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Engage in research and other scholarly activities that contribute to knowledge of teacher education

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Engage in formal and non-formal professional development activities to improve practice

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Establish and maintain a learning environment which enables student teachers’ professional learning

Develop rapport with student teachers in order to facilitate learning

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Participate in the design and development of teacher education courses and programmes.

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Seek out and strengthen opportunities for collaboration with major stakeholders in teacher education

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Improving the Teacher Education Profession

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Improving the Teacher Education Profession

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Participate in networks and organisations which are specifically aimed at improving teacher education

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In many countries around the world, teacher educators form a distinct academic group, with specialised organisations, conferences and journals.

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Explicit expectations for teacher educators

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Explicit expectations for teacher educators

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In some countries, teacher educator organisations have developed specific standards or Competency Statements to indicate the specific activities in which teacher educators engage in order to improve teacher education.

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Teacher educators are different!                  

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Teacher educators are different!                  

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As “teachers of teachers” (Loughran, 2006) - they need to develop pedagogical content knowledge in their students, not just content knowledge; they need to help students make connections between theory learned in the university and practical teaching in school classrooms.

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·       Update knowledge of their field by reading

·       Engage in research projects

·       Disseminate findings of research

·       Connect new knowledge to existing knowledge, understanding and practices

·       Connect outcomes of research and scholarly activity to inform teaching and other areas of work

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• Participate in formal training professional development
• Improve own knowledge and skills through scholarship
• Participate in professional associations
• Utilize students' feedback to improve practice
• Reflect on own teaching to improve practice
• Contribute to formal and non-formal professional associations / networks
• Articulate a personal philosophy of learning, teaching and education
• Reflect on personal values beliefs and practices

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CIE | Constructivist Perspectives on Learning | Keith Taber

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http://www.ice.cam.ac.uk/ This video is from the Cambridge Institute for Continuing Education for the Postgraduate Certificate in Teaching and Learning in Higher Education. Keith Taber, Professor of Science Education at the Faculty of Education University of Cambridge presents an insightful view of Constructivist Perspectives on Learning.

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·       Model effective instruction

·       Demonstrate and promote critical thinking with teachers and/or student teachers.

·       Model reflective practice to foster student reflection

·       Demonstrate appropriate subject matter content

·       Demonstrate a variety of instructional and assessment methods including use of technology

·       Familiarise themselves with current educational policy and practice in schools

·       Respond flexibly to student teachers’ learning needs

·       Establish a positive learning atmosphere, where students feel secure to express their own opinions

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Today's math curriculum is teaching students to expect -- and excel at -- paint-by-numbers classwork, robbing kids of a skill more important than solving problems: formulating them. Dan Meyer shows classroom-tested math exercises that prompt students to stop and think.

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·       Contribute to the design, development & modification of teacher education programmes.

·       Revise courses to incorporate current research and/or best practices

·       Actively contribute to the on-going assessment of teacher education courses or programmes

Contribute to research that focuses on effective teacher education programmes

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UNL Tech Edge University of Nebraska-Lincoln (UNL) College of Education and Human Sciences (CEHS)

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·       Voluntary participation in additional activities aimed in improving teacher education.

·       Regular attendance at faculty and committee meetings

·       Utilise technology to support collaborative discussion across universities

·       Willingness to engage with national developments in teacher education

Willingness to  collaborate with teachers in school in order to improve the experiences of student teachers

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·       Review and contribute to research and publication in teacher education

·       Mentor new teacher educators

Develop new teaching materials to enhance teacher education

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Digital technology provides the opportunity to enhance pedagogic practice and extend opportunities for individualised learning and students' self-directed study. Lecturer Geoff Rebbeck has recently explored two technologies that have provided students with, firstly, an efficient strategy for recording their progress and, secondly, a method for peer-to-peer communication that allows students to gain support and share ideas.

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| CCCU Faculty of Education blended learning strategies

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Digital technology provides the opportunity to enhance pedagogic practice and extend opportunities for individualised learning and students' self-directed study. Lecturer Geoff Rebbeck has recently explored two technologies that have provided students with, firstly, an efficient strategy for recording their progress and, secondly, a method for peer-to-peer communication that allows students to gain support and share ideas.

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Collaborative learning with large student groups

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Collaborative learning with large student groups