Increased emphasis on demonstration of multicultural competencies through documented observation and instruction in diverse settings creates new challenges
for teacher education programs in predominantly white or rural settings.
«I have added the goal of learning how to teach my students that they are part of a community that they can change if they so wish,» says Kabongo, who is completing her
practicum for the Teacher Education Program (TEP) at Chelsea High School where she teaches a mixed - level history class.
This discovery is especially
germane for teacher education programs, as it suggests that simply addressing teacher technology standards in preservice teacher education may not be sufficient for preparing future educators to implement technology effectively in their classrooms.
In her role as Associate Dean for Teacher Education and Student Services, Professor Langguth provides leadership and
oversight for the Teacher Education Program as well as for the services associated with College of Education recruitment, admissions, field experiences, program completion exams and licensure.
As a Clinical Professor in Teaching and Learning for the College of Education, Professor Langguth has taught Orientation to Secondary Education, Secondary Classroom Management and Middle School Curriculum and
Methods for the Teacher Education Program, and facilitated and coordinated stateside and international off - site student teaching placements for students in the program.
The two faculty members involved in the project, committed to improve pedagogical and curricular approaches each semester, were motivated by their belief that virtual field experiences could provide the practical insights necessary for preparing preservice teachers for instruction in diverse settings,
particularly for teacher education programs located in predominantly white and rural settings.
In keeping with the current trajectories of TPACK research, Doering and Veletsianos (2007b) identified geography technological pedagogical content knowledge (see Figure 2) as a necessary
component for teacher education programs to focus on in order to facilitate increased integration of geospatial technologies (e.g., Google Earth) into K - 12 classrooms.
In a recent Washington Post editorial about the new report card
proposed for teacher education programs, writers intone: «That there was immediate pushback to Mr. Duncan's announcement from the teachers unions and institutions of learning came as no surprise, given their record of resisting any and all accountability measures.»
Notably, the Supreme Court of Canada examined a similar controversy when the BC College of Teachers refused to allow TWU to assume full
responsibility for its teacher education program, on the basis that the public interest was not served by its approving a teacher education program offered by a private institution that appeared to follow discriminatory practices.
Provisions in the legislation for the establishment of teacher preparation academies are written to primarily support non-traditional, non-university programs such as those funded by venture philanthropists, and they lower
standards for teacher education programs that prepare teachers for high - poverty schools.
«I have added the goal of learning how to teach my students that they are part of a community that they can change if they so wish,» says Kabongo, who is completing her
practicum for the Teacher Education Program (TEP) at Chelsea High School where she teaches a...
Continual efforts are made on further developing and revising national technology standards and
accreditation for teacher education programs, as shown in The National Educational Technology Standards (NETS) Project of the International Society for Technology in Education (ISTE, 2000).
TEAC principles and standards
for teacher education programs.
The academies provision is the most prescriptive option under Title II and could require states to change laws that would lower standards
for teacher education programs.
In addition to the fact that untrained teachers were hired and teachers were assigned out of field, college admissions standards were lowered
for teacher education programs: Teachers, on average, had poorer academic records and test scores than other college graduates, and many teacher education programs lowered their expectations to accommodate their clientele.
In addition, standards
for teacher education programs were strengthened, and states like Connecticut and North Carolina, which undertook large - scale, comprehensive reforms, turned shortages into surpluses of much better trained, better supported, and better (and more equitably) paid teachers, while substantially raising achievement and reducing achievement gaps.