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Showing 1 to 15 of 156 results Save | Export
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Burnett, Bruce; Lampert, Jo – Journal of Education for Teaching: International Research and Pedagogy, 2019
This paper describes the aims, origins and principles of the "Australian National Exceptional Teaching for Disadvantaged Schools" programme and reflects on findings from its first eight years. As a well-established, mainstream university-based initial teacher-education programme designed to prepare social justice teachers for low…
Descriptors: Disadvantaged Schools, Foreign Countries, Partnerships in Education, Reflection
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Goodwin, A. Lin; Darity, Kelsey – Journal of Education for Teaching: International Research and Pedagogy, 2019
What do teacher educators need to know and do in order to move from espousing to enacting social justice in their own teacher educating practice? This article addresses this question by examining scholarship that focuses on the preparation of preservice teachers for social justice. Using five knowledge domains for teaching (personal, contextual,…
Descriptors: Preservice Teachers, Preservice Teacher Education, Social Justice, Knowledge Base for Teaching
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Barahona, Malba – Journal of Education for Teaching: International Research and Pedagogy, 2019
This study analyses the contemporary work and potential contribution of university supervisors supporting preservice teachers' during their practicum experiences in initial English language teacher preparation. The study draws on a complex data derived from surveys, interviews, and observations of university supervisors working in a diverse array…
Descriptors: Foreign Countries, Supervisors, Preservice Teachers, Preservice Teacher Education
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Lee, Jackie F. K. – Journal of Education for Teaching: International Research and Pedagogy, 2019
This report introduces a way of engaging preservice teachers in experiential learning activities to enrich their pedagogical content knowledge and skills. The framework suggested can be applied to instruction in a wide range of disciplines in different contexts. It calls on teacher educators to work on similar experiential learning initiatives to…
Descriptors: Foreign Countries, Undergraduate Students, Preservice Teachers, Preservice Teacher Education
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Jurow, Susan; Horn, Ilana S.; Philip, Thomas M. – Journal of Education for Teaching: International Research and Pedagogy, 2019
The article outlines a framework for studying and organizing infrastructure, social and material to advance consequential knowledge. To demonstrate the utility of the framework, three examples of innovation in teacher education are presented that involve re-mediating infrastructure to imagine equity-oriented teacher learning. The first case…
Descriptors: Educational Innovation, Preservice Teacher Education, Learning, Equal Education
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Van der Wal-Maris, Stella; Beijaard, Douwe; Schellings, Gonny; Geldens, Jeannette – Journal of Education for Teaching: International Research and Pedagogy, 2019
This study reports on changes in student teachers' meaning-oriented learning during teacher education and their perceptions of what enhances this learning. Students with a meaning-oriented learning pattern view learning as an active process of knowledge construction, are capable of regulating their learning, want to understand a topic thoroughly,…
Descriptors: Student Teachers, Student Teacher Attitudes, Learning Processes, Preservice Teacher Education
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Reynolds, Katherine A.; Triant, Jessica H.; Reeves, Todd D. – Journal of Education for Teaching: International Research and Pedagogy, 2019
Large-scale, robust implementation of teacher data-driven decision making (DDDM) is a challenging endeavor, impeded by numerous organizational, and teacher, factors. One well-documented barrier to teacher DDDM is underdevelopment of teacher data literacy. This study examines common errors made by pre-service elementary teachers in the formulation…
Descriptors: Preservice Teachers, Elementary School Teachers, Evidence Based Practice, Preservice Teacher Education
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Tang, Sylvia Y. F.; Wong, Angel K. Y.; Li, Dora D.Y.; Cheng, May M. H. – Journal of Education for Teaching: International Research and Pedagogy, 2019
The theory-practice debate has been a perennial issue in initial teacher education (ITE). By reporting a mixed-methods study in an ITE programme characterized by a university-based 'theory-first' approach in Hong Kong, this study offers useful empirical evidence to analyse the theory-practice issue. 346 student teachers of a BEd Programme…
Descriptors: Student Teachers, Preservice Teacher Education, Theory Practice Relationship, Foreign Countries
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Bruïne, Erica de; Willemse, T. Martijn; Franssens, Janneke; Eynde, Sofie van; Vloeberghs, Lijne; Vandermarliere, Leen – Journal of Education for Teaching: International Research and Pedagogy, 2018
Family-School Partnerships (FSP) are important for students' academic achievements and social-emotional development. Therefore, pre-service teachers need to learn how to establish this. However, in teacher education programmes this topic is insufficiently addressed partially attributed to already overloaded programmes. This study reports on a…
Descriptors: Foreign Countries, Curriculum Development, Educational Change, Preservice Teacher Education
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Miller, Gloria E.; Coleman, Jeanine; Mitchell, Julianne – Journal of Education for Teaching: International Research and Pedagogy, 2018
Interprofessional education (IPE) involves cross disciplinary learning, teaching, and supervision to foster greater interdisciplinary collaboration. In the field of medicine, this training approach has been adopted to improve collaboration amongst health care professionals. Rarely has this approach been adopted in regard to the preparation of…
Descriptors: Models, Interprofessional Relationship, Partnerships in Education, Preservice Teachers
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Epstein, Joyce L. – Journal of Education for Teaching: International Research and Pedagogy, 2018
This article discusses the contributions of the international studies in this special issue and presents a few emerging topics on school, family, and community partnerships. The studies in Part I confirm that, across countries, future teachers are inadequately prepared to conduct effective partnership programmes with all students' families. Part…
Descriptors: Family School Relationship, Family Involvement, School Community Relationship, Preservice Teacher Education
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Alanko, Anu – Journal of Education for Teaching: International Research and Pedagogy, 2018
Cooperation between home and school benefits pupils' wellbeing in many ways. Hence, it is of utmost importance that teachers are able to cooperate with families in early childhood education as well as in primary and secondary education. In order to work effectively with the diversity of families, teachers need to develop their skills and knowledge…
Descriptors: Foreign Countries, Parent Teacher Cooperation, Family School Relationship, Preservice Teacher Education
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Gomila, M. Antonia; Pascual, Belén; Quincoces, Marta – Journal of Education for Teaching: International Research and Pedagogy, 2018
The benefits of positive, active relationships between families, schools, and the community (not only in the academic outcomes of the children, but also in the family's and school's wellbeing) have, up to now, had plenty of supportive evidence. Nevertheless, experience shows that there are many difficulties involved in making participation a…
Descriptors: Foreign Countries, Family School Relationship, Partnerships in Education, Preservice Teacher Education
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De Coninck, Karen; Valcke, Martin; Vanderlinde, Ruben – Journal of Education for Teaching: International Research and Pedagogy, 2018
This study reports on the design of a video-based instrument to assess student teachers' parent-teacher communication competences (PTCC) in a reliable and valid way. PTCC refer to the competences needed to communicate successfully with parents during conversations such as parent-teacher conferences. Taking into account both conceptual and…
Descriptors: Parent Teacher Cooperation, Interpersonal Communication, Communication Skills, Video Technology
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Mutton, Trevor; Burn, Katharine; Thompson, Ian – Journal of Education for Teaching: International Research and Pedagogy, 2018
The few studies conducted in Europe to date suggest that little attention is paid to pre-service teacher preparation for family-school partnerships (FSP) and that many teachers feel unprepared for such work. In England there has been little research in this area but a government review of best practice in parental involvement with schools…
Descriptors: Foreign Countries, Partnerships in Education, Family School Relationship, Preservice Teacher Education
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