A Foundation for Reflection and Questioning: Philosophy Course Requirements in Teacher Education Programs at Selected Catholic Colleges and Universities

Course work in philosophy is typically required as part of a core curriculum for preservice teachers who enter undergraduate teacher education programs in Catholic colleges and universities. The purpose of this study was to explore requirements in philosophy in undergraduate teacher education programs at selected Catholic colleges and universities as identified by The Newman Guide to Choosing a Catholic College: What to Look for and Where to Find It (Esposito, 2007c). This is accomplished primarily through an examination and analysis of the philosophy requirements and course descriptions at these selected institutions. Specific content from the course descriptions examined is discussed in relation to teacher education with recommendations for practice at Catholic colleges and universities provided

A Foundation for Reflection and Questioning: Philosophy Course Requirements in Teacher Education Programs at Selected Catholic Colleges and Universities

Course work in philosophy is typically required as part of a core curriculum for preservice teachers who enter undergraduate teacher education programs in Catholic colleges and universities. The purpose of this study was to explore requirements in philosophy in undergraduate teacher education programs at selected Catholic colleges and universities as identified by The Newman Guide to Choosing a Catholic College: What to Look for and Where to Find It (Esposito, 2007c). This is accomplished primarily through an examination and analysis of the philosophy requirements and course descriptions at these selected institutions. Specific content from the course descriptions examined is discussed in relation to teacher education with recommendations for practice at Catholic colleges and universities provided

Breaking the Mold: Lessons Learned from a Teacher Education Program’s Attempt to Innovate

The rationale, process, critical features, and lessons learned by faculty members during the redesign and implementation of our previously existing special education teacher education program into an innovative program integrating research-supported effective teacher education practices are described in this article. We begin with the rationale for our revised program, including the research underpinnings, and then outline the process used to gain feedback from multiple stakeholders about elements from the previous program that were working, needed to be changed, and should be added. The redesigned program is presented, along with a description of the initial conceptual model that drove the innovation, the curriculum, and the instructional delivery format. We end with a discussion of lessons learned and recommendations for others interested in innovating their teacher education programs, regardless of area of emphasis

Addressing the Inevitable Conflicts in Reforming Teacher Education: One Department\u27s Story

Embracing a transformative philosophy of special education teacher education, the Department of Special Education at the University of South Florida has undergone significant change over the past several years. Perspectives on the foundational knowledge for this change and the values guiding its realization are shared in this article. Dilemmas arising from the encounter between traditional practice and emerging views are described, along with approaches aimed at understanding and addressing these conflicts