Many classroom climate studies suffer from two critical problems. They: (a) treat climate as a studentlevel (L1) variable in single-level analyses instead of a classroom-level (L2) construct in multilevel analyses; and (b) rely on manifest-variable models rather than latent-variable models that control measurement error at L1 and L2, and sampling error in the aggregation of L1 ratings to form L...

This article examines three conceptual reforms in US teacher education (competency-based teacher education (CBTE), reflective teacher education (RTE) and constructivist teacher education (CTE)) for their effects on the education of multicultural, multilingual youth, as well as considering alternative certification (AC), known here as an ‘anti-reform’. The author suggests that although each refo...

The use of ICTs (information and communication technologies) in Zimbabwe’s teacher education colleges is of paramount importance. The teacher trainees have a dual role to play: learning through ICTs and also learning how to teach through them. Interestingly, the rate at which schools have embraced the use of ICTs is unprecedented, but this has not been matched with an equal effort by teacher ed...

While there has been an increasing number of graduate students who enter teacher education after obtaining a higher research degree (e.g., PhD or EdD), scant attention has been paid to their professional learning as prospective teacher educators in higher education. To fill this gap, this study, informed by the social theory of learning, investigates how three PhD students learned to become tea...

The article presents a framework for explaining how teachers’ perspectives and knowledge about child development contribute to classroom practices and considers the implications of that framework for teacher education and for research on teacher education. The framework describes relations among different theoretical views on children’s cognitive and social development, the role of the teacher ...

Professional development and teacher education policies have the potential to greatly affect teachers’ abilities to teach and, as a result, students’ abilities to learn. States can play varied roles in the provision of teacher education and professional development. This policy brief summarizes states’ policy approaches to teacher professional development and education throughout teachers’ care...

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Teacher education programs are experiencing reform movements in both performance based assessment and in the integration of technology into the curriculum. Performance assessment entails movement away from traditional curricula and assessment means to achieve more authentic, "real world" ways of verifying the preparedness of education graduates. Our institution’s response to these reform effort...

Singapore students boast stellar performance at international benchmarking studies such as PISA and TIMSS. One of the major contributors to the consistently good performance in mathematics and science is the quality of our science teacher education in Singapore. Through a consistent, systematic and continuous system, there is a seamless transition of pre-service teacher education to continuing ...

Mobile devices have become attractive learning devices for education. While the majority of the existing research has focused primarily on the value of mobile learning for students, researchers have recently started exploring its potentials within teacher development. The present qualitative synthesis of quantitative and qualitative research aimed to address trends and gaps observed in the lite...