This article begins with one student teacher’s recounted example of classroom practice and then draws on cultural historical activity theory to consider how teacher educators might have better supported this student teacher, thereby enhancing her own and her students’ learning.
The author investigates thinking styles among Turkish student teachers, within the framework of Sternberg's theory of mental self-government and determines if thinking styles of student teachers were differentiated, based on such socialization variables as gender, age, educational level, type of university attended, and field of study followed.
Croom’s article "Are There Any Questions?" addresses the importance of teachers’ questions, but it contains several flaws. This commentary argues that the synergy resulting from using multiple teacher behaviors in concert is necessary for diagnosing and promoting student understanding.
The article describes Arab pre-service teachers passing through the university dept. - coming from their own sector schools and returning to teach in them.
This paper presents detailed accounts and analyzes the practice of the preparation of teachers in a progressive program during the 1930’s in New York, at Bank Street College of Education. Mostly, these accounts are grounded in the participants’ perspectives, providing data about how this progressive teacher education program was experienced, and in particular on Lucy Sprague Mitchell’s teaching based on data especially composed to describe two courses: (1)"Environment" (a mix of what today can be called social foundations and social studies methods), and (2)"Language" (mostly, about the writing process). Also, data from other course syllabi taught by other faculty is discussed.
The purpose of this study was to identify pedagogical strategies that helped preservice secondary teachers improve their reflective thinking via journal writing during the first semester of a yearlong professional program. A secondary purpose was to study the effectiveness of our own practices as teacher educators. Four case studies are presented.
In this article, we focus on two first-year high school teachers who graduated from the same teacher preparation program in the same year. One is credentialed in the subject area and the other is not. Using comparative case methodology, we investigate and contrast how the teachers taught a unit on Steinbeck's novel Cannery Row.
Arguing that race is grounded in sociohistorical idealogies and performances, the author interprets the practices of student teachers as they interact with African American parents and reframes her own practice as a teacher educator.
This article discusses aspects of teacher preparation and reflective teaching.
Teacher educators must understand how personal histories influence the development of new teachers' pedagogies to influence how personal histories shape conclusions preservice teachers reach during college. The article examines insights gained from personal histories, discusses pedagogical thinking, and explains the impact educators' personal histories have on preservice teachers.
Without formal systems for induction into teaching, learning to teach is left largely to chance. Although much pedagogical knowledge has been characterized as common sense, knowledge is not hanging, ripe and fully formed, in the classroom, waiting to be plucked by inexperienced teachers.
This article explores the problem of planning and how it underlies many of the problems common to first-year teachers.
What teacher education should be at this moment in history is reflected upon. Plato's ideal of guardian education seems to be embraced by the Holmes Group, thereby ignoring society's reproductive functions of rearing children, caring for the sick, feeding people, and other forms of social responsibility.
This response to an article by Donna Kerr (Teachers College Record, Spring 1983) stresses the importance of teacher salaries as a means of attracting talented college graduates to teaching. Teacher effectiveness is greatly influenced by classroom experience. Improving preservice teacher education may have a limited effect on teacher improvement.
The past twenty years have seen repeated attempts to improve
the preservice and in-service education of teachers of the English
language arts. Emphases have changed with the nation's social and
cultural concerns, but the education of the teacher, like his classroom
teaching, remains almost as it has been.
Socrates understands what his strategy is, knows its various parts,
and has a keen insight about teaching it to others. Hence, he proceeds
one "step" at a time in his demonstration and points out the essence of
his "step by step" procedure before and after each step. By this
demonstration for Meno, Socrates shows his mastery of teaching on
two levels, teaching and teaching how to teach. On each level he uses a
different strategy. An explication of these different strategies follows
in this chapter.
This commentary critiques the traditional view of student teachers as too narrow. Rather than preparing pre-service teachers to educate students only, they must also be prepared to engage veteran educators and administration in complicated and complex conversations about pedagogic and curricular choice. An example of what this might look like is described.