Who Stays in Teaching and Why?: A Case Study of Graduates from the University of Kansas’ 5th-Year Teacher Education Program

2007 ◽  
pp. 153-167
Author(s):  
Pam Green ◽  
Mary Lynn Hamilton ◽  
James K. Hampton ◽  
Margie Ridgeway
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
University Of Kansas ◽  
The University

Designing a pre-service CLIL teacher education program

2019 ◽  
Vol 64 (3 (253)) ◽  
pp. 173-193
Author(s):  
Katarzyna Brzosko-Barratt
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Mentor Teachers ◽  
Instrumental Case Study ◽  
Early Primary ◽  
The University

This paper is a part of a larger instrumental case study exploring the process of creating a CLIL teacher education program for early primary level at the University of Warsaw. The paper identifies some challenges related to program design and describes areas of growth of student teachers specifically related to CLIL planning instruction. The data were collected over a period of five years and included interviews and focused groups with student teachers, teacher educators and mentor teachers as well as the analysis of CLIL units created by the student teachers.

Case Study of a Hybrid Undergraduate Elementary Certification Program

2015 ◽  
pp. 271-291
Author(s):  
Carmen Popa ◽  
Simona Laurian ◽  
Laura Bochis ◽  
Carlton J. Fitzgerald ◽  
Delia Birle ◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Research Team ◽  
Teacher Education Program ◽  
Program Leadership ◽  
Pre Service Teacher Education ◽  
Hybrid Program ◽  
The University ◽  
Pre Service Teacher

The goal of this study was to assist instructors and leadership of a hybrid weekend pre-service teacher education program at the University of Oradea to improve their effectiveness with students. Specifically, this study sought to gather and analyze data from three program constituents: students, instructors, and program leadership. The preschool and primary weekend education program at the University of Oradea was developed to be suitable for students who for various reasons cannot attend the traditional day classes. In 2011, the weekend program was changed into a hybrid program in an effort to more directly meet the needs of the student population. In order to more effectively meet the needs of the students, it became obvious that the pedagogy and structure of the program needed refinement. The data gathered in this study allowed the research team to develop recommendations for program, pedagogical, and textbook improvements.

Case Study of a Hybrid Undergraduate Elementary Certification Program

2015 ◽  
pp. 1040-1059
Author(s):  
Carmen Popa ◽  
Simona Laurian ◽  
Laura Bochis ◽  
Carlton J. Fitzgerald ◽  
Delia Birle ◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Research Team ◽  
Teacher Education Program ◽  
Program Leadership ◽  
Pre Service Teacher Education ◽  
Hybrid Program ◽  
The University ◽  
Pre Service Teacher

The goal of this study was to assist instructors and leadership of a hybrid weekend pre-service teacher education program at the University of Oradea to improve their effectiveness with students. Specifically, this study sought to gather and analyze data from three program constituents: students, instructors, and program leadership. The preschool and primary weekend education program at the University of Oradea was developed to be suitable for students who for various reasons cannot attend the traditional day classes. In 2011, the weekend program was changed into a hybrid program in an effort to more directly meet the needs of the student population. In order to more effectively meet the needs of the students, it became obvious that the pedagogy and structure of the program needed refinement. The data gathered in this study allowed the research team to develop recommendations for program, pedagogical, and textbook improvements.

scholarly journals Sustainable Teacher Training via Distance Education: The Effect of Study Centers, Gender and Economic Demographics on Academic Performance

2021 ◽  
Vol 13 (14) ◽  
pp. 7965
Author(s):  
Hong Zhang ◽  
Wilson Osafo Apeanti ◽  
Paul Georgescu ◽  
Prince Harvim ◽  
Dianchen Lu ◽  
...  
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Academic Performance ◽  
Education Program ◽  
Teacher Education Program ◽  
Policy Implications ◽  
Education Students ◽  
Traditional Mode ◽  
The University ◽  
Better Than

We examine the effectiveness and sustainability of the distance teacher education program established by the University of Education, Winneba, Ghana, by investigating the differences in the academic performance of students who are trained in the teacher education program via traditional and distance education modes, respectively, from 2011 to 2015. Close attention is paid to the factors that affect the academic performance of students in the distance mode. Our findings confirm that traditional mode students perform better than their distance mode counterparts in terms of cumulative GPAs. Gender and economic demographics of distance study centers are found to affect the academic performance of distance education students significantly. The policy implications of these findings are discussed and directions of further action are outlined.

