The Underpinning Knowledge Bases of an Alternative Teacher Education Model
From 1999 the Faculty of Education at the University of Wollongong has run an alternative model of teacher education known as the Knowledge Building Community (KBC) Project. This program has been acclaimed nationally. What makes this program so unique is its design that abandons the traditional model of teacher education that consists of lectures and tutorials; instead this alternative model of teacher education is based on several underpinning pillars of professional knowledge. The KBC program has been described as a “negotiated evaluation of a non-negotiable curriculum based on a constructivist model of learning and knowledge building”. However, the basic aim of this program is to deal with the perennial problem of contextualising students’ professional learning, by linking abstract theory as closely as possible to the contexts and settings to which it is applied, i.e. the primary school classroom.
The role of teacher training schools in the basic education of Finnish teachers.
Discusses the role of teacher training schools (TTSs) in the basic education of Finnish teachers. Advantages of TTSs for practical training; Problems of TTSs; Future of Finnish TTSs.
Employment based teacher training
Employment-based teacher training (EBTT) comprises training programmes that allow trainees to work in a school and follow an individual training programme leading to qualified teacher status (QTS). The school pays the trainee as an unqualified teacher.
Apprentice teacher scheme attacked
Teenagers with just a handful of GCSE passes are to be recruited to secondary schools to work as teaching assistants. The Schools Secretary, Ed Balls, wants to recruit more than 4,000 apprentices to work full-time in schools. They would work as teaching assistants with youngsters up to the age of 14. If they liked the job, they would be able to train as teachers.
Teacher training scheme praised
Inspectors have heaped praise on a training scheme which is helping to produce some of the best young teachers in Leicestershire. The project, started by a group of primary schools, has trained 100 new recruits to teaching, and many of them have already gone on to successfully teach thousands of children in the city and rest of the county.
Normally people who have finished a degree and want to become a teacher go on to a postgraduate course in education at a university.
But graduates of Leicester's Scitt (School-Centred Initial Teacher Training) spend much of their time in the classroom, and it is this that has so impressed Ofsted.
Apprenticeship for Teaching: Professional Development Issues Surrounding the Collaborative Relationship Between Teachers and Paraeducators
The collaborative apprenticeship model: Situated professional development within school settings
Professional learning is a social enterprise where peers rely on the expertise and support of one another to adopt innovative practices. Reciprocal interactions in a community of practice, where teachers take responsibility for each other’s learning and development, may provide an effective means of supporting situated professional learning. We propose a collaborative apprenticeship model featuring reciprocal interactions as an approach to promote professional development, encouraging peer-teachers to serve as modelers and coaches of strategies and ideas aimed at improving instruction. collaborative apprenticeship is designed to help teachers learn and implement new teaching skills and strategies through four development phases, beginning with implementation of best practices from a mentor to the development of their own. Teachers, in turn, contribute new ideas to their teaching environment and become future mentors in order to sustain skills and strategies across a community of teachers. In addition to the model, we discuss various influences related to affect, beliefs, environment, culture, cognition, and personality that characterize the nature of reciprocal interactions in order to stimulate collaborative apprenticeship.
Webbased Cognitive Apprenticeship Model for Improving Preservice teachers performances and attitudes towards instructional planning
Through web-based conferencing, the expert teacher leads pre-service teachers to observe his/her cognitive modeling displayed by web-based multimedia and guides them to
constructing initial conceptual models of how to write and implement an instructional plan. During this procedure, web-based multimedia is used to demonstrate the cognitive modeling of an expert teacher in a real
classroom context by simultaneously presenting the instructional plan and the video case for the expert teacher’s articulation of why and how to write the instructional plan, or the instructional plan and the video case about teaching demos based on the instructional plan. Moreover, through issues posed in discussion forums, expert teachers guide pre-service teachers to focus on key points of cognitive modeling displayed by web-based multimedia and to share ideas with others. Finally, by interacting with expert teachers and peers in the internet chat room, pre-service teachers construct their own personal conceptual models through sharing, debating, modifying, and discussing.
Does School-Based Initial Teacher Training Affect Secondary School Performance?
(Citation only but its findings interesting from abstract)
This article investigates the effects of trainee teachers on secondary school student outcomes. The additional resources which schools receive from being involved in teacher training offer them an opportunity to raise standards, but this has to be set against the possible losses due to school students being taught by inexperienced beginning teachers and the diversion of mentors' efforts away from the classroom. Inspection evidence is used to assess whether trainee teachers affect school students' test and examination results. The findings of this research are that the number of trainees has no significant effect on school results at A-level or General Certificate of Secondary Education (GCSE), or on the overall value added between Key Stage 3 and GCSE level. However, at Key Stage 3 level at age 14, while there appears to be a very small depressing effect on achievement in schools with low numbers of trainees, there is a significant positive effect on achievement in schools with larger numbers of trainees. (Contains 3 figures and 3 tables.)