These organizations provide resources for incorporating an understanding of character development and its
importance within teacher education programs, or providing these materials for new teachers.
Technological pedagogical content knowledge (now known as technology, pedagogy, and content knowledge, or TPACK) has become a widely referenced conceptual
framework within teacher education.
In a way, whether NCATE or another accrediting body attains a position of
influence within teacher education is irrelevant; NCATE's standards reflect the collective judgment of teachers, teacher educators, and their representatives, and at worst they will probably do no harm to the enterprise of teacher training.
«Adding two additional universities to the institutions that offer Initial Teacher Education, supported by # 1.3 million investment from the Scottish Government, means we can not only recruit additional teachers to take up post within the next two years but build
capacity within teacher education.»
In order to establish content validity for the instrument, two
experts within the teacher education and instructional technology fields confirmed the legitimacy of the indicators and the link between the indicators and the research in the field of reflection and electronic environments.
Of note, Swan and Hofer (2008) identified the utility of research examining (a) the potential of digital technologies as scaffolds to support disciplinary thinking; (b) the nature and utility of technology
use within teacher education programs and K - 12 classrooms; and (c) the uses of digital technologies as interventions to support and sustain inquiry and problem - based learning over time.
He cautioned against a wide range of disempowering practices that exist, not
only within our teacher education programs, but also within the practices of reading teacher education researchers themselves.
While CAEP accreditation may not be mandatory for state approval of teacher education programs, it is considered a marker of rigorous standards in terms of curriculum and
process within the teacher education sector.
In 1999, the first author of this editorial proposed three reasons for including intercultural
education within teacher education programs but, as will be discussed later, her view has developed into multiple perspectives.
Providing even more
value within its teacher education programs, the W has «add - on» endorsements that students can complete concurrent with their degree or after graduation.
We also suggest that the emphasis on digital
literacy within teacher education programs in some universities needs to be expanded to include the notion of critical literacy that includes critical reasoning skills and not just a focus on technology.
We anticipate that TPACK will become a widely referenced conceptual
framework within teacher education, particularly as teacher education programs become more deeply interested in addressing teachers» effective use of technology (Honawar, 2008; Thompson, 2007; Thompson & Mishra, 2007).
An overview is provided of the value and relevance of integrating geospatial
technologies within teacher education, followed by three examples of how geospatial technologies have been included in existing teacher education courses.