Chapter

Education of a Teacher

January 2022

DOI: 10.1201/9781846199585-4

In book: Educators' Stories of Creating Enduring Change (pp.63-79)

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ResearchGate has not been able to resolve any references for this publication.

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Reinventing the Teacher — the Teacher as Student; the Teacher as Scholar: the Teacher as Teacher

January 2004

We will talk here about teaching, but at the centre of our discussion must be mathematics, because without the subject, there is nothing to teach. We must go beyond mathematics, of course, because the task of the teacher is not so much to work with the subject as to bring it into the classroom, and this requires a particular kind of intimacy with and understanding of the discipline. Our thesis is ... [Show full abstract] that what is central to this understanding is what we call “method”, more precisely, mathematical method, the way in which mathematicians do mathematics.

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Examining the effects of undergraduate STEM teacher recruitment and teacher education programs on pr...

November 2021 · School Science and Mathematics

We examined the effects of teacher education on preservice secondary science and mathematics teacher readiness. The construct of teacher readiness consisted of three dimensions: (a) preservice teachers’ understanding of how to implement current standards, (b) their understanding of how to teach multilingual learners (MLs), and (c) their beliefs about their abilities and skills as educators. To ... [Show full abstract] determine teacher readiness, a subset of preservice teachers enrolled in six teacher education programs (TEPs) completed a pre- and post-survey. We found that the undergraduate STEM teacher recruitment program was associated with developing preservice teachers’ understanding of standards-based instruction but was not associated with the other two dimensions of teacher readiness. We also found that the post-baccalaureate TEPs were effective in developing preservice teachers’ understanding of ML instruction, whereas the experimental baccalaureate program was not. Further, we found that teacher readiness did not predict participants’ performance assessment (edTPA) scores. Findings suggest that teacher educators and curriculum developers involved in undergraduate STEM teacher recruitment programs should better address language, literacy, and ML instruction. Both teacher recruitment and TEPs should consider ways to strengthen teacher efficacy. Finally, teacher educators should carefully consider how their coursework and field experiences help preservice teachers prepare for the edTPA.

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Can a Non-Core Subject Teacher Serve As a Homeroom Teacher? Discussion on the Dispute between Core a...

February 2021

[...]
Xiaoping Shi

In elementary and middle schools in China, core subject teachers serve as homeroom teachers in most classes. Nevertheless, some schools are beginning to try to use non-core subject teachers as homeroom teachers. A series of disputes have arisen over the non-core subject teacher serving as the homeroom teacher. Based on defining the concepts of the core subject, non-core subject, and homeroom ... [Show full abstract] teacher, this paper summarized the two viewpoints of whether core and non-core subject teachers can become homeroom teachers; and then discussed the role and the potential reasons of the non-core subject teacher as the homeroom teacher for being blocked, and some solutions are proposed. It is hoped to inject new vitality into the position of homeroom teacher by discussing this phenomenon.

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Article

Teacher opinion of the relationship between substantive and procedural issues in teacher evaluation...

[...]
C. Stephen. Oborn

Thesis (M.A.)--Ohio State University, 1981. Includes bibliographical references (leaves 77-78).

Education of a Teacher

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Can a Non-Core Subject Teacher Serve As a Homeroom Teacher? Discussion on the Dispute between Core a...

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