The purpose of the paper is to briefly state the case for a revised technological1 teacher education program and describe a conceptual model developed at the Faculty of Education, The University of Western Ontario. The model outlined assumes that a re-thinking of how technological teachers learn to teach is necessary if new ways of teaching are to be fostered. The need has three dimensions. Fir...

This study investigated the nature of EFL teacher education programs with respect to implementation, practicality, and approach to teacher learning. The data were collected through observation of two teacher education programs and interviews with 8 teacher trainers. The results attested to the transmission orientation of the programs. It was found that a pre-specified body of teachi...

This paper outlines the complex contemporary milieu of Australian teacher education within which curriculum leaders responsible for designing teacher education programs must make their program design decisions. Particular attention is paid to the collision of vertical (‘hierarchical’ or 'academic rationalist') and horizontal (‘flat’ or 'student-centred') curriculum discourses as a program desig...

This article contributes to our understanding of teacher education by presenting the results of a large pilot study of quality assessments of teacher education programs at three Norwegian universities. We present an assessment instrument that corresponds to the California Standards for Teaching Professions and the practice domains developed by Darling-Hammond. The research question is: To what ...

In this paper we describe a science teacher preparation program, implemented in Greece, aiming at ICT integration in classroom practice. The development of this teacher preparation program was guided by the various components of Technological Pedagogical Content Knowledge (TPACK) while attempting to meet the professional development needs of science teachers. We begin with an overview of this t...

In this paper we examine the nature of our self-study practices in an elementary teacher education cohort called CITE (Community and Inquiry in Teacher Education). We argue that self-study is not only important to our continued work in CITE but also a critical feature of professional practice in general. Two general questions frame our analysis: (1) What is significant about cohorts in teacher ...

This paper has four objectives. First, to conceptually link studies of principled judgment reasoning to recent efforts by national teacher accrediting bodies to include professional dispositions as a teacher education program goal. Second, the investigator reports four-year longitudinal results of a character development study of teacher education students as measured by principled judgment rea...