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The article focuses on the paper "A Case for the Small Special Education Personnel Preparation Program." The paper was created by Geiger William, Lesley Wheatley, and Joyce Blasi. They are from University of Arkansas, Furman University, and Eastern New Mexico University respectively. The paper addresses issues that are significant to students and teacher educators in the U.S. The following advantages of small special education preparation program are discussed: convenience, community orientation, counseling, opportunity to influence program and continued professional growth.

Research suggests that in classrooms across the United States, teachers are hesitant to engage students in a discussion about disability. However, if children are not given opportunities to talk about disability, they run the risk of internalizing disability stereotypes or believing that discussing disability is not appropriate. In this paper, we use an explanatory, instrumental qualitative case study design to understand how 30 pre-service teachers (PSTs) notice and name disability when describing ideas for using children's literature in the classroom. Additionally, we operationalize and build on Sapon-Shevin's categorization of teachers' responses to ableist behavior to examine the nuances of PST discussion. We found that most PSTs chose not to talk about disability or presented disability in a generic or potentially problematic way. This research provides necessary insight into the ways that teacher education programs can work with PSTs to effectively engage in disability discussion. [ABSTRACT FROM AUTHOR]

The article comments on the services offered by the Association for the Education of Teachers in Science (AETS) in the U.S. According to the author, the AETS should propose and publicize standards for the training of science educators in the country. He believes that graduate students can benefit from interaction with individuals in other areas of education. A standard level of preparation and a superior category must be developed in science education. Recruitment and the depth of training required are the usual problems that occur in the preparation of a science educator.

Technology has emerged as a useful tool in second language teaching, yet its role in the classroom is a debatable issue amongst educators. This paper reports on the findings of our study investigating whether there are differences between novice and experienced native-English-speaking ESL teachers working in the United States in terms of their perceptions on using technology in their language teaching. Data were collected using an online questionnaire consisting of 35 Likert scale and open-ended questions. Results showed that there were statistically significant differences between novice and experienced teachers as well as between age groups on 5 out of 35 items. The results of this study shed light on the differences between various groups of ESL teachers who chose to implement or avoid technology in their teaching. The implications of this study can influence the development of teacher training on incorporating technology into language teaching. [ABSTRACT FROM AUTHOR]

The article focuses on the reliability and validity of online assessments concerning writing in the U.S. Kathleen Blake Yancey comments that in the history of writing assessment, the problem of reliability and validity are always present at scoring. The problem is solved through the training of teachers for holistic scoring. As the Web 2.0 technologies have been popular, the problem is will there be a similar result if it applies to online assessment.

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teachers' perceptions of high cultural responsiveness in the classroom may be related to positive behavioral outcomes (e.g., higher academic engagement, lower social risk), but little research has explored this possibility. This article addresses this research gap by building upon findings from a preliminary paper in which these relationships were evidenced. Specifically, we present two interrelated follow-up studies. Study 1 examined the relationship between ratings of 20 U.S. teachers on a measure of cultural responsiveness, the Double Check Self-Refection Tool, and students' observed classroom behavior. Results from multilevel modeling indicated that higher Double Check scores significantly predicted higher academic engagement and lower disruptive behavior for 454 students observed. Study 2 investigated the relationship between ratings of 30 U.S. teachers on the Double Check Self-Refection Tool and ratings of 622 students' risk on the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS). Results indicated higher Double Check scores were associated with lower ratings of students' social and emotional risk. Findings also indicated identification as a Black student and a student with a disability predicted teachers' perceptions of higher risk, consistent with previous research. As results remain preliminary, implications include recommendations for additional research and high-quality professional development to promote teachers' cultural responsiveness. [ABSTRACT FROM AUTHOR]

