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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: Over the last decades, the utility of university courses and preparation for teacher candidates has been questioned. Despite repeated calls for research supporting the impact of the required courses on classroom practice, limited evidence on how these courses make a positive contribution to in-service practice has been published. In this article, we specifically review the theoretical stances and beliefs that supports human development courses as part of teacher education. We look at definitions and frameworks that appear to support including at least one human development course as part of a teacher education program. We then present existing research related to teacher perspectives on, and the effects of, human development courses on classroom practice, and discuss the need for more evidence supporting the need for such courses in teacher education programs. Using human development as an example, we make the case that basing the inclusion of these courses in teacher preparation solely on theoretical belief is insufficient in the current context of accountability in higher education. To address this lack of data, we suggest that research into the specific effects of teacher preparation courses on teachers' classroom practice is needed. |
| Keywords: teacher preparation, human development, accountability, classroom practice |
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