Teacher education programs can play a principal role in helping prospective teachers to acquire requisite knowledge and skills. Vital to the issue of teacher education is the efficient evaluation of such programs in promoting prospective teachers’ knowledge base. However, the literature contains very few reports of the evaluation of the Iranian EFL preservice teacher education program, which is...

This study is an extension of a previous study (Fogarty et al. 1987) that investigated student teacher stress in practice teaching for final year pre-service students in one teacher education program. Stage two set out to discover whether the patterns of stress were similar or different for subsequent third year groups and across different year levels of the one programme. To carry out the stud...

in 2000, an evaluation of iranian elementary education revealed that it did not successfully prepare students for the future. the failure was attributed to the teacher centered, content-oriented education system. in 2001, the iranian ministry of education began a pilot project that introduced an alternative curriculum, known as “global education,” with unicef’s participation. global education, ...

This study investigated the nature of EFL teacher education programs with respect to implementation, practicality, and approach to teacher learning. The data were collected through observation of two teacher education programs and interviews with 8 teacher trainers. The results attested to the transmission orientation of the programs. It was found that a pre-specified body of teachi...

The nature of spirituality belonging to teachers in orthodox-Protestant education and how this infl uences the practice of education is portrayed in this study. In particular, attention goes to the role of religion in that spirituality. Spirituality is considered to be ‘the manner in which one – by orienting oneself on sources – relates experiences of inspiration and/ or transcendence, more or ...

Cher Ping Lirn is an associate professor of teaching and learning in the School of Education at Edith Cowan University. He is also the director of the Asia-Pacific Centre of Excellence for Teacher Education and Innovations. He has been working as a teacher, teacher educator and researcher in technologyenhanced learning environments for the last fifteen years. He has published widely in educatio...

In this paper we argue that whilst state regulation over teacher education in South Africa appears to be increasing, the current reform climate creates spaces for academics operating within Higher Education Institutions (HEIs) to significantly influence official knowledge for teachers and teaching. We recruit aspects of Basil Bernstein’s sociology of pedagogy to analyse the policy and instituti...

In this paper, we explore Productive Pedagogy (PP) as a framework for enhancing teacher education. Reporting results from a study involving student teachers’ application of the four principles of PP during an internship, we consider whether PP brings a firmer knowledge base to their work. Based on our analysis of the data, we argue for a more fundamental reorganisation of teacher education to f...