Teacher education programs have established gatekeepers, especially for women of color. For these women, finding an ally in their endeavor to become educators is paramount. This paper will discuss the work of a teacher educator who espouses critical race feminism (CRF) as a means of fighting against a curriculum of oppression in teacher education. The paper will begin with a description of CRF and its connections to currere. This will be followed with background information regarding the pre-service teacher and her relationship with the teacher educator. A brief description of the student's field experience will follow. The paper will conclude with an analysis of the power of language and dialect, a form of curriculum oppression, in teacher education with the need to fight against such oppression in the development of new teachers from a critical race feminist perspective. [ABSTRACT FROM AUTHOR]

In the past ten years, the K-12 classroom has changed dramatically in the United States. Institutions of higher education engaged in the preparation of teacher candidates have responded by enhancing their current curriculum with new/revised courses focusing on this diversity. The paper will focus on the uniqueness of an undergraduate, three-semester-hour education course at a small, liberal arts college in northeast Ohio. While students explore eight distinct areas of diversity, the course also requires the completion of a community scan as well as a non-school service learning field experience. Both activities provide students the opportunity to recognize the human variety of experiences, the challenges of living in a diverse world, and the impact of this diversity in the classroom setting. The paper will include data from a sample of 22 students (instructor's section) as well as recommendations from the presenter/instructor for institutions seeking to implement a similar experience for its teacher candidates. [ABSTRACT FROM AUTHOR]

Today's teacher education programmes across the world strive to equip future teachers with the high-quality knowledge, skills and dispositions necessary to teach students. The assessment of teacher dispositions has thus become essential to cultivate those qualities. However, the current approach to disposition assessment in the United States focuses on personal characteristics and character-related dispositions and is frequently used as a sorting device to identify those who appear to be inadequately disposed to teaching. Expanding on earlier work by the author and colleagues, this paper examines the issue of whether more efforts should be made to incorporate elements to assess competence-related dispositions in conjunction with the character-related dispositions across assessment tools and, if so, how this could be accomplished. In addition, this paper will clarify some dispositional concepts and terms used interchangeably that actually differ from one another and can confuse the consistency of disposition assessment. Finally, a framework for assessing technology disposition as an example of competence-related disposition and for broadening the focus of disposition assessment is suggested. [ABSTRACT FROM AUTHOR]

Purpose This paper aims to broaden the conversation regarding STEAM by investigating the new form of education. The novelty of science, technology, engineering, art and mathematics (STEAM) instruction in K-12 classrooms means few cases of STEAM teaching are documented in depth.Design/methodology/approach As part of a larger multi-year study researching STEAM teaching practices in 14 middle school classrooms in the southeastern USA, the article first summarizes prior research findings and then presents ideas for higher education and K-12 researchers to consider when incorporating STEAM teaching in pre-service education, professional development and in classrooms. Then, the authors use a second-order narrative approach to describe three cases of teachers enacting STEAM practices in classrooms.Findings Drawing on the notion of “remixing” education in the context of STEAM, the authors show how each teacher alters existing practices, instead of offering entirely new instruction, as they implement STEAM teaching.Originality/value With few cases of STEAM teaching detailed in the depth, this paper advances the understanding of STEAM teaching practices in K-12 classrooms. [ABSTRACT FROM AUTHOR]

Background: Research on the experiences of tenured faculty employed at teaching-intensive institutions is lacking. Objective: We gathered data regarding how tenured psychology faculty allocate time. We identify variables that predict time allocation and report associations between time allocation and job satisfaction. Method: We surveyed 386 tenured psychology professors at regional, public universities in the United States. We measured (1) the percentage of time respondents typically allocated and would prefer to allocate to four activities: teaching, research, service, and administration, and (2) job satisfaction and intentions to seek another position. Results: Time typically allocated to teaching, research, service, and administrative activities was unrelated to job satisfaction. Time allocated to research was associated with intentions to seek another position. Associate professors allocated more time to teaching than did full professors. The discrepancy between typical and preferred time allocation was associated with occupational dissatisfaction. Conclusion: In contrast to previous studies, we found that allocating a large percentage of work time to teaching activities did not predict lower job satisfaction. Teaching Implications: Tenured psychology faculty allocated time to teaching activities in ways consistent with their preferences. [ABSTRACT FROM AUTHOR]

