Topic
Teacher education
About: Teacher education is a research topic. Over the lifetime, 70592 publications have been published within this topic receiving 1245407 citations. The topic is also known as: teacher training.
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TL;DR: This article reviewed a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition, what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom.
Abstract: This paper reviews a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition – what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom. Within a framework suggested by more general mainstream educational research on teacher cognition, language teacher cognition is here discussed with reference to three main themes: (1) cognition and prior language learning experience, (2) cognition and teacher education, and (3) cognition and classroom practice. In addition, the findings of studies into two specific curricular areas in language teaching which have been examined by teacher cognition – grammar teaching and literacy – are discussed. This review indicates that, while the study of teacher cognition has established itself on the research agenda in the field of language teaching and provided valuable insight into the mental lives of language teachers, a clear sense of unity is lacking in the work and there are several major issues in language teaching which have yet to be explored from the perspective of teacher cognition.
2,022 citations
TL;DR: Peck and Bown as mentioned in this paper used NIMH grant No. 2M6635 and continued under USOE Grant No. OE 3-10-032 in the Personality, Teacher Education and Teaching Behavior Project (PTE and TSP).
Abstract: I. This research was begun in the Mental Health in Teacher Education Project NIMH Grant No. 2M6635 and continued under USOE Grant No. OE 3-10-032 in the Personality, Teacher Education and Teaching Behavior Project and USOE Grant No. OE 6-o0-io8 of the Research and Development Center for Teacher Education, Co-directors Robert F. Peck and Oliver H. Bown. 2. The author wishes to acknowledge the contributions to this study of O. H. Bown, Geneva H. Pilgrim, Meda M. White and Beulah Newlove and the assistance of Mildred Bunch, Jane O'Brien, Carol Case and Judith Garrard.
2,016 citations
TL;DR: The need for an elaborate personal belief system among teachers arises out of the many uncertainties endemic to classroom teaching: in a landscape without bearings, teachers create and internalize their own maps as discussed by the authors.
Abstract: The implications of research on teacher belief for the nature of teaching and teacher education are discussed. In addition, ignored or minimally addressed issues that could provide avenues for future research are raised. Teacher belief is defined broadly as tacit, often unconsciously held assumptions about students, classrooms, and the academic material to be taught. After summarizing the heterogeneous research on teacher belief, I point out that we lack direct evidence concerning the processes that effect change in teacher belief. However, we can assume that they are similar to those needed to effect conceptual change in other kinds of personal belief. This leads to a discussion of research on conceptual change and its relevance to teacher education. I next suggest that the need for an elaborate personal belief system among teachers arises out of the many uncertainties endemic to classroom teaching: In a landscape without bearings, teachers create and internalize their own maps. The need for a personal b...
1,955 citations
TL;DR: This paper reviewed 80 studies of effects of various preservice teacher education strategies, including recruiting and selecting students, cross-cultural immersion experiences, multicultural education coursework, and program restructuring, and argued that although this is a very important problem that does need to be addressed, it is not the same as figuring out how to populate the teaching profession with excellent multicultural and culturally responsive teachers.
Abstract: This article reviews data-based research studies on preservice teacher preparation for multicultural schools, particularly schools that serve historically underserved communities. In this article, the author reviews 80 studies of effects of various preservice teacher education strategies, including recruiting and selecting students, cross-cultural immersion experiences, multicultural education coursework, and program restructuring. Although there is a large quantity of research, very little of it actually examines which strategies prepare strong teachers. Most of the research focuses on addressing the attitudes and lack of knowledge of White preservice students. This review argues that although this is a very important problem that does need to be addressed, it is not the same as figuring out how to populate the teaching profession with excellent multicultural and culturally responsive teachers.
1,873 citations