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01.Journey into Dialogic Pedagogy
02.Teacher Education: Policy, Practice and Research
03.Progress in Education, Volume 17
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Teacher Education: Policy, Practice and Research
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Editors: Anthony Selkirk and Maria Tichenor
Book Description:
This book evaluates teacher professional development programs. These programs are evaluated in terms of participants' classroom teaching behavior, as assessed by their school students' perceptions of their classroom learning environments. Teacher candidates' perceptions of teachers was examined as well. Additionally, this book explores the preparation, roles, and responsibilities of teacher educators.
Several studies demonstrated a high prevalence of voice disorders in teachers, together with the personal, professional, and economical consequences of the problem. Prevention programs to reduce the risk for vocal disorders are evaluated.
This book discusses a program that combines clinical placement in urban schools with academic course work. Three elements of the program are examined to demonstrate their influence on the learning of candidates. In addition, pedagogical content knowledge (PCK) of in-service teachers is an important issue for current teacher education in Taiwan. This book describes the related literature to this issue, followed by addressing the models and merits of peer coaching.
Attention is given to the problem of HPS (knowledge of history and philosophy of science)in physics teachers education, by designing and discussing a model of intervention aimed at deepening and widening the teachers' disciplinary knowledge and developing an adequate knowledge of Nature of Science (NOS).
Teachers who adopt stereotypical images of scientists and their activity are likely to induce negative attitudes towards science and scientists to students. This trend was examined by determining the extent to which Greek teachers adopt a stereotypical model of the scientist and the types of activities they consider to be scientific.
In this book, science anxiety, self-efficacy, and self-concept of undergraduate biology students is addressed. Gender differences in these patterns of motivation variables were looked at as well.
A course structure framework likely to serve as a tool for the development of training programs and future research studies in the area of prison teacher education is also proposed. Furthermore, prospective "STEM" teachers' motivations are looked at, for undertaking a teaching career and their perceptions of the teaching profession. The ways in which a learning-oriented teaching assessment framework is used to provide the basis for developing teachers into self-regulated learners is examined. Furthermore, the Domain-Specific Teacher Self-Efficacy Scale is addressed, which assesses six domains of teacher self-efficacy. Finally, the role that personal epistemologies play in teacher education, particularly with respect to the potential problems and roadblocks they may present, are evaluated.

Table of Contents:

Research and Review Studies

1. Evaluation of A Mentoring Program for Beginning Teachers in Terms of the Learning Environment and Student Outcomes in Participant's School Classrooms
(Linda H. Pickett, Winthrop Univ., Barry J. Fraser, Curtin Univ. of Technology, Australia) (pp. 1-51)

2. Seeing is Believing or Believing is Seeing; Understanding Candidates' Schemas of Teaching through A Ecological-Developmental Lens of Experience
(Calliope Haritos, Hunter College School of Education, NY) (pp. 53-82)

3. The Preparation, Roles, and Responsibilities of Teacher Educators
(Robert R. Hite, Edward Fletcher, Paige Bruening, Anthony Durr, Brian Yontz, Rhonda Zatezalo, Nicole Williams, Kattlyn Wolf, The Ohio State Univ.) (pp. 83-104)

4. Prevention of Voice Disorders in Teachers
(R. Bovo, L. Abenante, R. Triggia, Dept. of Audiology and Speech Pathology, Univ. of Ferrara, Italy) (pp. 105-122)

5. Improving Teacher Quality: A Role for Accountability Policies?
(Emma Smith, School of Education, University of Birmingham) (pp. 123-135)

6. Indicators of Candidate Learning in Alternate Routes into Teaching Programs
(Barbara Graham, Dept. of Educational Studies, Ball State Univ.) (pp. 137-156)

7. The Get Real! Science Program: A Scaffolded Model to Prepare Reform-Minded Teachers
(April Lynn Luehmann, Univ. of Rochester) (pp. 157-187)

8. Development of A Research-Based Model for Enhancing PCK of Secondary Science Teachers(Syh-Jong Jang, Graduate School of Education, Chung-Yuan Christian Univ.) (pp. 189-212)

9. Developing Epistemologically Empowered Teachers: An Approach to Preservice Physics Teacher Education Focusing on History and Philosophy of Science
(A.M. Briguglia, F.F.G. Calabrese and R.M. Sperandeo-Mineo, Dept. of Physics and Related Technologies, Univ. of Palermo, Italy) (pp. 213-232)

