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Saloviita, Timo – Journal of Education for Teaching: International Research and Pedagogy, 2019
An exit survey performed for graduating students is an economical way to assess the outcomes of teacher education. In this study, exit survey data were collected from eight cohorts of Finnish student teachers who graduated between the years 2008 and 2015. A final sample consisted of 1102 preservice primary and subject teachers. A 10-item scale…
Descriptors: Foreign Countries, Outcomes of Education, Teacher Education Programs, Elementary School Teachers
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Pourshafie, Tahereh; Murray-Harvey, Rosalind – Journal of Education for Teaching: International Research and Pedagogy, 2013
The problem-based learning (PBL) literature presents the shift from teacher-directed transmission models of instruction to facilitation as a challenge for PBL tutors. This article reports an in-depth thematic analysis of reflective written responses on PBL of 63 teacher education students enrolled at an Australian university. Attitudes, skills and…
Descriptors: Problem Based Learning, Problem Solving, Teaching Methods, Foreign Countries
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Delano-Oriaran, Omobolade – Journal of Education for Teaching: International Research and Pedagogy, 2012
Society in the USA has become increasingly diverse, with schools across the nation serving student populations that are culturally and linguistically very different from the European-American majority of the past. It is imperative that pre-service teachers are effectively prepared for diverse learning environments. This article describes a…
Descriptors: Instructional Design, Cultural Literacy, Culturally Relevant Education, Cultural Pluralism
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Haser, Cigdem; Dogan, Oguzhan – Journal of Education for Teaching: International Research and Pedagogy, 2012
The influence of mathematics teacher education programme courses on pre-service teachers' mathematics teaching belief systems before their field experience was initially investigated through a Likert-type scale. The impact of a third year general teaching methodologies course was then investigated through the responses pre-service teachers…
Descriptors: Teaching Methods, Beliefs, Teacher Educators, Mathematics Teachers
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Buchanan, Michael T.; Stern, Julian – Journal of Education for Teaching: International Research and Pedagogy, 2012
The paper draws initially on theoretical literature describing schools and universities as, necessarily, dialogic learning communities, which is then applied to an investigation into the use of peer review in teacher education in an Australian university. The empirical research described was completed with pre-service teachers of religious…
Descriptors: Preservice Teacher Education, Religious Education, Peer Evaluation, Student Teacher Attitudes
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Korthagen, Fred A. J. – Journal of Education for Teaching: International Research and Pedagogy, 2010
Many studies reveal a huge gap between theory and practice in teacher education, leading to serious doubts concerning the effectiveness of teacher education. In this paper, the causes of the gap between theory and practice are analysed. On this basis, and grounded in a three-level model of teacher learning, the so-called "realistic approach" to…
Descriptors: Teacher Education, Theory Practice Relationship, Teaching Methods, Teacher Education Curriculum
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Ellis, Viv – Journal of Education for Teaching: International Research and Pedagogy, 2010
Pre-service teacher education in England has been essentially school-based since 1992. The article offers a critique of this design from the perspective of a practitioner and researcher working in one of its most influential schemes. The fundamental problem described concerns an impoverished understanding of experience that underpins how beginning…
Descriptors: Preservice Teacher Education, Experiential Learning, Foreign Countries, Beginning Teachers
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Hayward, Jeremy; Jerome, Lee – Journal of Education for Teaching: International Research and Pedagogy, 2010
Almost a decade ago, the new subject of citizenship was created in the English National Curriculum and several universities were funded to train teachers in this new subject. This presented a rare challenge, namely how to train people to teach a subject that did not exist in schools, and in which they were unlikely to have a specialist degree. In…
Descriptors: National Curriculum, Curriculum Development, Citizenship, Citizenship Education
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Katyal, Kokila Roy; Fai, Pang Ming – Journal of Education for Teaching: International Research and Pedagogy, 2010
This paper argues that the concepts, beliefs and understandings of local and non-local teacher educators in a Hong Kong university are grounded in their own cultural cognition and antecedents. It presents the viewpoint that contemporary notions of good practice were compromised when applied to a context that is strongly influenced by the tenets of…
Descriptors: Foreign Countries, Teacher Educators, Teacher Attitudes, Context Effect
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Inoue, Noriyuki – Journal of Education for Teaching: International Research and Pedagogy, 2009
Giving effective instructional explanations requires a special type of pedagogical content knowledge, that is, foreseeing where students could employ different assumptions in building their understanding of a specific content. This paper proposes the importance of rehearsing instructional explanations and fine-tuning the coherence and…
Descriptors: Classroom Techniques, Elementary School Teachers, Pedagogical Content Knowledge, Mathematics Instruction
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Bore, Anne – Journal of Education for Teaching: International Research and Pedagogy, 2006
Science education in the United Kingdom faces a dual challenge in the near future: that of addressing increasing disaffection from the subject by pupils as they enter adolescence coupled with the downturn in learning as they leave primary school behind. Both bridging work and teacher creativity have been identified as key ingredients in ensuring…
Descriptors: Teaching Methods, Foreign Countries, Curriculum Development, Creativity