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Essay on teacher education
Essay on teacher education
Essay on teacher education
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Introduction
The Journal of Teacher Education has been in existence since March of 1950. According to the journals website (http://jte.sagepub.com/) it has an impact factor of 1.891 and is ranked 18 out of 184 in Education & Educational Research. The purpose of this paper is to critique issue 64 volume 3 of 2011. This paper is organized so that description of information is presented about the authors, institutions and topics of each paper, then a synthesis of the teacher education articles, and finally implications for the field of teacher education.
Description
This journal issue included seven total articles; four were research articles, two were literature reviews and one was an editorial. A total of seventeen authors were represented in the articles. Six universities were represented and one public charity. Of the six universities, three are research universities, two are teaching universities, and one is an international teaching university. The public charity is The New Teacher Project in New York. Topics of this journal issue included teacher education, collaboration, professional ethics, and multicultural education. Each article addressed different issues within teacher education. Topics in teacher education included teacher training and community involvement, school-university partnerships for collaboration, beliefs and perceptions of practice through use of metaphors, professional ethics, pedagogical content knowledge, role of teacher education on career paths, and quality research to improve teacher education.
Teacher Education
Teacher education has a myriad of trends and issues that impact topics for research. This paper as indicated earlier will focus on the issues addressed in Volume 62 Issue 3...
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...& Wang, J. (2011). Toward strengthening the preparation of teacher educator-researchers in doctoral programs and beyond. The Journal of Teacher Education, 62(3), 239-245.
Martin, S., Snow, J. & Torrez, C. (2011). Navigating the terrain of third space: tensions with/in relationships in school-university partnerships. The Journal of Teacher Education, 62(3), 299-311.
Michaeli, N. & Yogev, E. (2011). Teachers as society-involved “organic intellectuals”: training teachers in a political context. The Journal of Teacher Education, 62(3), 312-324.
Monte-Sano, C. (2011). Learning to open up history for students: preservice teachers’ emerging pedagogical content knowledge. The Journal of Teacher Education, 62(3), 260-272.
Silverman, S. & Warnick, B. (2011). A framework for professional ethics courses in teacher education. The Journal of Teacher Education, 62(3), 273-285.
166-173). Linda Darling-Hammond (2000) discusses how teacher education has changed and how it has affected our education system (p. 166). The author also notes how even the most intelligent people found it hard to prosper in the field without the right skills and preparation (Darling-Hammond, 2000, p. 166-173). In the article, she presents how post baccalaureate programs are carefully structured, versus alternative routes which can be no more than backup employment options. Darling-Hammond (2000) also addresses how it becomes difficult for aspiring teachers to learn both subject matter and pedagogy (p.
Wallis, Claudia. “How to Make Great Teachers.” Time Online. 13 Feb. 2008. Web. 16 March 2011.
When I first decided to be a teacher I had many thoughts and opinions about teaching and education. Some of my thoughts and opinions have stayed them same; however, many have changed from the discussions and readings in LL ED 411 and 480. When I first decided that I wanted to be a teacher I thought that most students learned in the same manner. I also thought that the teacher should have power over the classroom. Likewise, I thought that technology should not be used in the classroom--except to type papers. I now know that there is not much truth to my ideas and thoughts because my thoughts were shaped only from my experiences. My experiences are narrow because they were shaped from the problems in schools and the old ideas that teachers still have. Now that I have learned the other sides to these problems I know that my thoughts about teaching and education are not fully developed.
Chapters begin with a look at past practices and beliefs in teacher education. This information is followed by ideas being tested throughout the United States. Feiman-Nemser also offers suggestions from current and past research and instructional programs. The introduction frames the information and discusses the circumstances that led Feiman-Nemser to write the book. She details her progression through career choices, entrance into academia, and the events that shaped her current research agenda. She is open and honest about the things that molded her beliefs and philosophies. Early in her career the author realized that much of her preparatory education was spent learning what to avoid in teaching, rather than best practices for the classroom. It is through her years as an educator and researcher that she has attempted to give the reader an informative overview of the state of teacher preparation. She describes how the book was assembled as a collection of papers that she had written in the past 30 years. The author explains that the book serves to tell the reader about important changes she has seen in her career and what future possibilities lay ahead. This is important as small changes in teacher preparation can have a marked effect on attrition rates in the field (Goldhaber & Cowan,
In “The Teacher Wars”, by Helen Goldstein, the book focuses on the historical implications of school policy and how it affects teachers. The author goes into depth with everything from the rise of female teachers to the rise of technology in today’s teachers. As Goldstein argues teachers have an incredible ability to be able to widen equality, yet can also narrow the achievement gap that is created from birth. Her showcase of the constant strife against teachers throughout the ages gives way to multiple ways politics and decisions affect the achievement gap.
