry and teachers to be up-to-date with contemporary workplace policies and procedures. The acquisition of current workplace knowledge is typically attained by VET teachers through industry placements, a form of professional development. Industry placements are defined in this thesis as a voluntary period of time spent by a teacher to work in situ in a host organisation. The purpose for pursuing this form of professional development is to enable the teacher to observe and peripherally participate into that organisation's work activities. Industry placements may be a catalyst for the development of communities of practice, and in part, this is one of the foci of inquiry in this thesis. Current literature points to the benefits of industry placements. These include increased repertoire of current industry knowledge, enhanced classroom teaching and learning practices, the development of networks with industry professionals and the ability to use authentic artefacts and industry resources in the classroom, for the benefit of the students. Yet it seems that aspects of the industry placement, particularly as it relates to the nature of the learning derived through an industry placement, and the post placement outcomes for teachers, have received less detailed attention by researchers. This qualitative research addressed the following research questions:1. What is an industry placement? 2. What do teachers perceive the learning to be - who learns what? 3. What factors enable or disable the teachers' learning in the industry placementcommunity of practice? The research was limited to VET business discipline teachers. The research entailed a re-analysis of data gathered through a previously distributed voluntary survey that gathered information about the perceived value of industry placements. It then further interrogated teacher experience through in-depth semi-structured interviews with four VET business discipline teachers who had prior industry placement experience. In relation to question two, it was found that industry placements may positively impact upon teacher professional identities, reaffirming existing vocational competencies, and to some extent, enhance teaching and learning practices. Industry networking opportunities, whilst present, are not generally pursued. Additionally, it appears that there is little or no effort / interest in post-placement follow-up by the educational institution, consequently opportunities for capacity building are not maximised, signalling a lack of commitment by the educational institution to this type of professional development activity, other than to meet audit compliance. In relation to question three, it was found that teachers' ability to learn in the workplace is, as expected, influenced by a number of factors including the commitment of the host organisation and the educational institution to the industry placement initiative itself; the planning that precedes the industry placement; the openness of the host organisation to sharing their resources and knowledge; and the integration of the teacher into the day-to-day workplace activities and practices. In addition to these factors, the quality of the industry placement experience appears to be influenced by the agentic nature of the individual teacher, including their individual capacities to negotiate and mediate the challenges in that work environment. Consequently, the conclusion argues that a different approach to industry placement ought to be adopted by educational institutions. It is suggested that strategic links should be formed with industry to enhance commitment to, and facilitate industry placements with a view to building societal capacity to support a knowledge-based economy.
Download or read book A Functional Program of Teacher Education written by Syracuse University. School of Education and published by . This book was released on 1941 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching Core Practices in Teacher Education written by Pam Grossman and published by Harvard Education Press. This book was released on 2021-02-26 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Teaching Core Practices in Teacher Education, Pam Grossman and her colleagues advocate an approach to practice-based teacher education that identifies “core practices” of teaching and supports novice teachers in learning how to enact them competently. Examples of core practices include facilitating whole-class discussion, eliciting student thinking, and maintaining classroom norms. The contributors argue that teacher education needs to do more to help teachers master these professional skills, rather than simply emphasizing content knowledge. Teaching Core Practices in Teacher Education outlines a series of pedagogies that teacher educators can use to help preservice students develop these teaching skills. Pedagogies include representations of practice (ways to show what this skill looks like and break it down into its component parts) and approximations of practice (the ways preservice teachers can try these skills out as they learn). Vignettes throughout the book illustrate how core practices can be incorporated into the teacher education curriculum. The book draws on the work of a consortium of teacher educators from thirteen universities devoted to describing and enacting pedagogies to help novice teachers develop these core practices in support of ambitious and equitable instruction. Their aim is to support teacher educator learning across institutions, content domains, and grade levels. The book also addresses efforts to support teacher learning outside formal teacher education programs. Contributors Chandra L. Alston Andrea Bien Janet Carlson Ashley Cartun Katie A. Danielson Elizabeth A. Davis Christopher G. Pupik Dean Brad Fogo Megan Franke Hala Ghousseini Lightning Peter Jay Sarah Schneider Kavanagh Elham Kazemi Megan Kelley-Petersen Matthew Kloser Sarah McGrew Chauncey Monte-Sano Abby Reisman Melissa A. Scheve Kristine M. Schutz Meghan Shaughnessy Andrea Wells