10. Teachers' Pictorial Representations of the Scientist
(Vassilia Hatzinikita, Hellenic Open Univ., Greece, Vasilia Christidou, Univ. of Thessaly, Greece, Fotini Bonoti, Univ. of Thessaly, Greece) (pp. 233-249)

11. Science Anxiety, Self-Efficacy, and Self-Concept of Undergraduate Biology Students (Shari L. Britner, Bradley Univ., Frank Pajares, Emory Univ.) (pp. 251-264)

12. Contributions for the Training of Teachers to Teach in Prisons - The Portuguese Case
(Jose Manuel Reis-Jorge, Instituto Superior de Educacao e Ciencias (ISEC), Lisboa, Portugal) (pp. 265-284)

13. Choosing to Teach in the "STEM" Disciplines: Characteristics and Motivations of Science, Technology, and Mathematics Teachers from Australia and the United States
(Helen M.G. Watt, Monash Univ., Paul W. Richardson, Monash Univ., James Pietsch, New College, Univ. of New South Wales) (pp. 285-309)

14. Developing Teacher Self-Regulation through Learning-Oriented Feedback in Teaching Assessment
(Alice W.K. Chow and Sylvia Y. F. Tang, The Hong Kong Institute of Education) (pp. 311-338)

15. Portfolio Assessment in Teacher Education: Matters of Policy, Practice, and Research
(Glenda Moss, Indiana University Purdue University, Fort Wayne, Indiana, USA) (pp. 339-347)

16. Teacher Candidates' Perceptions of Electronic Portfolio: A One-Year Exploratory Study
(Qiuyun Lin, SUNY Plattsburgh, State Univ. of New York Education: Childhood Education) (pp. 349-366)

17. Teaching Programme about Teacher Talk in Subject Teacher Training: Course to Reform and to Develop Student Teachers’ Classroom Talk
(Sami Lehesvuori1, Jouni Viiri1 and Phil Scott2, 1 Department of Teacher Education, University of Jyväskylä, Finland 2 Centre for Studies in Science and Mathematics Education, University of Leeds, UK) (pp. 367-38)

18. Moving from A Standalone/Teach-Alone Model to Integrated Pedagogical Practices in A Teacher Education Program
(John Kambutu and Lydiah W. Nganga, Univ. of Wyoming/Casper College Center, Wyoming) (pp. 389-401)

19. The Structure of Domain-Specific Teacher Self-Efficacy among Prospective and In-Service Teachers in Hong Kong
(David W. Chan, The Chinese Univ. of Hong Kong) (pp. 403-419)

20. Conceptualizing Teacher Professional Learning in Subject Departments
(Wayne Melville, Faculty of Education, Lakehead Univ., Thunder Bay, Ontario, Canada) (pp. 421-437)

21. Personal Epistemologies and the Learning Paradox in Teacher Education: A Neglected Dilemma
(Elana Joram, Univ. of Northern Iowa, Carmen Montecinos, Escuela de Psicologia, PUCV) (pp. 439-447)

Index pp.449-470

   Binding: Hardcover
   Pub. Date: 2009
   Pages: 470.pp
   ISBN: 978-1-60692-506-5
   Status: AV
Status Code Description
AN Announcing
FM Formatting
PP Page Proofs
FP Final Production
EP Editorial Production
PR At Prepress
AP At Press
AV Available
Special Focus Titles
01.Peter Singer’s Ethics: A Critical Appraisal
02.Sexism: Past, Present and Future Perspectives
03.Body and Politics: Elite Disability Sport in China
04.Childhood and Adolescence: Tribute to Emanuel Chigier, 1928-2017
05.Renal Replacement Therapy: Controversies and Future Trends
06.Food-Drug Interactions: Pharmacokinetics, Prevention and Potential Side Effects
07.Terrorism and Violence in Islamic History and Theological Responses to the Arguments of Terrorists
08.International Event Management: Bridging the Gap between Theory and Practice
09.The Sino-Indian Border War and the Foreign Policies of China and India (1950-1965)
10.Tsunamis: Detection, Risk Assessment and Crisis Management
11.Sediment Watch: Monitoring, Ecological Risk Assessment and Environmental Management
12.Self-Regulated Learners: Strategies, Performance, and Individual Differences

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Teacher Education: Policy, Practice and Research