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Pandey, Saroj – Journal of Education for Teaching: International Research and Pedagogy, 2004
Teacher education research in India is predominantly a post-independence phenomenon, which gained momentum between 1950 and 1960. By the end of the 1960s, 85 doctoral themes had been approved by various Indian universities, out of which 40% of the researches were undertaken by Bombay University, the first university to institute a doctoral…
Descriptors: Foreign Countries, Teacher Education, Educational Research, Literature Reviews
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De Lima, Jorge Avila – Journal of Education for Teaching: International Research and Pedagogy, 2003
Today, isolated practice is regarded by most educators, administrators and policymakers as an inadequate way of performing teachers' work. Most teachers and teacher educators embrace the current dominant discourse on the virtues of teacher collaboration, but these beliefs do not always materialize in the way programs of initial teacher education…
Descriptors: Beginning Teachers, Teacher Collaboration, Cooperation, Teacher Educators
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Menter, Ian; Smith, Ian; Brisard, Estelle – Journal of Education for Teaching: International Research and Pedagogy, 2003
The purpose of this research is to undertake a comparative analysis of policy and practice in initial teacher education (ITE) in two parts of the United Kingdom. Although the education systems of England and Scotland have been characterised as experiencing considerable autonomy since the Act of Union in 1707, the new context of political…
Descriptors: Teaching Methods, Foreign Countries, Comparative Analysis, Preservice Teacher Education
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Green, Rosemund Dienye; Osah-Ogulu, Dele Joshua – Journal of Education for Teaching: International Research and Pedagogy, 2003
The competencies of a sample of teachers of integrated science (ISC) in the induction of future scientists were investigated. Thirty teachers of integrated science in the junior secondary schools in Rivers State of Nigeria were observed by five science teacher educationists. The teachers were in general only fair in their demonstrated ISC teaching…
Descriptors: Foreign Countries, Science Teachers, Integrated Curriculum, Teaching Skills
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Priyadharshini, Esther; Robinson-Pant, Anna – Journal of Education for Teaching: International Research and Pedagogy, 2003
Questions related to motivation of trainee teachers who have changed careers and become trainee teachers are examined. Perceptions held by recruits that led them to choose teaching are then analysed and factors that may deter trainee teachers from remaining in the profession are considered. (Contains 2 notes.)
Descriptors: Foreign Countries, Career Change, Teaching (Occupation), Preservice Teachers
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Hakkinen, Paivi – Journal of Education for Teaching: International Research and Pedagogy, 2003
Today, a variety of web-based learning environments have been developed for educational purposes, especially in higher education and continuing education courses. At the same time many studies have reported how networked interaction in many learning projects results in superficial and experience-based discussion, and does not reach the level of…
Descriptors: Interaction, Computer Assisted Instruction, Computer Mediated Communication, Cooperative Learning
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Penney, Dawn; Houlihan, Barrie – Journal of Education for Teaching: International Research and Pedagogy, 2003
This paper argues that the development and growth in numbers of Specialist Schools in England raises a number of key questions about the relationships between higher education institutions (HEIs) involved in initial teacher training (ITT) and continuing professional development (CPD) work, and schools now designated as Specialist Schools. It…
Descriptors: Foreign Countries, Higher Education, Specialists, Partnerships in Education
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Edmond, Nadia – Journal of Education for Teaching: International Research and Pedagogy, 2003
The role and numbers of teaching assistants (TAs) in English schools has grown dramatically in recent years. This is associated with professional development which could give access to Qualified Teacher Status. This part-time, school-based route is consistent with the growth of alternative routes into teaching that are based on an…
Descriptors: Social Environment, Teaching Assistants, Transformative Learning, Educational Experience
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Coronel, Jose M.; Carrasco, Maria J.; Fernandez, Marisa; Gonzalez, Sebastian – Journal of Education for Teaching: International Research and Pedagogy, 2003
A group of teacher educators adopted collaborative teamwork to cope with a too large teaching load. The authors reflect on the experience of working together in a critical friendship group, highlighting the role that conversation plays in this process. The experience of a collaborative approach and its impact on teaching and professional…
Descriptors: Collegiality, Teaching Load, Teacher Educators, Faculty Development
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Hoadley, Ursula – Journal of Education for Teaching: International Research and Pedagogy, 2003
The article reports research in two South African grade 3 classrooms, one located within a disadvantaged school and one in an affluent suburban school. The research examines the pacing rules of different transmission practices: weak pacing (a slower rate of transmission) is associated with pedagogy in the working-class school, and strong pacing (a…
Descriptors: Grade 3, Pacing, Disadvantaged Schools, Suburban Schools
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Hoz, Ron; Kainan, Anat; Bowman, Dan; Goldstein, Olzan; Omri, Arin – Journal of Education for Teaching: International Research and Pedagogy, 2003
A national reform in Israeli seminaries for teachers reclassified them as teachers' colleges. Ten years later the views of faculty members of one teachers' college about this reform were examined. The findings pertained (1) to the nature of academic upgrading, which was vague for most faculty, as it comprised a set of purely organizational changes…
Descriptors: Educational Change, Organizational Change, Foreign Countries, Teacher Education
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Lucas, Tamara; Robinson, Jennifer – Journal of Education for Teaching: International Research and Pedagogy, 2003
A group of students planning to become teachers at Montclair State University (MSU) in New Jersey were provided with a supportive community through the transition to college in the hope of increasing their retention in teacher education. The elements of their course found to be particularly important were the development of a sense of belonging in…
Descriptors: Preservice Teacher Education, Transitional Programs, Academic Persistence, Student Adjustment
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