About Book

Teacher education is a programme that is related to the development of teacher proficiency and competence that would enable and empower the teacher to meet the requirements of the profession and face the challenges therein. It means, all the formal and non-formal activities and experiences that help to qualify a person to assume responsibilities of a member of the educational profession or to discharge his responsibilities more effectively. Teacher education encompasses teaching skills, sound pedagogical theory and professional skills. An amalgamation of teaching skills, pedagogical theory and professional skills would serve to create the right knowledge, attitude and skills in teachers, thus promoting holistic development. This book on teacher training discusses all the essential topics that fall under this field. It explores various aspects like potential consequences, emotional intelligence, behavioural pattern analyses, and diagnostic competence of teachers, teaching knowledge, academic training and professional development. Coherent flow of topics, student-friendly language and extensive use of examples make this textbook an invaluable source of knowledge. This book, with its detailed information will prove immensely beneficial to students involved in this area at various levels. It will provide comprehensive knowledge to the readers.

Preface............................................................................................................v

Chapter 1 A Different Kind of Teacher for a Different Kind of School.........1

Abstract...................................................................................................1

1. Introduction............................................................................................1

2. An overview of teacher education....................................................3

3. Conclusion............................................................................................11

Acknowledgements.............................................................................12

Conflict of interest..............................................................................12

Chapter 2 A Professional Development Program for Beginning High School Teachers.......................................................................................................14

Abstract.................................................................................................14

1. Introduction..........................................................................................14

2. A professional development program for beginning high school

teachers..................................................................................................15

3. Conclusions..........................................................................................27

Chapter 3 A Critical Review of the Kind of Training or Professional Development Typically Offered to the Teachers..............................33

Abstract.................................................................................................33

1. Introduction..........................................................................................34

2. Research design and methods..........................................................35

3. Research findings and discussions..................................................37

4. Conclusions..........................................................................................40

5. Recommendations...............................................................................40

Chapter 4 Academic Training in the Double Degree on Teacher of Pre-

Elementary and Elementary Education: A Reciprocity Model

Among Three Agents Based on the Audiovisual Narratives.........44

Abstract.................................................................................................44

1. Introduction..........................................................................................45

2. Objectives and methods.....................................................................45

3. Recording instruments and data analysis......................................47

4. Observed results from the audiovisual narratives.......................48

5. Conclusions..........................................................................................51

Chapter 5 Categorizing Teaching Knowledge from the Perspective of

Students: Narratives about Memorable Teachers.............................54

Abstract.................................................................................................54

1. Introduction..........................................................................................55

2. The perspective of students on teaching knowledge..................55

3. Teaching knowledge...........................................................................56

4. Research on teaching knowledge and the perspective of those

who learn..............................................................................................57

5. The problem of teaching knowledge in schools...........................59

6. Research questions..............................................................................60

7. Objectives..............................................................................................61

8. Methodological strategy.....................................................................61

9. Results...................................................................................................62

10. Conclusions..........................................................................................74

Chapter 6 Developing an Online/Onsite Community of Practice to Support

K-8 Teachers’ Improvement in Nature of Science Conceptions...80

1. Introduction..........................................................................................80

2. Theoretical framework ......................................................................81

3. Literature review.................................................................................82

4. Context .................................................................................................85

5. Methods ...............................................................................................88

6. Results ..................................................................................................89

7. Discussion .........................................................................................102

8. Implications and recommendations for professional

development.......................................................................................104

9. Appendix A ......................................................................................106

10. Acknowledgements...........................................................................110

Chapter 7 Diagnosis of Teachers’ Practice in the Teaching of Written Composition ............................................................................................114

1. Introduction........................................................................................114

2. Methodology .....................................................................................119

3. Results ................................................................................................123

4. Discussion and conclusions ...........................................................130

5. Acknowledgments ...........................................................................133

Chapter 8 Fostering the Diagnostic Competence of Teachers with Multimedia Training –A Promising Approach?.....................................................139

1. Introduction........................................................................................139

2. The importance of diagnostic competencies for teachers.........140

3. Analysis of the theoretical concept of competent diagnosis in

teaching situations............................................................................141

4. Analysis of the actual diagnosis of learning prerequisites in

classroom situations made by pre-service teachers...................142

5. Conclusions........................................................................................152

6. Appendix A........................................................................................155

7. Appendix B........................................................................................157

8. Appendix C........................................................................................158

Chapter 9 Applying Multiple Behavioral Pattern Analyses to Online Knowledge Management Environments for Teachers’ Professional Development............................................................................................161

1. Introduction........................................................................................161

2. Teaching knowledge transfer in the web 2.0 environment......163

3. Frequently used behavioral analysis tech-niques for online

communities.......................................................................................167

4. Online Knowledge Transfer Analysis (OKTA) that integrates

social network analysis and lag sequential analysis.................169

5. Conclusion..........................................................................................171

6. Acknowledgments.............................................................................172

Chapter 10 Assessing Emotional Intelligence and Its Impact in Caring Professions: The Value of a Mixed-Methods Approach in Emotional Intelligence Work with Teachers........................................................176

1. Introduction........................................................................................176

2. Measuring emotional intelligence..................................................178

3. What is the impact of having emotional intelligence in caring

professions?........................................................................................182

4. The impact of emotional competence trai-ning in preservice

teacher education..............................................................................189

5. Limitations and future directions..................................................197

6. Conclusion..........................................................................................198

7. Acknowledgment..............................................................................199

Chapter 11 Are Teachers Aware of the Potential Consequences of Their Work-

Related-Stress Such as Burnout and Others Main

Pathologies?..............................................................................................208

1. Introduction........................................................................................208

2. Study rationale .................................................................................210

3. Methods and analysis......................................................................210

4. Results ................................................................................................210

5. Discussion .........................................................................................214

6. Conclusions .......................................................................................214

Citation......................................................................................................221

Index...........................................................................................................223

About Author

Thomas Belhassen pursued his Ph.D. in Education from Public Research University, Lancaster. His areas of academic interest and research include technology in education and curriculum development. He is a Professor at School of Educational Policy and Leadership at Bordeaux. Belhassen has authored and edited numerous articles journal papers and book chapters, which have been published worldwide. He has been an eminent speaker in seminars across Europe, United States and Canada.