The participants of this study were part of a larger project focused on creating and testing a new model of teacher education designed to enhance elementary teachers' preparedness to teach STEM subjects.
One outcome of this meeting was a consensus model of teacher's professional knowledge and skill, including PCK (Fig. 1).
In their analysis of teacher professional learning in selected countries around the world, Darling-Hammond, Wei, Andree, Richardson and Orphanos (2009) have identified action research as an exemplary model of teacher professional learning for quality instruction.
Even Mr. Allegre went on to say that the change needed in French education was from a model of the omniscient teacher instructing passive students to one of "interaction" -- precisely the method embodied in the liberal arts tradition.
To his daughters he was a source of unconditional love and support, of patience and wisdom, a model of integrity, a teacher and storyteller, a proud father who openly adored his girls.
Based on preliminary analysis of surveys, interviews, and classroom observation data of selected cases, we summarized a four-pillar model of teacher competence within a structure/agency framework for desired education change.
Noting the disaster the competitive model has produced, why don't we substitute a model of education where teachers, principals, colleges and universities work together to provide every child an education that is stimulating and productive, and that leads to a life that seeks out continued learning?
This is in contrast to a model of education where the teacher is a figure of authority who conveys knowledge and skills according to a pre-determined curriculum.
In a modification to the traditional model of teacher change, Guskey (2002) proposed that instructors would modify their existing beliefs and attitudes if they experienced benefits from a new teaching strategy, such as increased student engagement or improvements in learning outcomes.
It focusses on the varied sources behind the process of curriculum transformation, indicating how an historically disadvantaged institution chose to redesign its model of teacher professional development to reflect a more progressive interpretation of the process of becoming a teacher.