Overseas: Native Studies at the University of Saskatchewan

1984 ◽  
Vol 12 (4) ◽  
pp. 59-60
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Department Of Education ◽  
Native Studies ◽  
Aboriginal Students ◽  
Exchange Material ◽  
The University ◽  
Indian Students ◽  
Education Courses

We recently received exchange material from The Saskatchewan Urban Native Teacher Education Program (SUNTEP) at Saskatoon, Canada. A brief description of the program might be of interest to those readers involved in adult and teacher education courses for Aboriginal students.SUNTEP is a four-year off campus Teacher Education Program offered through the Gabriel Dumont Institute of Native Studies and Applied Research in co-operation with the Department of Education and the University of Saskatchewan and Regina. It is an enriched program leading to a B.Ed, degree, designed specifically for Metis and Non-Status Indian students who might not otherwise attend university. The program has a number of unique aspects including -

scholarly journals Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program

2016 ◽  
Vol 25 (2) ◽  
Author(s):  
Lee Anne Block ◽  
Paul Betts
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Strong Connection ◽  
Socially Constructed ◽  
The University

Teacher candidates’ individual and collaborative inquiry occurs within multiple and layered contexts of learning. The layered contexts support a strong connection between the practicum and the university and the emergent teaching identities. Our understanding of teacher identity is as situated and socially constructed, yet fluid and agentic. This paper explores how agentic teaching identities emerge within the layered contexts of our teacher education program as examined in five narratives of teacher candidates’ experience. These narratives involve tension, inquiry, successes and risks, as teacher candidates negotiate what is means to learn how to teach, to teach and to critically reflect on knowledge needed to teach. We conclude that navigating teacher identity is a teacher candidate capacity that could be explicitly cultivated by teacher education programs.

scholarly journals A Study of the Views of Prospective Teachers about Practicum of Teacher Education Programs

2017 ◽  
pp. 1-12
Author(s):  
Uzma Parveen Et al.,
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Education Institution ◽  
Teacher Education Institution ◽  
Research Findings ◽  
Practicum Experience ◽  
Oriented Activity ◽  
The University

Teacher education is a professionally oriented activity in the sense that the skills, attitudes, and knowledge provided herein, have a direct bearing on the teaching assignment of teachers. The criticism of recent years on existing teacher education program is adequate testimony that we have so far not fully succeeded to bring available research findings to bear upon the education of the teachers. It was a survey type of study which required the collection of data from the prospective teachers, who had gone through the practicum experience. The data comprised of the views of prospective teachers about practicum. A convenient sample of 400 prospective teachers, from the institution of three universities, having practicum experience was selected. It includes 200 prospective teachers of B.Ed. and 200 of M.A Education program with equal numbers from both genders. M.A Education prospective teachers were from AIOU and Punjab University, whereas B.Ed. were from AIOU and the University of Education. The prospective teachers viewed that less cooperation and mutual understanding exist among faculty members and cooperative teachers. The teacher education institution and its faculty should develop a good understanding and proper liaison with the staff of the cooperative schools for proper planning conduct and evaluation activities of practicum programs.

Using E-Learning to Globalize a Teacher Education Program

2011 ◽  
pp. 2272-2287
Author(s):  
Hilary Wilder
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Learning Technology ◽  
Education Programs ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

This case study explores the use of online distance learning technology to bring an international component to a teacher education program. By converting a course in the program into a fully online offering, the author was able include students from Namibian teacher education programs in the class along with her own students from New Jersey. The objective was to give all students a chance to interact with peers that they would not otherwise have the chance to meet, and to explore differences and commonalities in their respective education systems. This case study describes the pitfalls and successes in meeting that objective.

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