Today, in many contexts the lack of attention to preparing the next generation of teacher educators as well as having a critical mass of faculty who understand the current teacher education research problem lingers.
Students' school motivation and engagement are key contributors to the quality of their academic learning and performance, as well as growth in other important areas of life (social, emotional, and physical health).
This volume of Advances in Teacher Education is about beliefs held by teachers and addresses the important topic of teacher beliefs from a variety of disciplinary perspectives.
This book is for anyone interested in how to build a teacher education program utilizing the arts as one central modality for teaching and learning or for those interested in building some of their program along these lines.
The purpose of this book is to help new teachers transition from students in education courses to proactive educators who can translate what they have learned in methods classes into realistic practices as novice teachers.
This book is for anyone interested in how to build a teacher education program utilizing the arts as one central modality for teaching and learning or for those interested in building some of their program along these lines.
This book is a poignant celebration of grassroots empowerment as our contributors, people who just a short time ago thought of themselves as ordinary citizens, document their call to action when their children and their profession are on the line.
In Internationalizing Teaching and Teacher Education for Equity: Engaging Alternative Knowledges Across Ideological Borders, editors Jubin Rahatzad, Hannah Dockrill, JoAnn Phillion, and Suniti Sharma, present a collection of teacher educators' cross-cultural perspectives on the formation of knowledge through the internationalization of teacher education.
In the past decades wide-ranging research on effective integration of technology in instruction have been conducted by various educators and researchers with the hope that the affordances of technology might be leveraged to improve the teaching and learning process.
Teacher education in the United States is changing to meet new policy demands for centering clinical practice and developing robust school-university partnerships to better prepare high-quality teachers for tomorrow's schools.
This volume explores issues involved with teaching social theory to preservice teachers pursuing degrees through teacher education programs and experienced teachers and administrators pursuing graduate degrees.
How Stakeholders Can Support Teacher Quality compiles the proceedings from the Milken Family Foundation's National Education Conference (NEC), which took place in Washington, D.
This volume in "e;The Handbook of Research on Middle Level Education"e; gives an introduction to professional preparation and development of middle level teachers and administrators.
This volume of Advances in Teacher Education is about beliefs held by teachers and addresses the important topic of teacher beliefs from a variety of disciplinary perspectives.
This edited book is a comparative study on teacher education across ten major Englishspeaking regions of the world (USA, English Canada, England and Wales, Scotland, Ireland, Singapore, Hong Kong, South Africa, Australia, New Zealand).
The need for strengthening the connections between university-based teacher education programs and schools has never been greater in an era where standards and accountability systems often play centric roles in practically all aspects of the education field.
National and international teacher education organizations and scholars have called for an increased emphasis on clinical practice in educator preparation programs.
Given the complexity of learning, an increasingly diverse student population, and growing demands on today's teachers, educational psychology has never been more relevant for informing instructional practice.
