Profiles of Pre-Service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

Autor/in	Smith-Sherwood, Heather
Titel	Profiles of Pre-Service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan
Quelle	In: Journal of Education and Learning, 7 (2018) 2, S.139-156 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Profiles; Preschool Teachers; Cultural Awareness; Qualitative Research; Case Studies; Preservice Teacher Education; Cross Cultural Studies; Educational Attitudes; Educational Quality; Standards; Theory Practice Relationship; College Faculty; Educational Change; Teacher Effectiveness; Foreign Countries; Cooperating Teachers; Teacher Attitudes; Teacher Educators; Practicums; Semi Structured Interviews; Comparative Analysis; Jamaica; Michigan + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Cultural identity; Kulturelle Identität; Qualitative Forschung; Case study; Fallstudie; Case Study; Lehramtsstudiengang; Lehrerausbildung; Cultural comparison; Kulturvergleich; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Quality of education; Bildungsqualität; Standard; Theorie-Praxis-Beziehung; Fakultät; Bildungsreform; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teacher education; Education; Lehrerbildung; Practicum; Praktikum; Praktika
Abstract	This qualitative multi-case study investigated three exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today's schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today's classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01