For generations teachers have been developing our future through harmony, wisdom, and intellectual adventure. A teachers' role in society is to help our youth grow and further their understandings in the principles of life. The expository essay The Role of the Teacher by Irving Layton provides a different perspective on education in the 21st century. Similar to Layton, I firmly believe that education is for the expansion of the young mind and nothing should restrict a student's ability to do so. Layton touches on a view where teachers need to be passionate about their jobs, however, teachers are not always responsible for every action the school makes, but the responsibility may lie in the hands of the school board. Layton also displays his concern for the decreasing rate of young readers and the use of humanities and how that will affect society. Personally I have been influenced by teachers in my own family. There have also been other teachers who have influenced me like I have also had other educators such as in my math course where the diversity in the techniques and skills used affected my overall experience.
Giroux, H. and McLaren, P. (1986). Teacher education and the politics of engagement: The case for democratic schooling. Harvard Education Review, 56 (3), 213-238.
Sadker, D.M., Sadker, M.P., and Zittleman, K.R.,(2008) Teachers, Students, and Society (8th ed.).New York, NY: McGraw-Hill.
Learning must begin with the teacher accepting the role of a learner by being willing to study and by being willing to apply oneself to becoming a professional educator, well prepared, and relentlessly endeavoring to advance one’s practice (Frere, 2005). As teachers apply themselves to becoming learners, then they can more aptly educate others. Teachers should not overlook professional preparation; however, they must also consider part of their efforts in scholarship to be constructing relationships with their students.
As an education major at State College, I’ve decided to become a teacher for several reasons. As I progressed through elementary, middle, and high school, many of my teachers were great role models for me. This has inspired me to become a role model for someone in the near future. My love for science and math has also influenced my desire to teach and make a difference in a child’s life. I want to teach students the subjects that I love so much. I want the feeling that I helped a child accomplish or learn something they couldn’t understand. One of the main reasons I want to become an educator is because I feel education has really lost teachers who truly love teaching and those who truly love teaching and those who have the desire to make a difference. I feel I can really help make a difference in the education world and bring back the love to teach.
Pratt, L and Weiss, K (2007). The Ethical Educator: Integrating Ethics Within the Context of Teaching and Teacher Research. New York, NY: Peter Lang Publishing Inc
It is expected that the profession of teaching embraces many qualities of any other professional practice. Teachers must possess a combination of many qualities beginning with a strong academic background and wide-ranging knowledge. The National Framework for Professional Standards for Teaching (2003) it is the knowledge of students, curriculum, subject matter, pedagogy, education – related legislation and the specifically teaching context that is the foundation on effective teaching, and a firm foundation on which to construct well educated judgments.
Dr Dennis Francis Commonwealth Education Trust Week 1 and 2 “Teacher training or education is something that can be managed by others; Teacher development is something that can be done only by and for oneself” Wallace, 1991.
In a society where kids must go to school up to the collegiate level, teaching is an impactful career choice. Teachers help contour the minds of future leaders of the world. Furthermore, teachers play a crucial role in guiding students to the knowledge, skills, and abilities they need to succeed in life, and teachers lead students to make informed decisions on any topic the meet in the future. As a teacher, a person must relinquish their knowledge onto students. Finally, they must prepare their students for all the obstacles they will face later in life.
In recent years, the cliché image of a teacher has come under attach. Research has shown that teachers often work in an isolated setting in which they are considered experts in their specific area; however they often lack the support and equipment needed to do their jobs effectively. As a result, to the inadequate working environment new teachers often leave the profession within the first five years. These conditions often exist because the educational system fails to prepare our teachers with the proper tools and experience needed to do their job well (U.S. Department of Education, 2010).