Learning from Experience: History and Teacher Education

Warren, Donald

doi:10.3102/0013189x014010005

Cited by 38 publications

(6 citation statements)

References 4 publications

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“…Lending credence to this interpretation is the widespread belief that society expected teachers to be “exemplars to their students” (LaMorte, 2002, p. 215) and the influence that this expectation almost certainly has on the way teacher educators conceptualize ethics education for teachers. Until the middle of the 20th century at least, a principal goal of teacher education in North America and Europe was to prepare teacher candidates to assume this role (Warren, 1985). As Carr (2006) suggested, the responsibility that society continues to place on teachers to contribute to young people’s positive development as persons means that ethics content occupies a role in teacher education that has no comparable counterpart in professional preparation in fields like law or medicine.…”

Section: Discussionmentioning

confidence: 99%

“…Until the middle of the twentieth century at least, a principal goal of teacher education in North America and Europe was to prepare teacher candidates to assume this role (Warren, 1985). As Carr (2006) suggests, the responsibility that society continues to place on teachers to contribute to young people's positive development as persons means that ethics content occupies a role in teacher education that has no comparable counterpart in professional preparation in fields like law or medicine.…”

Section: How Comparable Is Ethics Education In Ite To Other Fields?mentioning

confidence: 99%

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A Five-Country Survey on Ethics Education in Preservice Teaching Programs

Maxwell

Tremblay-Laprise

Filion

et al. 2016

Journal of Teacher Education

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Despite a broad consensus on the ethical dimensions of the teaching profession, and long-standing efforts to align teacher education with wider trends in professional education, little is known about how teacher candidates are being prepared to face the ethical challenges of contemporary teaching. This article presents the results of an international survey on ethics content and curriculum in initial teacher education (ITE). Involving five Organisation for Economic Co-Operation and Development (OECD) countries—the United States, England, Canada, Australia, and the Netherlands—the study’s findings shed light on teacher educators’ perspectives on the contribution of ethics content to the education of future teachers and provide a snapshot of how well existing programs line up with their aspirations. The results showed that 24% of the ITE programs surveyed contain at least one mandatory stand-alone ethics course. The meaning of the results vis-à-vis opportunities for expanding ethics education in preservice teaching programs is also discussed.

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Section: Discussionmentioning

confidence: 99%

Section: How Comparable Is Ethics Education In Ite To Other Fields?mentioning

confidence: 99%

A Five-Country Survey on Ethics Education in Preservice Teaching Programs

Maxwell

Tremblay-Laprise

Filion

et al. 2016

Journal of Teacher Education

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“…The classical point of view about teaching was simple and considered as a process of transferring knowledge (Warren, 1985). However, recent research suggests that teaching is a PUPIL: International Journal of Teaching, Education, and Learning ISSN 2457-0648 complex and uncertain creative activity which requires teachers to continually adjust their instructional strategies, presentation and representations of ideas, on-the-spot decision making on effective pedagogies, responses to students to meet student needs and to support learning (Park & Chen, 2012;Tufail et al, 2019;Williams et al, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching Methods Preferred by School Science Teachers and Students in Their Classroom

Tufail

Mahmood

2020

pijtel

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This study was designed to stipulate an image of occurring science practices in secondary schools.The main objective of this study is to investigate the types of science teaching practices that have been preferred to use by science teachers to teach science subjects. This study delimits the secondary schools of Lahore, which is the second most populated city in Pakistan. The research was conducted on a sample of 60 schools [60 science teachers and 600 students]. The researchers captured the complete list of secondary schools of Lahore from official websites and schools were selected through random technique. The most senior science teacher opted for data collection in case of more than one science teacher availability at a single school. The study adopted a survey research design and data was collected through a newly developed reliable questionnaire with Cronbach alpha = 0.95. The data was entered and analysed by using SPSS. The study result reveals that secondary school science teachers prefer lecture and discussion methods for science teaching.

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“…Teacher preparation has a long history of development in the United States (Forzani, 2014; Johnson, 2007; Warren, 1985). Universities, special programs designed to prepare teachers, alternative certification or licensure programs, and various agencies or institutions in the United States continue to wrestle with the question of how to best prepare teachers for the teaching profession.…”

Section: Difficult Realities: Teacher Preparationmentioning

confidence: 99%

Are We Finnished Yet? Teacher Preparation and the Rise of “Glocalization”

Hollier

2018

Journal of Education

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The successes of the Finnish approach in teacher preparation and related school practices and policies are discussed. A narrative literature review methodology is used to determine the key policy underpinnings, program designs and methods, and other essential elements related to teacher preparation in various countries. An international perspective is used, focusing primarily on Finland, but also considers the island city-state of Singapore, and the United States. Following this, the success of teacher preparation in the United States is discussed using case study research of seven exemplary university/college programs including one Texas university. Finally, recommendations for teacher preparation programs are posited based on Stoll and Fink’s typology of effective schools/programs identifying “moving” and “sinking” strategies and approaches in teacher preparation programs.

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Learning from Experience: History and Teacher Education

Cited by 38 publications

References 4 publications

A Five-Country Survey on Ethics Education in Preservice Teaching Programs

A Five-Country Survey on Ethics Education in Preservice Teaching Programs

Teaching Methods Preferred by School Science Teachers and Students in Their Classroom

Are We Finnished Yet? Teacher Preparation and the Rise of “Glocalization”

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