The Teacher Preparation Initiative: A Professional Development Framework for Faculty

Autor/inn/en	Hungerford-Kresser, Holly; Amaro-Jiménez, Carla
Titel	The Teacher Preparation Initiative: A Professional Development Framework for Faculty
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 46 (2020) 1, S.117-119 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hungerford-Kresser, Holly) ORCID (Amaro-Jiménez, Carla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2019.1708631
Schlagwörter	Faculty Development; Teacher Education Programs; Teacher Educators; Preservice Teacher Education; Partnerships in Education + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehramtsstudiengang; Hochschulpartnerschaft
Abstract	Across the globe, preparing the next generation of teachers is one of the most important tasks for higher education. In this article, we discuss the Teacher Preparation Initiative (TPI), a successful professional development framework designed to support teacher candidates as they enter their classrooms and also the faculty members who are working with them. This paper highlights four key components to this professional development programme: (1) practical, (2) aligned, (3) relationship-centred, and (4) current. The general framework of our partnership will be helpful for institutions whether or not they can be a part of the TPI, but are looking to build similar professional development opportunities for their education faculty members. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01