Improving Teacher Education Through Longitudinal Research: How studying our graduates led us to give priority to program planning and vision for teaching
Improving Teacher Education Through Longitudinal Research: How studying our graduates led us to give priority to program planning and vision for teaching
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通过纵向研究改善教师教育：对毕业生的研究如何使我们优先考虑课程规划和教学愿景
DOI：
10.1080/17425960903306880
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
Tim Fletcher
中科院分区：
文献类型：
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作者：
Clare Kosnik;C. Beck;Yiola Cleovoulou;Tim Fletcher
作为职前教师，我们转向对毕业生的纵向研究，作为了解我们的课程如何更好地为具有挑战性的早期教学做好准备的主要手段。此外，我们还使用了其他自学方法，特别是在课程期间来自学生教师的定期反馈。对22名毕业生前三年教学的研究表明，教学计划和愿景是两个特别重要的领域，在执教前没有得到充分解决。在本文中，我们将讨论我们如何改变我们的课程，以更有效地在这些领域。
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.