The article focuses on the new directions carried out by the National Teacher Examinations Program (NTE) for the validation issues of teacher examinations and its test interpretations in the U.S. The paper states that a research and development on the NTE has been conducted to deal on the examination problems and performance of teachers, thus, improving the professional education eventually. Set of examinations will concentrate on field of professional knowledge, general knowledge and communication skills following different examination formats like the paper-and-pencil procedure and like.

The population of English learners (ELs) continues to grow in schools across the United States and around the world. In this article, we share one urban university's collaborative approach to building educational capacity for cultural and linguistic diversity through professional development efforts that brought together stakeholders from classrooms, schools, communities, and districts. This grant-funded project aimed to build educator expertise to effectively support and positively influence students' language development and disciplinary learning. Grounded in sociocultural theory, we used an apprenticeship framework of teacher development, strategically planning and implementing collaborative capacity building efforts to foster learning across individual, interpersonal, and institutional planes. In this paper, we share the results of professional development efforts across three years of this project, drawing from observation, interview, and focus group data. Findings indicate that classroom-, school-, and district-level educators developed knowledge of discipline-specific language development, pedagogical skills for effective EL teaching and learning, and leadership abilities to positively shape institutional responses to their culturally and linguistically diverse student populations. Implications focus on fostering teacher professionalism through bottom-up development of EL-specific expertise and expanded opportunities for leadership. [ABSTRACT FROM AUTHOR]

The following paper provides an overview of the primary themes that have shaped American educational historiography. It rests on the notion that when guided by an awareness of our past, we can better understand the windows of opportunity available to impact the present. This paper is by no means a definitive statement on U.S. educational historiography. The aim is simply to contribute to an on-going academic conversation, to better understand the manner in which knowledge in our field has spread, and further contemplate how our field might progress over time. [ABSTRACT FROM AUTHOR]

Although professional standards for Australian teachers were developed several years ago, this country is yet to develop such standards for special education teachers. The lack of standards for the special education profession is associated with the absence of a consistent process of accreditation in Australia and a lack of clarity in the pathways that teachers may pursue to achieve accreditation. In this paper, we review professional standards for special education teachers in the UK and the US, and the related yet limited work completed in Australia. Substantial commonalities across these jurisdictions demonstrate that much of the groundwork has been completed in the important task of developing special education standards in this country. [ABSTRACT FROM PUBLISHER]

The number of English language learners and limited English proficient students has grown exponentially in the United States over the past decades. Given the huge cultural and linguistic diversity among them, educating this population of students remains a challenge for teachers. This paper aims to review the types of challenges that educators face when teaching limited English proficient students in the US context. Findings from existing literature show the obstacles teachers confront are social, institutional, and personal in nature. Although some research has emphasised stronger teacher education programmes as a solution to problems related to the teaching and learning of these students, these programmes are insufficient for teachers to overcome all of the challenges they face. Concerted efforts by educators, local and central administrators, academics, local communities, and lawmakers are necessary. [ABSTRACT FROM AUTHOR]

In this paper the research team proposes that classroom-based teacher training is more effective when embedded in the instructional context of the classroom. Instructional context can be defined as the relation between academic instruction and motivation to learn. Hence, we were interested in understanding how the classroom-based professional development training provided to teachers who integrated Crystal Island, a game-based learning environment, influenced teaching, learning and motivation. [ABSTRACT FROM PUBLISHER]

The article discusses the importance of shared experiences among teachers in order to develop their skills in teaching in the U.S. It has cited that combined emotional intelligence and delivery of international travel courses can improve the learning process and group effectiveness for students. The technology and electronic performance support system can be useful in supporting the teacher's learning and training activities. The author also stressed that experiences build the self-confidence of a teacher and his or her student as well.

