(DOWNLOAD) "Accumulating Gains and Diminishing Risks During the Implementation of Best Practices in a Teacher Education Course (Section III: Course and Professor Level of Assessment of Innovation)" by Teacher Education Quarterly ~ eBook PDF Kindle ePub Free
eBook details
- Title: Accumulating Gains and Diminishing Risks During the Implementation of Best Practices in a Teacher Education Course (Section III: Course and Professor Level of Assessment of Innovation)
- Author : Teacher Education Quarterly
- Release Date : January 22, 2005
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 250 KB
Description
Teacher education program revision can be initiated by an idea, a small group of people, a department or college, or by the standards demanded from the accreditation process. Whatever the catalyst, two things are apparent; that the current standards-based environment of teacher education will influence whatever shape revisions do take, and that accomplishing change will not be a simple task. Creating innovative learning environments that incorporate technology and practical experience, developing performance assessment rubrics, and collecting multiple forms of evidence that demonstrate candidates' knowledge, skills, and dispositions are essential responsibilities of the contemporary teacher education landscape. Implementing innovations requires time and support for faculty and teacher education candidates to make the necessary shifts in their thinking and in practice. As newly arrived teacher educators at a large, metropolitan university in the southwestern United States, the authors inherited a traditional format for the content and delivery of one of the required courses in the elementary undergraduate program. This course, Strategies for Effective Elementary Classroom Teaching, is an introduction to instructional techniques and management strategies for the elementary classroom, and had been previously taught in an on-campus, three times a week lecture format with no school-based connections as context. To address these limitations, the course was revised in two ways: (1) to more strongly establish the connection between theory and practice, and (2) to integrate technology into teaching and learning.