By Olav Tirkkonen (Author), Risto Wichman (Author)
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Education was an issue that like other things in my family was not so much dwelled upon constantly but always kept on the burner. I never had the stereotypical conversation with my parents about how they expected me to do well in school and go to this or that college. Instead, the general theme of my family was respect and trust rather than expectations and punishment. My parents trusted me to make decisions for myself and I respected them. I wanted to hear their opinion knowing that I did not have to agree with it.
He never came around or helped anyone; he never did any of that. And, it was basically—that was an advanced placement calculus class, so I guess he assumed that we were just supposed to do the work. This teacher’s practices contradicted many of those I found myself using in my own classroom. My predilection toward student-centered, engaging activities, which we describe in subsequent chapters, may stem partially from my own experience as a student, in which I had opportunities to assess teaching practices that were either effective or ineffective for my learning.
So while the phrase “teacher preparation” seems familiar to us all, it is falsely so, for teacher preparation means many different things across the United States. (Wilson, Floden & FerriniMundy, 2001, p. 7) Currently, approximately 1,300 traditional teacher education programs exist in colleges and universities across the United States. Logistically, some colleges and universities offer four or five-year Bachelor degree programs. In others, students seek both a Master’s degree and teaching certification.
multi-antenna transceiver techniques for 3g and beyond by Olav Tirkkonen (Author), Risto Wichman (Author)