Search results for: National standards

Page 3/3 24 items
21
Using Performance-Based Assessments to Prepare Safe Science Teachers
Authors: Allan Elizabeth, Shane Joseph, Brownstein Erica M., Ezrailson Cathy, Hagevik Rita, Veal William
In this article, the authors describe the requirements of standard 9 of the National Science Teachers Association Standards for Science Teacher Preparation. This standard is designed to ensure that science teacher preparation programs provide preservice science teachers with the knowledge and skills to understand and successfully engage students in a safe and ethical manner.
Published: 2009
Updated: Jan. 12, 2010
22
Tailoring National Standards to Early Science Teacher Identities: Building on Personal Histories to Support Beginning Practice
Authors: Eick Charles J.
Individual recommendation plans (IRP) for student teaching practice were co-constructed with two methods students. The IRP was based on the select application of National Science Teachers Association’s National Standards for Science Teacher Preparation. The students completed a resume, an interview on pedagogical preferences, and a learning styles survey to determine the reform-based standards and pedagogical approaches that better fit their personal histories and identity formation as science teachers.
Published: 2009
Updated: Jun. 15, 2009
23
The National Board Certification Process as Professional Development: The Potential for Changed Literacy Practice
Authors: Coskie Tracy L., Place Nancy A.
This 2-year qualitative study centered on five elementary teachers the year following their participation in the National Board for Professional Teaching Standards certification process.The study used a communities-of-practice framework and focused on teachers’ appropriation of the Board's standards and portfolio as conceptual tools related to literacy instruction.
Published: 2008
Updated: Jan. 28, 2009
24
Towards a New Professionalism in School? A Comparative Study of Teacher Autonomy in Norway and Sweden
Authors: Helgøy Ingrid, Homme Anne
The authors argue that both individual teacher autonomy at the local workplace and autonomy at the national level embracing teachers as a collective group are important in analysing teachers’ professional autonomy. In comparing teachers’ professional autonomy they differentiate between processes of individualisation and collectivisation. Their analysis indicates, although intra-national differences, that the difference between Norwegian and Swedish teachers is striking.
Published: 2007
Updated: Feb. 03, 2008