Reports on how the American Meteorological Society (AMS) pursue the quest for understanding, leading to meteorological prediction and applications, in a multidisciplinary setting. Results of the Annual Meeting in Long Beach, California which helped the AMS cross disciplinary boundaries; Increase in number of submissions and accepted papers to the journal; Development and pilot testing of a teacher course, DataStreme Ocean, which emphasizes the use of ocean-related data and information delivered via the Internet.

Background: Mixed-reality simulations (MRS) have been available for some time. However, teacher education programs in the United States are now introducing MRS as part of teacher training. Therefore, this study sought to determine teacher candidates' perceptions of MRS and their possible benefits for education. Objectives: The purpose of this case study was to determine factors associated with a positive simulation experience, the simulation improvements or concerns, and what the teacher candidates learned from the live session. Methods: A qualitative methodological approach was employed. Feedback results were collected from 57 teacher candidates who participated in the MRS session, which were analyzed using an Excel document to identify the emergent themes. Results and Conclusions: The qualitative data revealed three themes: the real-life experiences were beneficial in acquiring pedagogical skills; the simulation was an effective training resource; and there was a need to improve the technology to ensure more realistic experiences. The simulation enables pre-service teachers to engage, think critically, and apply teaching skills with a small group of students. Conducting only one simulation was not enough to acquire knowledge on best teaching practices. Therefore, there is a need to implement additional MRS scenarios at the university level, so that teacher candidates can practice and feel confident teaching students in a safe environment. [ABSTRACT FROM AUTHOR]

While recognising the nature and significance of the theoretical bases and dimensions of the range of theoretical orientations that inform the literature on global and international education, the central aim of this paper is to describe in a more concrete way 'critical global education (CGE)', an approach to global education that seeks to educate students about the causes and consequences of global injustices and that aims to support students to work in solidarity with the world's people towards transformative change. The particular focus of this article is how such orientations may most effectively be introduced into teacher education, a field that has so far not developed such a focus. Our purpose in defining both CGE and globally competent teaching (GCT) is to articulate the knowledge, skills and dispositions that we feel teachers need and to communicate the rationale for our work. We develop the idea of CGE in the main part of the paper alongside the concept of the 'globally competent teacher', which together form the conceptual basis for our efforts to internationalise teacher education at the University of Wisconsin-Madison. In doing so, we have attempted to distinguish our work from other efforts in teacher education in which the basis for the work is either vaguely defined or defined differently in the service of the neo-liberal agenda. [ABSTRACT FROM AUTHOR]

The new literacy studies (NLS) is a tradition of research that includes ethnographic work on literacy that has many applications for classroom teachers. The NLS include explorations of local literacies and critical literacy as well as the notion of literacy itself. When teachers draw on the NLS, students are able to draw on their practices in critical and transformative ways. However, NLS perspectives have not been used to examine how teachers are prepared in pre-service programs and the ways critical literacy practices develop. This paper examines how two pre-service teachers learn to take up definitions of local literacies in their work with students from racially, linguistically, and culturally diverse backgrounds in practicum settings. They use approximations in literacy teaching to design practices with students, demonstrating the process of becoming a teacher of literacy. I conclude with recommendations for teacher educators who are interested in supporting such approximations. [ABSTRACT FROM AUTHOR]

This paper examines the impact of discourses upon teachers who strive to be professionals amidst the US No Child Left Behind era. Using qualitative research methodology and ethnographic techniques, a case study was conducted within the context of a teacher learning community comprised of two female secondary teachers and the researcher. Data were collected via transcripts of the conversations, teacher interviews, written reflections and field notes. Discourse analysis was employed to unpack discourses operating within the context of the teacher learning community. The study illustrates the push-pull relationship between constraint and possibility for teacher professionals. The paper illuminates how a teacher learning community becomes a space for agency for the 'teacher as professional' and how teacher development can be sustained within a contemporary context of compliance and accountability. [ABSTRACT FROM AUTHOR]

