Improving Teacher Education through Longitudinal Research: How Studying Our Graduates Led Us to Give Priority to Program Planning and Vision for Teaching

Autor/inn/en	Kosnik, Clare; Beck, Clive; Cleovoulou, Yiola; Fletcher, Tim
Titel	Improving Teacher Education through Longitudinal Research: How Studying Our Graduates Led Us to Give Priority to Program Planning and Vision for Teaching
Quelle	In: Studying Teacher Education, 5 (2009) 2, S.163-175 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
Schlagwörter	Preservice Teacher Education; Teacher Educators; Longitudinal Studies; Graduates; Educational Improvement; Feedback (Response); Student Teachers; Pedagogical Content Knowledge; Literacy; Elementary Education; Program Development; Holistic Approach + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Teaching improvement; Unterrichtsentwicklung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Pädagogische Kompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Elementarunterricht; Programmplanung; Holistischer Ansatz
Abstract	As pre-service instructors, we turned to longitudinal study of our graduates as a primary means of finding out how our courses could better prepare student teachers for the challenging early years of teaching. In addition, we used other self-study methods, notably regular feedback from student teachers during the program. The study of 22 graduates over their first three years of teaching revealed that program planning and vision for teaching were two especially important areas that were not adequately addressed in pre-service. In this paper we discuss how we changed our courses to be more effective in these areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10