Question

How can these professional standards influence the development of the pre-service teacher education curriculum?​

Answer 1

Answer:

Strong demands exist at a worldwide level to reform teacher education in the direction of teaching professionalism. In the United States, with the paradigm shift toward focusing on teacher performance, standards-based reform has been implemented in K-12 teacher education programs. The purpose of this paper is threefold: (1) to document the rhetoric of the standards-based movement in teacher preparation programs in the U.S. (2) to examine how a teacher education program develops and implements the reform of teaching standards by looking at a sample university (3) to explore how preservice teachers conceptualize teaching standards over the course of their training process. Our findings from the focus group interview with six preservice teachers were organized around four emergent themes: preperceptions of standards, learning to teach through "meeting" the standards, the representation of an e-portfolio, and preservice teachers' understanding of teaching standards. The authors discuss educational implications for teacher education programs.

Answer 2

• The pre-service teacher education program must promote the professional development of teachers.
• Professional development is the process by which educators develop their skills, knowledge, and expertise.
• In order to promote professional development, state and national standards developed by State Educational Agency (SEA) and professional associations should be reflected on the activities, products, components, and outcomes of the pre-service teacher education program.
• Furthermore, the state or regional standard on teacher preparation should be reflected on the pre-service education curriculum.
• The professional standards influence the development of the pre-service teacher education program in several ways.
• First, the standards set the expectations of what should be taught in the pre-service teacher education program, second, they set the expectations of what a pre-service teacher should achieve in the pre-service teacher education program by providing standards for the program, and third, they serve as a guide for the design and curriculum of the program.

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