In this paper we describe a science teacher preparation program, implemented in Greece, aiming at ICT integration in classroom practice. The development of this teacher preparation program was guided by the various components of Technological Pedagogical Content Knowledge (TPACK) while attempting to meet the professional development needs of science teachers. We begin with an overview of this t...

The purpose of this paper is to discuss ideas related to test preparation. Specifically, the authors focus on physical education teacher preparation programs. The paper discusses the current high-stakes testing landscape that exists in teacher education, shares the T.E.S.T. model (Translate, Eliminate, Solve or Substitute, and (avoid) Tricks) for test preparation, examines how self-efficacy is ...

Objective: The purpose of this 3-year longitudinal study was to examine pre-service teachers' personality trajectories as measured by the IPIP Big-Five factor markers during teacher preparation. The relationship between students' personality traits, social desirability, and prior academic attainment was also examined. Method: This 3-year longitudinal study invited participants from the first ye...

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...

According to the American Society for Engineering Education, the four STEM disciplines should not be taught in isolation in a school curriculum, but interdisciplinary reinforced, and continually cross referenced, as part of a dynamic triangle that ultimately researches, designs, and creates the way we live, work and play. Therefore, it only makes solid academic and professional sense to prepare...

This study was designed to identify what pre-service teacher candidates knew about autism spectrum disorder (ASD) and how they had acquired that knowledge in order to design more effective preparation courses. Teacher candidates (N=87) from three teacher preparation programs completed questionnaires during, or prior to, their first special education course. The findings indicate a relationship ...

The structural complexity of the teacher education unit is pulled together by a common conceptual framework of teacher preparation that is supported by the missions of the university, the colleges and the departments. Our conceptual framework is continually evolving as it is influenced by our study of teacher preparation. We view our program as holistic and dynamic. While supported by the frame...

instruction that teachers bring to their students; therefore, preparing new teachers well is crucial to student achievement (Chetty, Friedman, & Rockoff, 2014; Rivkin, Hanushek, & Kain, 2005; Rockoff, 2004). Recent research on graduates of teacher preparation programs suggests that some programs are producing new teachers who are more capable than others (Boyd, Grossman, Lankford, Loeb, & Wycko...

The National Council on Teacher Quality (NCTQ) regularly prepares reports rating teacher preparation programs (TPPs) across the United States on a set of input and process-based standards. The purpose of the research described in this brief is to use data drawn from North Carolina to examine the associations between the NCTQ ratings of TPPs and two measures of teacher performance—teacher value-...