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Teacher Education >> Student Teaching

by Kate Napolitan, John Traynor, Deborah Tully, Joanne Carney, Susan Donnelly & Leslie Herrenkohl - 2019
This article describes how four teacher education programs took up a legislative initiative to better partner with local schools, families, and communities. It illustrates the impacts that these collaborations had on preservice teachers.

by Hosun Kang & Mark Windschitl - 2018
This study problematizes the current idiosyncratic nature of clinical experiences provided for most pre-service teachers during the initial preparation period and its consequential impact on the learning of pre-service teachers and their future students in classrooms.

by Lauren Anderson & Jamy Stillman - 2013
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.

by Seval Fer - 2007
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.

by Joanne Olson & Michael Clough - 2004
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.

by Billie Eilam - 2002
The article describes Arab pre-service teachers passing through the university dept. - coming from their own sector schools and returning to teach in them.

by Jaime Grinberg - 2002
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.

by Elizabeth Spalding & Angene Wilson - 2002
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.

by Cathy Ringstaff & Judith Sandholtz - 2002
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.

by Luann Duesterberg - 1999
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.

by Frances Schoonmaker - 1998
This article discusses aspects of teacher preparation and reflective teaching.

by Gary Knowles & Diane Holt-Reynolds - 1991
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.

by Pamela Grossman - 1989
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.

by Robert Bullough, Jr., J. Knowles & Nedra Crow - 1989
This article explores the problem of planning and how it underlies many of the problems common to first-year teachers.

by Jane Martin - 1987
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.

by Richard Murnane - 1983
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.

by William Jenkins - 1977
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.

by Ronald Hyman - 1976
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.

by Brian Gibbs - 2013
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.

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by Jossey-Bass Publishers
reviwed by Kelvin Seifert - 2004

by Roland G. Tharp, Peggy Estrada, Stephanie Stoll Dalton, and Lois A. Yamauchi,
reviwed by Leah Kirell & Suzanne Wilson - 2002

by W. Robert Houston
reviwed by A. Lin Goodwin - 1992

by Maynard C. Reynolds
reviwed by Samuel Totten & Michael Wavering - 1990

by Kay A. Norlander-Case, Timothy G. Reagan, & Charles W. Case
reviwed by Vicki LaBoskey - 2001

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  • Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal
    The Journal is intended to provide a formal forum for the dissemination of the research results, insights, and ideas of professional educators and mathematicians on the wide variety of issues that pertain to the college level mathematics preparation of future K-12 teachers.
  • National Council for Accreditation of Teacher Education
    NCATE is the profession's mechanism to help establish high quality teacher preparation.
  • Educational Insights
    In 1990, a graduate-student journal, Educational Insights, was initiated by the Centre to give graduate students an opportunity to reach out to other educators by publishing what they have learned from their studies and by serving in an editorial capacity to help others share their work.
  • Teacher Education Accreditation Council
    The Teacher Education Accreditation Council (TEAC)is a nonprofit organization of institutions of higher education and other groups and individuals devoted to the improvement of academic degree programs for professional educators.
  • American Journal of Education
    The American Journal of Education is devoted to original inquiries in education, to the evaluation and synthesis of educational scholarship, and to scholarly commentary of educational practice.
  • FORUM: for promoting 3-19 comprehensive education
    FORUM has for almost forty years been the pre-eminent focal point in the United Kingdom for topical and informed analysis - very often highly forthright and critical - of all aspects of government policy as it influences the education of children from primary through to higher education.
  • Journal of Curriculum Studies
    The Journal of Curriculum Studies publishes original, refereed contributions to the theory and practice of and policy-making for curriculum, teaching, and the assessment of schooling.
  • Journal of In-service Education
    The Journal of In-service Education is a fully-refereed international journal that publishes original contributions on the subject of teacher education in its widest sense: initial preparation as it affects induction, in-service education, professional development, and the work of teachers' centers, advisory services and INSET units.
  • National Forum of Teacher Education Journal
    The NFTEJ seeks to promote a scholarly dialog regarding the roles, problems, and progress of teacher education in a variety of settings, but with a distinctly urban emphasis.
  • New Teacher Advocate
    The New Teacher Advocate, focuses on topics and issues important to those entering the profession of teaching. It provides practical articles on securing teaching positions, classroom methods and problem-solving, advice from experienced teachers on topics interest, and anecdotes from fellow beginning teachers. The audience of the New Teacher Advocate is preservice and beginning teachers.
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