Preparing Quality Teachers

Autor/inn/en	Green, Corinne; Eady, Michelle; Andersen, Peter
Titel	Preparing Quality Teachers
Quelle	In: Teaching & Learning Inquiry, 6 (2018) 1, S.104-125 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-4779
Schlagwörter	Teacher Education Programs; Preservice Teacher Education; Teacher Qualifications; Teacher Competencies; Student Surveys; Program Effectiveness; Learning Theories; Theory Practice Relationship; Context Effect; Constructivism (Learning); Relevance (Education); Interaction; Elementary School Teachers; Employment Level; Qualitative Research; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Lehrqualifikation; Lehrkunst; Schülerbefragung; Learning theory; Lerntheorie; Theorie-Praxis-Beziehung; Relevance; Relevanz; Interaktion; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beschäftigungsgrad; Qualitative Forschung; Ausland; Australien
Abstract	There are many factors that impact student learning, with quality educators being one of the most important elements for student success. Accordingly, the promotion of quality teacher preparation programs has become a priority for tertiary institutions, researchers, policymakers, and practitioners. There is a known disparity between tertiary experiences and classroom realities that leave graduate teachers feeling unprepared for the teaching profession. Employing a contextualized learning approach such as situated learning theory in teacher preparation programs can reduce this gap and successfully prepare graduate teachers for the teaching arena. This research project surveyed one cohort (n = 154) at the conclusion of a four-year initial teacher education program, and again six months after graduation, as well as analyzed the subject outlines of the core final year subjects. The study found that the final year of the program incorporated the key tenets of situated learning theory, integrated theory and practice, and prepared the graduates for the realities of the teaching profession by effectively contextualizing their tertiary learning. (As Provided).
Anmerkungen	University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: http://tlijournal.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01