Developing effective school and university partnerships for teacher education

The use of school-university partnerships to address the theory-practice divide in teacher education has recently come to attention in international teacher education studies (e.g. Darling-Hammond, 2005; Jones & Ryan, in press). School-university partnerships are particularly important in primary science teacher education as a means to overcome limited opportunities primary pre-service teachers have to observe and practice science teaching during their Practicum. Their opportunities are limited due to a lack of practising teachers who include science in their classroom teaching or who do not feel sufficiently competent to act as science mentors. This is generally attributable to low teacher confidence and knowledge of how to teach science (Jones & Carter, 2007).

This workshop will report on a study which is exploring existing approaches to school-university partnerships in science teacher education at 5 Australian universities. Utilising a multiple case study methodology (Yin, 2009), the project has examined the experiences of establishing, maintaining and developing these partnership and explored the benefits of the partnerships for pre-service teachers, practising teachers and schools.

A key outcome of the project is the development of an “Interpretive Framework” in which partnership practices were exemplified, contextualized and summarized, documenting key phases in the development of partnership arrangements. The Framework is currently undergoing validation with Australian universities. In this paper, the authors present the Framework to an braoder audience for comment and seek to explore its relevance and transferability to school-university partnerships in an international context.

Evaluation of the Implementation of CLIL (Content and Language Integrated Learning) Methodology in the Didactics of the English Language in Preschool Education Course Taught in the Preschool Education Teacher Undergraduate Program at the University of Alicante

Although it is known that the Spanish current Educative System promotes using the Communicate Approach to teach foreign languages in schools, other recently designed approaches are also used to help students improve their skills when communicating in a foreign language. One of these approaches is Content and Language Integrated Learning, also known as CLIL, which is used to teach content courses using the English language as the language of instruction. This approach improves the students’ skills in English as the same time as they learn content from other areas. The goal of this thesis is to present a research project carried out at the University of Alicante during the academic year 2011-2012. With this research we obtained results that provide quantitative and qualitative data which explains how the use of the CLIL methodology affects the English level of students in the “Didactics of the English Language in Preschool Education” course in Preschool Education Teacher Undergraduate Program as students acquire the contents of the course.

An Hebrew grammar, collected chiefly from those of Mr. Israel Lyons, teacher of Hebrew in the University of Cambridge; and the Rev. Richard Grey, D.D. rector of Hinton, in Northamptonshire: To which is subjoined a praxis, taken from the sacred classics, and containing a specimen of the whole Hebrew language: with a sketch of the Hebrew poetry

as retrieved by Bishop Hare ...

If you want to be a teacher; teacher education programs at the University of Illinois.

Mode of access: Internet.

Teacher training in the university high school

Mode of access: Internet.

A follow-up study of graduates of the fifth-year program of teacher education at New York University, 1952-1953,

At head of title: New York University. School of Education.

Teacher use of personal narratives in the Japanese university english language classroom

While storytelling in conversation has been extensively investigated, much less is known about storytelling in the English language classroom, particularly teachers telling their personal experience stories, termed teacher personal narratives in this study. Teacher personal narratives, a combination of the ancient art of human storytelling and the current practices of teaching, offer an innovative approach to language teaching and learning. This thesis examines teacher personal narrative use in Japanese university English language classrooms and is of relevance to both practicing classroom teachers and teacher educators because it explores the role, significance, and effectiveness of personal stories told by teachers. The pedagogical implications which the findings may have for language teaching and learning as well as for teacher education programs are also discussed. Four research questions were posed: 1. What are the characteristics of teacher personal narratives? 2. When, how, and why do language teachers use personal narratives in the classroom? 3. What is the reaction of learners to teacher personal narratives? 4. How do teacher personal narratives provide opportunities for student learning? A mixed methods approach using the tradition of multiple case studies provided an in-depth exploration of the personal narratives of four teachers. Data collection consisted of classroom observations and audio recordings, teacher and student semi-structured interviews, student diaries, and Japan-wide teacher questionnaires. Ninety-seven teacher personal narratives were analyzed for their structural and linguistic features. The findings showed that the narrative elements of orientation, complication, and evaluation are almost always present in these stories, and that discourse and tense markers may aid in student noticing of the input which can lead to eventual student output. The data also demonstrated that reasons for telling narratives mainly fall into two categories: affectiveoriented and pedagogical-oriented purposes. This study has shown that there are significant differences between conversational storytelling and educational storytelling.

Good practices and inclusive Art at the University: the image of the Artist/Teacher and Innovative Pedagogies

The aim of art, as transformer of the individual, has numerous sides which give the human beings a sense of enhancement and growth. It is considered by university the need for our students to take part of this process of social transformation in which they feel the need of helping the community when its members are at risk of social exclusion. Art is considered to be a means, a tool and a purpose for an artis-pedagogue to be used as a guide for the renewal. And the university is also considered as a focus of commitment by means of the development of good practices as well as adopting an open and innovative attitude to any changes aimed at living harmoniously within a more just society.

10 th semester pre-service teacher beliefs and cognitive dissonances : a narrative reflection on efl practice at la Salle University

Tesis (Licenciado en Lenguas Castellana, Inglés y Francés).--Universidad de La Salle. Facultad de Ciencias de La Educación. Licenciatura en Lengua Castellana, Inglés y Francés, 2014