In response to Richardson Bruna’s “Mexican immigrant transnational social capital and class transformation: examining the role of peer mediation in insurgent science”, this paper draws on the author’s research on organizing, mobilization and knowledge production among adult im/migrant workers in Canada. While appreciative of the content and concerns of Richardson Bruna’s argument, the paper argues for a clearer position on tensions between agency and structure, and class and capitalist social relations in which to contextualize the schooling of immigrant children in today’s US classrooms. In addition, it explores some implications of Mignolo’s () work on the geohistory of knowledge, notably his concept of ‘border thinking’ for teachers, teacher education, and curricula. Finally, the article suggests the potential of methodological frameworks and approaches of institutional ethnography (Smith ), political activist ethnography (Frampton et al. ) and global ethnography (Burawoy ) to inform research into this field. [ABSTRACT FROM AUTHOR]

This article discusses the findings of a qualitative case study that examined the experiences of teacher candidates in a master's degree exit assessment pilot at a university in the southwestern region of the United States. Data (gathered from classroom observations, written documents, and interviews of eight teacher candidates and nine faculty members) were collected and analyzed throughout the study using a feminist critical lens. Findings reveal that the Master's Alternative Assessment Cohort (MAAC) Pilot created conditions that allowed participants to empower themselves in traditional, personal, and reciprocal ways through an assessment process that was collaborative, open for some negotiation, and encouraged social change. Conversely, there also were situations throughout the process in which the participants felt disempowered. Findings also revealed instances in which collaboration perpetuated social relationships and attitudes that promoted racial inequities. [ABSTRACT FROM AUTHOR]

This paper examines recent education and teacher education reforms in the USA and Namibia and analyzes two tensions that have been a central part of debates about teacher quality and teacher education in many parts of the world: whether we should prepare teachers as technicians or as reflective practitioners; and whether we should prepare teachers for teacher-centered or learner-centered instruction. Although the USA and Namibia are very different countries in size, economic development, and in numerous other ways, the authors argue that their national governments, like many others, have chosen to follow similar paths in reforming their K-12 and teacher education systems. Both countries demonstrate an emphasis on the investment of scarce resources in constructing and maintaining elaborate accountability systems by preparing teachers to meet externally prescribed standards to produce good standardized test scores. The paper argues that this approach, tied to a technicist view of teaching and teacher education, is misguided. [ABSTRACT FROM AUTHOR]

This research study assesses preservation education offered by continuing education (CE) providers in the United States. Educators teaching preservation workshops for regional field service organizations and other local and regional preservation networks were surveyed about the type and number of workshops offered, content of preservation offerings, audience, faculty resources, future plans for curricula, and availability of continuing education credits. The investigators hypothesize that preservation workshops offered by CE providers serve multiple purposes for the library and archival science professions, becoming not only an avenue for professionals to continue to develop or reinforce their knowledge and skills in preservation, but also often the primary source of rudimentary preservation education for library and information science professionals and paraprofessionals. This paper reviews the literature relevant to the study of preservation in the CE environment, describes the research methodology employed in designing and conducting the survey, presents the resulting data, and analyzes the trends revealed by the data in order to understand more fully the goals and objectives of CE in preservation during the last decade and to gauge future directions of the field. This paper concludes by presenting plans for further research, which will expand upon initial findings of this survey. [ABSTRACT FROM AUTHOR]

