Teacher Education Programs (TEP)

Paper Summary:

This paper explains that the new direction in teacher education programs (TEP) set aside rote recall in favor of understanding and application, giving consideration to the different backgrounds of student teachers, their varied learning capacities and their individual experiences and needs. The author points out that TEPs are using the innovative method of authentic assessment, which essentially assesses the teaching readiness of student teachers based on actual classroom settings by simulating the acts of real-life teaching in the teacher education classroom thus replacing the more traditional multiple-choice, paper-and-pen tests. The paper relates that teaching as a moral activity is now being incorporated into TEPs; however, the increasing complexity of conflicting political, social and scientific concepts relating to the moral aspects of teaching is hampering efforts to prepare student teachers for moral education.

Table of Contents
Introduction
Authentic Assessments
Experiential Learning
Classroom-Based Research
Intuition and Reflection
Teaching for Diversity
Conclusion

From the Paper:

"In Canada, a successful TEP used the practicum as jumping board for applying university education to actual classroom practice. The practicum period is of course the post-graduate teacher preparation that is usually carried out at the opening of the school year, with the novice teachers dumped in their assigned class completely at their own devises. In this case, the practicum was moved four weeks into the school year to enable the novice teachers to learn from first-hand experience. A mentor teacher is on hand to lend support. The teacher education thus continued through the four-week part of the practicum as the student teachers observe and learn how an actual class is managed."

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• Research Paper # 147383 : "Philosophies of Education and Teacher Education"

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