In the last 20 years, teacher preparation programs have come under close scrutiny by the public and governmental agencies charged with monitoring teacher quality and the academic achievement of American students. Both regular and special education teacher preparation programs struggle with the requirement to collect valid and reliable evidence of teacher candidate performance and their effect o...

The theory of constructivism states that learning is non-linear, recursive, continuous, complex and relational – Despite the difficulty of deducing constructivist pedagogy from constructivist theories, there are models and common elements to consider in planning new program. Reflective activities are a common feature of all the programs of constructivist Teacher Education .It is used at both Pr...

In this study, we investigated the professional identities of 490 pre-service teachers (PSTs) at University Hamburg, Germany. By distributing 100 percentage points, PSTs assessed relevance roles subject specialist (SS), didactician (DD), and pedagogue (PD) for themselves currently (actual identity) an ideal teacher in different school types (designated identity). A theory-based non-hierarchical...

This qualitative study followed the development of 94 pre-service teachers’ assessment perceptions in an introductory course on student assessment. Analysis students’ retrospective and end identified five dimensions. Considerable shifts were detected each dimension: from summative to formative assessment, negative positive perceptions, perceiving as a simple concept complex multifaceted one, hi...

This paper reports on the knowledge for teaching mathematics of 294 pre-service primary teachers from seven Australian universities participating in a project aimed at establishing a culture of evidence-based improvement of teacher education. The project was funded by the Australian Learning and Teaching Council. Rasch measurement techniques were used to validate and obtain performance measures...