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Changes in the forms and types of assessments administered in schools are influencing the content focus of measurement courses in teacher preparation institutions. The author discusses the connection between standardized testing in schools and the nature of measurement content that has pervaded measurement instruction for decades. The author presents a rationale for alternative assessments and promotes the development of novice teachers that can assess student achievement using a variety of measures. Several instructional strategies are suggested to facilitate the presentation of alternative assessments to perspective teachers., Introduction The determination of relevant content in educational measurement courses becomes increasingly difficult with the emergence of significant changes in the forms and types of classroom assessments administered to children. [...]

In December 2009 at Teachers College, Columbia University, Education Secretary Arne Duncan spoke of the need for change in teacher education to an audience of preservice teachers, their professors, graduate [...]

Introduction The need to better prepare teachers for classroom realities is a goal shared by many teacher education programs. Hence, an important issue in teacher education is the need to [...]

Introduction Effective teacher education is the first step in preparing quality teachers for our schools, and ensuring strong supervision is a necessary component of the teacher education process. Providing student [...]

Models of preservice teacher education that include year-long internships require classroom teachers who serve as school-based teacher educators to 'bear a large burden for beginning teacher growth' (Bullough Jr., R. [...]

Teacher education programs that focus on preparing urban elementary school educators face a daunting task. In a relatively short time, roughly four semesters of coursework, students are prepared to be [...]

Introduction It is surprising that even though teacher educators are key agents in the transformation of the teaching profession and cope with a very complex professional context, there is limited [...]

Becoming a teacher, or joining the profession of teaching, involves a complex process in which there are numerous contributors and contributing contexts. University students who intend to become teachers in [...]

It is believed that two factors increase the need for intensive professional training and development for teachers. Students are expected to achieve ambitious goals that include producing disciplined reasoning and solving problems. The explicit aim, on the other hand, is for all students to achieve these outcomes.

It is true that storytelling reveals meaning without committing the error of defining it, that it brings about consent and reconciliation with things as they really are, and that we [...]

A ubiquitous national call for the reform of teacher education is of principle importance to university and college-based teacher educators. For decades, individuals such as Dewey (1965) and Barth (2001), [...]

I welcome the long list of contributors, reviewers, associate editors, and readers of Teacher Education Quarterly to join me in celebrating the work of Dr. Alan H. Jones. His tireless [...]

I congratulate authors Hyson, Tomlinson, and Morris on a revealing study, and I urge them to continue to dig deeper into research in early childhood education (ECE) program quality. There […]

In both the early care and education and K-12 worlds, teacher preparation and education are highly politicized issues as diverse stakeholders grapple with the decline in the quality of the […]

Alternative teacher certification program (ATCP) is widely used as a term for a variety of programs designed to train and credential teachers in expedited fashion. In practice, however, ATCPs consist [...]

This article reports the results of a case study about elementary school teachers' induction experiences. Four teachers began the three-year study, but only two remained in the profession after their [...]

Introduction As the population of the United States becomes more diverse, (Banks, 2006; Irvine, 2003) both challenges and opportunities are created for the educational system. The gap that currently exists [...]

Byline: Ralph W. Hooreman, Piet A.M. Kommers, Wim M.G. Jochems Historically, the nature of coaching the teachers is asynchronously: a reflective discussion with the supervisory coach is the follow-up after a lesson has been taught. We expect that synchronous (immediate) coaching may complement and to a certain extent supplant the asynchronous feedback. Nonetheless, in order to investigate the additional effects of combining synchronous and asynchronous coaching, it is essential to obtain an insight into the effects of synchronous interventions separately from the asynchronous condition. Test subjects were assigned random to two conditions: synchronous vs. asynchronous. The participants were required to show teacher's behaviour on the basis of video fragments. An observer scored the quality of this pedagogical action. It appeared from this study that synchronous coaching had significantly greater effects than the asynchronous condition on the quality of the pedagogical action of the trainee teacher.

Reforms of teacher training in France will result in a major overhaul of teacher training institutes that will involve their integration with universities, and having longer programs with an enhanced emphasis on practical elements. Teachers will thus be trained to deliver a common core of knowledge and skills that every trainee should achieve, including recognition of pupils' diversity.

Byline: Andrej Koren Globalisation processes in education are reflected in the notion of 'policy borrowing' and knowledge transfer. The author discusses transfers of innovations with respect to cultural contexts and traditions. A reflection on headteachers' training is presented with respect to addressing cultural traditions. Recommendations are related to 'policy borrowing' and knowledge transfer issues.

Integrating community service with learning in the public school curriculum is not a new idea in education. The concept of service-learning has deep historical roots and there are numerous examples [...]

Introduction Over the past decade many university-based teacher education programs and school districts have forged partnerships creating restructured, collaborative programs aimed at improving teaching and learning for credential candidates (CCs), [...]

An attempt is made to find out the ways in which research into teacher's transformations of innovations can inform teacher training in order to explain the various aspects of effective practice relating to very specific teaching intentions. Various guidelines for the design of training materials based on the research findings were detailed and also, the rationale behind and structure of some teacher training materials were also discussed.

The emerging report that group disparities in educational accomplishments is a result of the discourse of the teacher is unfounded. This issue is addressed by a research made in New Zealand.

The mentoring program by the best teachers at the Santa Cruz New Teacher Center not only improves the skills of new teachers, it also reinvigorates the careers of teachers who perform as mentors. They learn leadership skills that help to prepare them to take on leadership roles. New teachers at the center also learn about the culture of the Santa Cruz school district.

A response to education advocate John Goodlad concerning teacher education reform is presented. Topics addressed include the philosophy and curricula of university teaching programs, the tension between academia and professional experience, and the educational policies of the US., With his consistently careful and nuanced readings of texts and history, John Goodlad has once again provoked me to think again about the political and sociological context of schools of [...]

In our first two issues as editors of the Journal of Teacher Education (JTE), we expressed a commitment to facilitating the development of the knowledge base in teacher education while [...]