Download or read book A Study of the Organization and Administration of the Teacher Placement Services in Ten Selected Universities written by Harold Eugene Sponberg and published by . This book was released on 1952 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers as Institutional Agents written by Vicente Tamayo and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study covers teacher perception of secondary level newcomer students. Unlike emergent bilinguals, newcomers are recent arrivals to the United States and their unique position requires them to navigate a new school setting, manage their pre and post migration factors and lastly, decide their postsecondary future since they are in their late adolescent years. Through a conceptual framework that highlights teachers as cultural workers in recognizing the unique situation of newcomers, the appropriate reception of newcomers, and becoming a link towards postsecondary career and school readiness as an institutional agent may newcomers experience improve in secondary schools. The purpose of this study is to empower newcomers by informing educators of the significant role they can take in aspiring newcomers' postsecondary opportunities. The research urges teacher self-reflection and advocates for a multicultural and multilingual approach as it promotes asset-based practices in instructing newcomers. Moreover, the research calls for teachers to take the position of institutional agents in promoting education and career readiness opportunities after High School. In this study, teacher perception of newcomers is fundamental in creating a foundation of what is required for future professional development workshops. Therefore, teacher participants were selected in this study only if they taught newcomers in their current assignment. Via a quantitative survey, twenty-one teachers at a High School from an affluent suburb disclosed their demographics, awareness, practice, and role in a newcomer's educational aspirations. The implication of this study demonstrated most teachers having a positive perception of their role though several statistically significant areas are of concern, such as understanding student typologies and teacher preparedness. Teachers, along with educators are recommended to receive more training via professional development workshops on newcomers, failure to not implement a multicultural and multilingual education will continue the status quo of which does not recognize a holistic approach and does little to embrace a student's prior knowledge. Keywords: newcomers, deficit thinking, institutional agents, empowerment, postsecondary education
Download or read book Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education written by Claire Wyatt-Smith and published by Springer Nature. This book was released on 2021-08-23 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores how well teachers are prepared for professional practice. It is an outcome of a large-scale research and development program that has collected extensive data on the impact of the Graduate Teacher Performance Assessment on Initial Teacher Education programs and preservice teachers’ engagement with the assessment. It contributes to international debates in teacher education by examining an Australian experience of teacher performance assessments as a catalyst for cultural change and practice reform in teacher education. The respective chapters describe and critique this unique, multi-institutional investigation into the quality of teacher education and present substantial evidence, drawing on a variety of conceptual, empirical and methodological entry points. Further, they address the intellectual, experiential and personal resources and related expertise that teacher educators and preservice teachers bring to their practice. Taken together, they offer readers clearly conceptualised and evidence-rich accounts of site-specific and cross-site investigations into cultural, pedagogical and assessment change in Initial Teacher Education.
Download or read book Current Issues in Teacher Education written by Cynthia A. Lassonde and published by Charles C Thomas Publisher. This book was released on 2008 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this edited volume by experts in the field of teacher education, Current Issues in Teacher Education combines forces from the United States and Canada to present and discuss positions on current topics and concerns in the field of teacher education. It provides an overview and multiple perspectives of issues rather than one author's position or viewpoint. This will allow the reader to reflect on multiple perspectives and to form his or her opinion and route for further action or discussion. Written in a reader-friendly style with accessible language, the book avoids the use of highly techni.
Download or read book Critical Points in the Construction of a Teacher training Curriculum written by Sister Agnes Clare Hagerty and published by . This book was released on 1932 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study is threefold: (1) to present the status of current practice concerning some of the critical points of a teacher-training curriculum; (2) to identify correct procedures and rectify defects; (3) to construct a set of policies supported by the facts and principles inherent in the data. Specifically the critical points about which the study revolves are: 1. Modern Education. (a) The important features of the new education to which a teacher-training curriculum should adapt itself. 2. Professionalization of Subject-Matter. (a) The extent to which professionalization of the curriculum should be carried out. (b) The best plan for providing professionalization. 3. Student Teaching. (a) The most advantageous position for student teaching. (b) The amount and duration of student teaching. 4. Professional Content. (a) Types of of professional content which should make up the minimal theoretical requirements. (b) Their distribution and sequence. 5. Observation and Participation. (a) Adequate utilization of observation and participation
