ARE WE DOING A
“GOOD” JOB IN
TEACHER
EDUCATION?:
STUDYING OUR
GRADUATES
Clive
Beck
LONGITUDINAL STUDY OF TEACHERS
 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
KEY FINDINGS
 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
PRIORITIES FOR TEACHER EDUCATION
 a teaching vision
 program development
 pupil assessment
 teaching for relevance
 subject specific knowledge
 classroom organization and community
 inclusive teaching
 professional identity
IMPLICATIONS 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
REGARDING DIGITAL TECHNOLOGY:
 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?