Phonics Preparation in Teacher Education Programs

Phonics is the basis upon which the English-speaking world learns to read. Students learn phonics in early elementary school to learn to read; therefore, teachers need to have a working knowledge of phonics with which to instruct their students. However, a report by the United States Department of Education found that few preservice teachers were competent in phonics. Liberty University, which teaches phonics as part of its teacher education program, has conducted a study on the level of knowledge demonstrated by the preservice teachers upon completion of the phonics course. The Liberty University students’ scores compared favorably with the national average as reported by the United States Department of Education

Improving Teacher Education Programs

In this paper, the authors review current practices in pre-service teacher education. They suggest that radical improvements are possible and that, if practiced, would help mediate many of the pressures young teachers face. To do so, the authors: 1) outline the experiences of young teachers to consider how teachers might thrive in a difficult vocation; 2) share recent research in the area of in-service teacher professional learning (including their own) as a way to inform teacher education programs; and 3) to use these research findings to suggest possible changes and improvements to pre-service teacher education programs. Synthesizing the research, the authors generate a “To Do List” of activities they believe should become part of pre-service education programs. They believe such instruction can become essential career foundations for teachers that would help build Master Teachers, would help stem the exodus from teaching, and would help our teacher education programs begin to educate teachers for the wellness of long and healthy career

The Good Shepherd: Lessons for Teacher Education

Across the continent, the demand for increased student achievement dominates conversation. Teacher education programs are under pressure to ensure that pre-service teachers are able to step into classrooms and improve student achievement. This pressure can invite programs to focus on subject-specific and pedagogical competencies while minimizing ethical and relational aspects of teacher preparation. Yet caring relationships are central to more positive learning experiences. What should these relationships look like? For Christian teachers and teacher educators, the answer to this question lays, in part, in an examination of Jesus. This paper focuses on Jesus the Good Shepherd as seen in the Gospels. What can teachers learn from Jesus? How do these lessons impact teacher education programs

Preparing to teach: Perceptions of graduate entry teacher education students

International reviews of teaching and teacher education have highlighted the importance of quality teachers in improving the outcomes of students. Teachers may enter the teaching profession through a variety of pathways. Currently in Australia, one pathway is through graduate entry teacher education programs in which people who already hold university degrees outside of education can undertake one-year formal teacher preparation programs. It may be argued that graduate entry teachers value add to the teaching profession as they bring with them a range of careers and wealth of experiences often beyond those of teachers who enter the profession through traditional four-year Bachelor of Education programs. This paper reports on a study that investigated the preparedness to teach of a group of graduate entry teacher education students as they prepared to exit from university and enter the teaching profession. The study concluded that this group of graduating teachers perceived that the field experience components in their formal teacher education programs contributed most to their beginning professional learning. The study revealed also that this group of graduating teachers sought further professional learning opportunities in the canonical skills of teaching. These findings may be used to inform the design of future teacher education programs

Urban-Focused and Community-Based Teacher Preparation

Existing challenges in many urban schools have led to an increased emphasis on urban-focused teacher preparation. While this work can be demanding and complex, many Christian teacher education programs desire to engage in this work as part of their efforts to prepare their teacher candidates to teach all students and to promote more equitable educational opportunities in urban communities. In this article, the author reviews the literature on effective urban teacher preparation and then discusses the potential for collaboration with local schools and communities to support this work in Christian teacher education programs. The author argues that authentic engagement with urban schools and communities is necessary to provide teacher candidates with the understandings, frameworks, and experiences needed to flourish in their work and to develop meaningful relationships with students, families, and community members

INCLUSIVE PRACTICES IN TEACHER EDUCATION PROGRAMS

Inclusive education is a global trend and an educational right that refers to the inclusion of students with disabilities in general education settings (GECs). Applying to the most effective practices is particularly essential for students with disabilities in GECs. Most of the responsibility to implement inclusive practices and create a positive inclusive classroom environment falls on special and general education teachers in GECs. Thus, pre-service teacher education is crucial for teachers’ future achievements in inclusionary settings to address the diverse needs of students with disabilities. The purpose of this survey study was to investigate teacher education programs in the United States (US) regarding how they integrate inclusive practices into their courses as based on faculty-report. Participants were 215 faculty members who identify as special education, elementary education, or combined program faculty in the US. Results from quantitative data analysis show inclusive practices are highly integrated; however, assessments and field-based assignments are less required while lecture, reading, and application assignments are highly required when integrating inclusive practices in the course programs. A statistically significant, positive, and weak linear relationship between the number of offered courses and integration of inclusive practices and between the teacher preparation model and integration of inclusive practices was found. The teacher preparation model and the number of offered courses were found as statistically significant predictors of the integration of inclusive practices. There are significant differences in the integration of inclusive practices based on the faculties’ programs. Discussion and implications for practice are represented

Computers in Undergraduate Teacher Education Programs

Clearly, there are many issues that need consideration when one seeks to analyse the role of computers in education. For example, how might computers best support the teaching/learning process given what we know about learning and teaching; what effects will computer technology have on school curriculum; how will presently employed teachers come to grips with this technological change; is all this talk about computer technology and the impact on education relevant anyway - is it more than a fad? In this paper I want to discusss the curriculum implications of computer technology for the infants and primary school. In particular I will attempt to give answers to each of the following questions. what impact are computers having on the school curriculum now; how is the curriculum likely to change in the near future; and what do these changes mean for undergraduate teacher education programs

Best Practice Teacher Education Programs and Australia’s Own Programs

This report was prepared by the Australian Council for Educational Research (ACER) to support the work of the Teacher Education Ministerial Advisory Group (TEMAG). ACER was requested to undertake evidence-based research and benchmarking of world’s best practice teacher education programs against Australia’s own programs, which included: (a) identifying best practice principles for the design, delivery and assessment of teacher education programs; and (b) articulating the features of teacher education programs that most effectively support successful transition to effective practice

Challenges and Issues of Internationalizing Teacher Education Programs in the United States

グローバル化の時代にあって国際的流動性が増加する中，アメリカの教員養成プログラムでは国際化するための環境整備が課題となっている。2001年９月11日の同時多発テロ以降，特に安全保障の側面から世界の他国を理解するグローバル教育や国際教育の概念がカリキュラムに取り入れられる傾向が見られる。急激な教育の国際化に関しては保守層からアメリカ的伝統価値の喪失という批判もあるが，国際バカロレアプログラムの量・質の拡大などに見られるように国際化の波は大きくなっている。しかし教員養成はこのような国際化に十分に対応しているとは言えないのが現状である。本論ではアメリカにおける教員養成の国際化についての研究や提言を紹介しながら，国際化された社会における教員養成のあり方を考えていきたい

Multicultural Teacher Education Matters

This article focuses on the impact the demographic change in the student population in current K-12 classrooms has had on teacher education programs as it pertains to the preparation of culturally responsive preservice teachers. There exists an extensive body of literature that posits that the increase of cultural diversity in our current classrooms should be understood as a call for new teaching approaches that promote multicultural awareness among teacher educators to develop preservice teachers who exhibit culturally responsive teaching practices, behaviors, and attitudes. This comprehensive review of literature explored the current research on multicultural teacher education programs, and more specifically the challenges experienced and strategies adopted by teacher educators, while developing culturally responsive teachers. The problems associated with this review is the need for graduates of teacher education programs to have an understanding of culturally responsive pedagogy, and how teacher education programs can successfully produce culturally responsive teachers. Cultural responsiveness is important in modern education because of the diversity in society and in the educational system. Multicultural teacher education programs seek to address this issue by developing culturally responsive teachers, who will address human diversity as well as to promote social justice and equity in education