This paper explores a new pedagogical approach to teaching teachers to assume a learning or inquiry stance in their practice. It is based on an assumption that professional learning is a core capability of good teaching that is responsive to the changing needs of children, schools, and communities. One source of teacher learning is practice—one's own practice and the practice of others. Whereas there is much written about teachers learning from their own practice, there is scant attention in the field currently about learning from the practice of others. What do we mean by learning from the practice of others? Beyond visiting their classrooms, how might teachers access the practice of others so that they can learn from it? How does learning work proceed? This paper grapples with these questions as a frame for discussing one teacher education attempt at preparing teachers to learn from the practice of others. It begins by making a case for learning as a centerpiece of good teaching, and then proceeds to describe one example of how the inquiry practice of experienced teachers was used to teach teacher inquiry to a group of novice teachers in California. [ABSTRACT FROM AUTHOR]

This paper presents the views and educational experiences of two African American female scholars, from a critical race and black feminist theorist perspective, teaching in the area of social justice to predominantly white female pre-service teachers. These testimonies reveal the struggles encountered by these scholars when engaging students in a historical and contemporary examination of race, privilege, and systemic inequalities. The objectives of this paper are to expand on the literary dialogue of such resistance and attempt to bring awareness into the arenas that need the most exposure, i.e. departmental, faculty, and tenure review meetings. It is commonly written and verbalized that institutions are interested in attracting and retaining faculty of color. We argue that the ways we are supported must shift. This problem of student resistance, who they resist and why, should become open for discussion on college campuses across the nation. [ABSTRACT FROM AUTHOR]

The article lists several publications about teacher education programs in the U.S. The publications include "Using Motivation Theory as a Framework for Teacher Education," by M. W. Cohen, "The Seminar's Role in the Education of Student Teachers: A Case Study," by J. Goodman, "Program Redesign in Teacher Preparation," by E. Nelli, "The Best of Intentions for the Education of Teachers," by J. D. Raths and L. G. Katz, "Can Campus-Based Teacher Education Survive?" by D. Watts.

The article presents annotated citations that have been selected from the Education Resources Information Center database to provide background information and stimulate discussion on future teacher education practices in the U.S. The fourth revolution, concerning computers and learning, discusses the changes that computers may bring to the way people learn and corresponding changes in the role of teachers. The book "The Future of Teacher Education: Needed Research and Practice" contains seven papers presented at a conference on the future of teacher education.

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article reports on the inventory that should facilitate conversation, communication, and assessment of programs and goals in secondary science teacher education in the U.S. The features of this contemporary idealized program have been used as a basis for the development of The Science Teacher Education Inventory presented in the paper. Teacher educators are invited to use the inventory that follows; it can be completed in about one hour. The inventory can be used in self-assessment, and it should promote dialog concerning the relative importance of some of the items. It should stimulate a sharing of insights, instructional approaches program emphases and goals. It should facilitate program change.

Debate on teacher quality and quality in teaching and teacher education has been as vigorous in Australia as it has been in the UK and the USA In Australia, however, reform in teacher education has been subsumed within a national metapolicy of corporate federalism which is an amalgam of beliefs or discourses including neo-corporatism, economic rationalism, corporate managerialism and human capital The paper analyses the most recent document on reform of teacher education in Australia (the Ebbeck Report) and shows how its policy formulation is influenced by the discourse of corporate federalism It also shows how micro-economic reform in this sector is related to reforms in other sectors of education. [ABSTRACT FROM AUTHOR]

The question of the relative impact of colleges and universities on the one hand and public schools on the other hand with regard to the socialization of teachers has received a great deal of attention in the literature of teacher education both in the United States and in the United Kingdom. As a result of a plethora of studies related to this question, it now has become commonly accepted within the teacher education community that students become increasingly more progressive or liberal in their attitudes towards education during their stay at the university and then shift to opposing and more traditional views as they move into student teaching and inservice experience (Zeichner, 1980). This progressive-traditional shift in professional perspectives is assumed to be a result of students being caught between the conflicting demands exerted by the schools and universities. According to this view, the university or college is absolved from any responsibility in the development of the traditional perspectives that eventually emerge, and the major source of socialization influence is the schools (Fuller & Bown, 1975). Given the highly consistent results of numerous longitudinal and cross-sectional studies of education students and teachers at various points in their professional careers, this view seems highly plausible. However, a number of investigators both in the United States and the United Kingdom have recently begun to raise many questions about it. This paper will summarize the evidence related to three different interpretations of the data on college and school impact on the socialization of teachers, and will discuss the implications of these interpretations for practice in teacher education and for research on the processes of occupational socialization. [ABSTRACT FROM AUTHOR]

