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Are we doing a “good” job in teacher education?: Studying our graduates

Are we doing a “good” job in teacher education?: Studying our graduates. Clive Beck. Longitudinal Study of Teachers. 42 teachers – mainly elementary and middle school 20 began teaching in 2004 and 22 in 2007 Interviewed and observed every year since then Largely qualitative study.

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Are we doing a “good” job in teacher education?: Studying our graduates

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  1. Are we doing a “good” job in teacher education?: Studying our graduates Clive Beck

  2. Longitudinal Study of Teachers • 42 teachers – mainly elementary and middle school • 20 began teaching in 2004 and 22 in 2007 • Interviewed and observed every year since then • Largely qualitative study

  3. Key Findings • New teachers don’t know how to put together a coherent program • They don’t understand what the theory means in practice • Many of the practices recommended are unrealistic • The teachers lack confidence and look to experts for solutions • Use of digital technology is often limited: amount and type • Over the years, the teachers make considerable progress with these challenges

  4. Priorities for teacher education • a teaching vision • program development • pupil assessment • teaching for relevance • subject specific knowledge • classroom organization and community • inclusive teaching • professional identity

  5. Implications for teacher education • relate theory and practice, e.g., integrate the practicum with the program • teach and model priorities, integration, feasibility, work-life balance • teach and model emphasis on values, personal and social development, inclusion • try to enhance STs’ awareness of their ongoing learning and expertise

  6. regarding digital technology: • explore the values and personal side of DT • teach use of DT for inquiry • help STs broaden their use of DT • emphasize: what are they learning?

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