Outstanding Teacher Education Programs: What Do They Have That the others Don't?

Dean, Ceri B.; Lauer, Patricia A.; Urquhart, Vicki

doi:10.1177/003172170508700406

Cited by 26 publications

(14 citation statements)

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“…Educators participate in student teaching (Darling-Hammond, 2005;Dean, Lauer, & Urquhart, 2005), sociologists and psychologists participate in highly specialized professional development (Boggs & Douce, 2000;Chwalisz, 2003;Patton, 2000;Welter-Enderlin, 2005), social workers are supervised while practicing in the field (Tracy & Pine, 2000), biologists use laboratory settings (Musante, 2005), and medical professionals such as surgeons and nurses learn specific skills in rotation and practice laboratories (Voorhees, 1996).…”

Section: Professional Trainingmentioning

confidence: 99%

Sexuality Attitudes Reassessment (SAR): Historical and New Considerations for Measuring its Effectiveness

Sitron

Dyson

2009

American Journal of Sexuality Education

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In recent years, leading scholars in the field of sexology have been calling for more professionals who are primarily sexologists rather than professionals in other fields who specialize in sexuality. Such professionals require specialized training that meets their specific needs. The Sexuality Attitude Reassessment (SAR) has been established as a routine training intervention for sexuality professionals. The SAR has been used to train American sexologists and other helping professionals to be sensitive to sexual diversity and the sexual behavior of others. Attempts have been made to measure the SAR's effectiveness using several different measures and the research has yielded inconsistent and contradictory results. These measures traditionally look for changes in knowledge and attitudes. The authors of this work posit that a new construct must be developed to measure the success of the SAR as a method of sensitivity training. The proposed construct, sexological worldview, is demonstrated to be a more pertinent construct than attitude change.

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Section: Professional Trainingmentioning

confidence: 99%

Sexuality Attitudes Reassessment (SAR): Historical and New Considerations for Measuring its Effectiveness

Sitron

Dyson

2009

American Journal of Sexuality Education

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“…It is vital for college educators to continue to be conscious of societal needs and curriculum changes that have the most positive impact on graduate students in their content area programs and program standards (Dean, Lauer & Uruquhart, 2007). As this paper has discussed the development of graduate programs in Nassau and Freeport, Bahamas, it remains important for university faculty and administrators to use these experiences to document the academic success of establishing off-shore graduate programs.…”

Section: Graduate Programs -The Futurementioning

confidence: 99%

Graduate Degrees Abroad: Building Cultural and International Awareness for a Responsive Pedagogy in Teacher Education

Farrell

Strange

2015

Contrapontos

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“…Students are expected to reach educational goals, among other in the form of specific cognitive levels, but for them to do so requires high quality teachers to be giving the lessons that can take them to that level (Dean, Lauer, & Urquhart, 2005). The process that makes one a high-quality teacher starts at the teacher training.…”

Section: Introductionmentioning

confidence: 99%

Visualising the Development of a Teacher-In-Training into a Beginning Expert

Geerts¹,

Steenbeek²,

Geert³

2017

IES

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Teachers use situated knowledge to deal with the complex and diffuse educational contexts they operate in. To be able to take deliberated action, based on the situated knowledge, reflection is necessary during the teacher training. Video cases with common, real world situations are suitable for reflection because of their holistic and diffuse character. Reflection concerns learning experiences with increasing complexity: single-loop (reflecting on a current action), double-loop (reflecting to gain new insights) and triple-loop (reflecting in order to adjust individual identity) learning. The knowledge gained from loop learning is of a situated nature. The current article operationalizes situated knowledge as educational purposes and design patterns; educational purposes determine which course of action (design pattern), is the best option. Using this distinction, we investigate whether the reflection done by fourth-year teachers in training corresponds to what can be expected of a starting expert, namely, reflection on all three levels. The results indicate that three out of four teachers in training can be characterized as starting experts, based on their responses to a video case. They experience learning on all three loop levels, and these experiences contribute to a variety of educational purposes and design patterns. It is the teacher trainers' challenge to have their students reflects using video cases, so they can use loop-learning to build their situated knowledge. This knowledge will allow them to adequately respond to the complex and diffuse situations in their educational practice.

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Outstanding Teacher Education Programs: What Do They Have That the others Don't?

Cited by 26 publications

References 0 publications

Sexuality Attitudes Reassessment (SAR): Historical and New Considerations for Measuring its Effectiveness

Sexuality Attitudes Reassessment (SAR): Historical and New Considerations for Measuring its Effectiveness

Graduate Degrees Abroad: Building Cultural and International Awareness for a Responsive Pedagogy in Teacher Education

Visualising the Development of a Teacher-In-Training into a Beginning Expert

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