Introduction: Educators require focused training to foster the development of intercultural competence in nurses. Training programs for educators need to be based on a comprehensive profile with a focus on intercultural learning. This study aims to define and validate a profile of the Intercultural Nursing Educator (INE). Method: The Delphi method was used with an iterative, multi-stage process to transform opinions into group consensus. A total of 46 European, African, and American experts from the nursing and intercultural field participated. Inclusion criteria required English at a level of B2, expertise in the field of intercultural competence, experience in teaching intercultural competence in the nursing context, and publications focused on intercultural topics. Results: The INE profile was developed and all 126 competencies were validated. Discussion and conclusion: The profile is freely available on the project website and provides the basis for curricula, training programs and assessment of the required competences. [ABSTRACT FROM AUTHOR]

The present study was devoted to acquiring complex information regarding in-service teacher training (INSETT) and evaluating the most relevant topics in the future through a bibliometric analysis. Data mining was performed using the "in-service teacher training" keyword as input to the Scopus database, as it is considered a complete and ideal data source. The VOSviewer software was employed as an analysis tool to visualise networks of authors, countries, journals, and keywords. A total of 541 analysed documents have been published from 1954 to 2022. The number of in-service training publications fluctuates due to the author's productivity. The peak was in 2021, with a total of 33 articles. The most productive countries that publish INSETT documents were the United States and some European countries, while Indonesia is in the big 40. Guglielmo Trentin and Kleopatra Nikopoulou were the authors who produced the most documents and many citations. The INSETT topic has greatly been published by the Procedia Social and Behavior Science supported by Routledge publisher. The Journal of Teaching and Teacher Education has referenced topics with a great link strength with INSETT. The most frequent themes include teacher training, personnel training, "e-learning," continuing professional development, information and communication technologies, and open distance learning. [ABSTRACT FROM AUTHOR]

Teacher shortages are a pervasive global issue that is expected to continue, especially in low-performing, high-needs schools [O'Connor, E. A., Malow, M. S., & Bisland, B. M. (2011). Mentorship and instruction received during training: Views of alternatively certified teachers.Educational Review,63(2), 219–232]. In an effort to meet the demand of qualified teachers and mediate the teacher shortage, governments have had to seek innovative methods to produce increasing numbers of certified teachers while preserving teacher quality. ‘In 2005, 122 alternative routes to teacher certification exist in the United States, in 47 of 50 states and the District of Columbia’ (National Center for Education Information, as cited in O'Connor et al. (2011). This paper will describe one alternative route to the licensure programme created, in collaboration between the local university and school district, to meet the demand for qualified early childhood teachers in a large school district in the Southwestern USA. [ABSTRACT FROM PUBLISHER]

This paper discusses changes over the last 40 years in teacher education in the USA that have resulted in two very different strategies for improving the preparation of teachers and in substantial inequities in the distribution of the teaching force. The strengths and limitations of promoting greater deregulation and privatisation versus investing in strengthening the dominant college and university system of teacher education are discussed. A case is presented for rejecting the deregulation and privatisation agenda and for reinventing college and university-based programmes. [ABSTRACT FROM PUBLISHER]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teachers and faculty from elementary, secondary and higher education institutions in a south eastern United States metropolitan area are in their ninth year of a collaborative investigation into the integration of the Arts into content areas via a professional development grant program known as the Arts in Education (AiE). In this paper, the authors examine AiE's goal of training teachers to more effectively integrate the Arts in the classroom by using dance, music, theater and visual arts to teach English-language arts, mathematics, science and social studies. Through extensive and intensive professional development and individual mentoring classroom teachers have the opportunity to collaborate with educators across key learning areas. The analysis of outcomes and description of this program may assist those seeking to pursue university-community collaborations through professional development and grants and thereby provide insight into the characteristics of a long-term, successful, and collaborative endeavor. [ABSTRACT FROM AUTHOR]

