Clive Beck ARE WE DOING A “GOOD” JOB IN TEACHER EDUCATION?: STUDYING OUR GRADUATES

 42 teachers – mainly elementary and middle school  20 began teaching in 2004 and 22 in 2007  Interviewed and observed every year since then  Largely qualitative study LONGITUDINAL STUDY OF TEACHERS

 New teachers don’t know how to put together a coherent program  They don’t understand what the theory means in practice  Many of the practices recommended are unrealistic  The teachers lack confidence and look to experts for solutions  Use of digital technology is often limited: amount and type  Over the years, the teachers make considerable progress with these challenges KEY FINDINGS

 a teaching vision  program development  pupil assessment  teaching for relevance  subject specific knowledge  classroom organization and community  inclusive teaching  professional identity PRIORITIES FOR TEACHER EDUCATION

 relate theory and practice, e.g., integrate the practicum with the program  teach and model priorities, integration, feasibility, work-life balance  teach and model emphasis on values, personal and social development, inclusion  try to enhance STs’ awareness of their ongoing learning and expertise IMPLICATIONS FOR TEACHER EDUCATION

 explore the values and personal side of DT  teach use of DT for inquiry  help STs broaden their use of DT  emphasize: what are they learning? REGARDING DIGITAL TECHNOLOGY: