An Educator 's Pedagogical Content Knowledge

COE Framework and Ethical Dispositions Comparison Matrix Instructions:In the left-hand column, list seven instances of overlap between the Association of American Educators’ four principles of ethical teachers and the Teacher Candidate Proficiencies in Conceptual Framework. Be sure to cite each appropriately. In the right-hand column, state the priority from 1-7 (“1” being the most important) youwould assign this concept as an educator.State and defend your rationale. Use research to support your

Outlining a through plan to underpin the creation of higher educational and technological competencies, for greater accountability and with a vision for increased sustainability for the country. However, the analogy between the use of technology and pedagogical purposes remained considerably disassociated which further widened the gap between the desired outcome and the designed policy (Navia and Velasco, 2003). This essay will critically discuss the internal and external factors that led to the education

values of the Christian tradition, the education faculty encourages students to seek fulfillment in their personal, social, and religious lives. We provide the tools for developing integrity, leadership skills, and the desire to search for truth and knowledge throughout life. We promote critical thinking, effective communication, appreciation of cultural diversity, and we encourage the rejection of bigotry and intolerance. At Bethel, we seek to promote in all members of the university community a constructive

learning. The literature on instructional quality and pedagogy as applied to e-learning and distance education is growing by leaps and bounds as teachers explore the burgeoning array of options. The hybrid education lexicon remains complex, with educators and students alike working to sort it all out, debating about and utilizing the established taxonomies of digitally-based educational models. A dominant concern is how to refine faculty training in course redesign and institutional support in order

deeper and longer lasting than any pre-packaged knowledge delivered by teachers to students. Inquiry-based learning follows a process that progresses through phases, but is recursive and reflective throughout (Library of Congress n.d). Furthermore,

To implement an adequate period of instruction into which a student will take the information retained, critically think of how it can be applied, and implement it in some fashion towards any aspect of their applicable task at hand, is solely the responsibility of the facilitator for that information and how it was delivered. Knowing this, the aspects of understanding different adult learning theories is critical. As a Faculty Advisor behaviorism will be one of the theories that I will implement

1.1.a What did the evidence reveal about the unit continuing to meet this standard? The assessment data included in the Miles College self-study states that candidates preparing to work in schools, know and demonstrate content knowledge, pedagogical skills and professional dispositions needed to be facilitators of learning for all students in P-12 schools (IR, p. 3). . The Professional Education Unit at Miles College prepares candidates, at the initial level, in ten Alabama State Department of

ability. Professional workshops and other formally related meetings are a part of the professional development experience (Ganzer, 2000). Professional development for new and veteran teachers rests on the premise that teacher content knowledge and pedagogical content knowledge, or PCK (Shulman, 1986), directly and positively affects both the teachers practice and student learning. The National Council of Teachers of

Mathematics/Mathematics Education, Music/Music Education (Choral), and Music/Music Education (Instrumental). The assessment data included in the unit’s self-study states that candidates preparing to work in schools, know and demonstrate content knowledge, pedagogical skills and professional dispositions needed to be facilitators of learning for all students in P-12 schools (IR, p. 3). Nine of the ten programs of studies that are approved as Class B programs by the Alabama State Board of Education

learning communities in education for the creation, dissemination and transfer of innovative pedagogies. The aim of the research is to provide recommendations to teacher educators on the most effective ways to facilitate the development and dissemination of innovative educational practice through professional learning communities of educators. The objectives of the study are to: • Evidence the development, dissemination and transfer of innovative educational practice via professional learning communities