Growing popularity of robotics education motivates developing its didactics and studying it in teacher training programs. This paper presents a study conducted in the Department of Education in Technology and Science, Technion, in which university students and school pupils cope with robotics challenges of designing, building and operating computer-controlled mechanisms. The university students were involved in developing robot prototypes and related instructional materials, and assisted in teaching robotics and guiding projects to middle school and high school pupils. The study focused on behaviors of the two groups of learners and aimed to elicit and analyze typical characteristics of learning in the developed robotics environment. We collected qualitative data on learning through robot design and experimentation activities and, by means of the ground theory method, elicited and analyzed typical behavioral characteristics of students’ and pupils’ learning: self-confidence, help, collaboration, interest, seriousness, self-dependence, learning effort, responsibility, coping with learning pressure, learning through observation, and perseverance. As found, the behavior characteristics evolve in the course of robotics studies and their evolution can give indication on the development of the desired competences. [ABSTRACT FROM AUTHOR]

This paper will address how to train teachers to meet the needs of a diverse and changing Midwestern school population. What skills and dispositions do teachers of the future need to be effective? How realistic is it to expect teachers to meet the needs of an increasingly diverse school population? What strategies are effective and required if education majors have a limited personal experience of diversity? Specific reference will be made to how diversity in the classroom impacts on teacher training in a small liberal arts college in Iowa. Statistical sources will include data documented by The State of Iowa. [ABSTRACT FROM AUTHOR]

This study explored to what extent two groups of mainstream teachers in the Midwestern region of the USA with differing degrees of English language learner-specific university preparation reportedly engaged in practices that incorporated the native languages of English language learner students in instruction. The study further examined specific strategies reported by mainstream teachers in promoting native language use in instruction as well as challenges identified in implementing this practice. The study used a mixed-method design that included analyses of survey data from a quantitative study (n = 227) and qualitative analyses of teacher discourse from course documents and open-ended survey questions. Findings indicated that while both groups of teachers reportedly engaged in practices that promoted native language use in instruction to some extent, teachers with at least three courses of English language learner-specific university preparation appeared to engage in these practices to a much greater extent than those without such preparation. This paper explores the implications of results from this study for teacher education programmes in the USA with the responsibility of preparing teachers effectively to serve growing numbers of culturally and linguistically diverse student populations. [ABSTRACT FROM AUTHOR]

The Indian Education for All (IEFA) initiative is an unprecedented reform effort thirty-seven years in the making. IEFA is now a funded reality. This audacious legislation has acknowledged the inadequacy of curriculum which excludes American Indians. By including the teaching of American Indian cultures and histories in the statutory definition of a quality education, Montanans are narrowing the achievement gap. Providing professional development opportunities for K-12 teachers and faculty in higher education across the state was key to integrating culturally relevant curriculum in all disciplines at all grade levels. In this paper I describe the initial survey administered to teacher educators in a department of education at a land grant university and the subsequent professional development initiatives I provided in response to the participants' feedback. I also describe the educational context in Montana, review the evolution of the IEFA legislative mandate, characterize a typical educational journey teacher candidates take, highlight the role teacher educators are expected to play in preparing teacher candidates to integrate IEFA, in addition to reviewing the professional development opportunities provided. I am proposing that these IEFA initiatives can serve as a model for a variety of international contexts where educators are concerned with best practices to "level the playing field" and provide educational opportunities to All students while promoting social justice. [ABSTRACT FROM AUTHOR]