Student Teaching Within Early Childhood Teacher Preparation Programs: An Examination of Key Features Across 2- and 4-Year Institutions

Educators struggle with “value-added” teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates’ lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates’ grade point averages (GPAs). Results indicated that teacher candidates’ lessons are a viable value-added model (VAM) alternative for TPPs.

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Using Mobile Technology for Student Teaching Observations of Special Education Candidates

Advancing Higher Education with Mobile Learning Technologies - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-6284-1.ch006 ◽

2015 ◽

pp. 114-127

Author(s):

Josh Harrower ◽

Cathi Draper Rodríguez

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Student Teaching ◽

Mobile Technology ◽

Video Conferencing ◽

Teacher Preparation Programs ◽

Teacher Education Programs ◽

Education Programs ◽

Preparation Programs ◽

Pre Service Teacher

Student teacher supervision has been an important part of teacher preparation almost since the inception of teacher education programs. The goal of this type of supervision is to strengthen the skills of the pre-service teacher. Providing this type of observation can be difficult for teacher preparation programs and university faculty. Many factors, including large numbers of students in teacher education programs and student placements in remote schools, contribute to this. In order to make the most effective use of faculty and pre-service teacher time, other options for providing this support need to be explored. The rapidly developing field of mobile technology (e.g., iPads, iPhones, Smart Phones) can be used to facilitate student teaching observations. This chapter discusses how teacher preparation programs can implement candidate field supervision using video conferencing via mobile technology to increase the ability to conduct observations in schools and in a more efficient manner. It also explores the security of video conferencing applications and the issues related to using video conferencing in special education classrooms, where student confidentiality is heightened.

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Using Mobile Technology for Student Teaching Observations of Special Education Candidates

Special and Gifted Education ◽

10.4018/978-1-5225-0034-6.ch031 ◽

2016 ◽

pp. 726-739

Author(s):

Josh Harrower ◽

Cathi Draper Rodríguez

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Student Teaching ◽

Mobile Technology ◽

Video Conferencing ◽

Teacher Preparation Programs ◽

Teacher Education Programs ◽

Education Programs ◽

Preparation Programs ◽

Pre Service Teacher

Student teacher supervision has been an important part of teacher preparation almost since the inception of teacher education programs. The goal of this type of supervision is to strengthen the skills of the pre-service teacher. Providing this type of observation can be difficult for teacher preparation programs and university faculty. Many factors, including large numbers of students in teacher education programs and student placements in remote schools, contribute to this. In order to make the most effective use of faculty and pre-service teacher time, other options for providing this support need to be explored. The rapidly developing field of mobile technology (e.g., iPads, iPhones, Smart Phones) can be used to facilitate student teaching observations. This chapter discusses how teacher preparation programs can implement candidate field supervision using video conferencing via mobile technology to increase the ability to conduct observations in schools and in a more efficient manner. It also explores the security of video conferencing applications and the issues related to using video conferencing in special education classrooms, where student confidentiality is heightened.

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Are We Preparing or Training Teachers? Developing Professional Judgment in and Beyond Teacher Preparation Programs

Journal of Teacher Education ◽

10.1177/0022487117702584 ◽

2017 ◽

Vol 69 (1) ◽

pp. 7-21 ◽

Cited By ~ 3

Author(s):

Roya Q. Scales ◽

Thomas DeVere Wolsey ◽

Susan Lenski ◽

Linda Smetana ◽

Karen K. Yoder ◽

...

Keyword(s):

Teacher Preparation ◽

Novice Teachers ◽

Student Teaching ◽

Case Reports ◽

Positioning Theory ◽

Teacher Preparation Programs ◽

Professional Judgment ◽

Preparation Programs ◽

Three Phase ◽

Multiple Case

This three phase longitudinal multiple-case study, framed by positioning theory, investigated how four novice teachers learned to use professional judgment in their literacy instruction. Data sources from coursework, student teaching, and novice teaching were included. Interviews, observations, researchers’ observational notes, and school and classroom demographics were compiled and analyzed to create case reports. Findings indicated while they differed in their use of professional judgment as novice teachers, participants learned this skill in student teaching rather than in coursework, which caused us to question whether teacher preparation programs are preparing teachers to use professional judgment or training them for technical compliance.

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The PDSA Overhaul

Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-3068-8.ch006 ◽

2017 ◽

pp. 87-105

Author(s):

Joy N. Stapleton ◽

Kristen C. Cuthrell ◽

Christina M. Tschida ◽

Elizabeth A. Fogarty

Keyword(s):

Teacher Preparation ◽

Elementary Education ◽

Student Teaching ◽

Teaching Experience ◽

Teacher Preparation Program ◽

Teacher Preparation Programs ◽

Preparation Programs ◽

Pdsa Cycle ◽

Challenges And Opportunities

This chapter describes how faculty in a large, rural teacher preparation program adopted a model for change built upon the tenets of improvement science and the PDSA cycle. Using PDSA in teacher preparation allows programs to pilot the innovations and test refinements quickly. Data are collected and analyzed as the innovations are implemented so changes can be made on an ongoing basis and the innovations can become increasingly effective. A case study surrounding critical reform areas for teacher preparation will be described to show how elementary education faculty moved through multiple PDSA cycles while reforming teacher candidate support in the year-long student teaching experience. The considerations, challenges, and opportunities for using the PDSA cycle in teacher preparation programs will also be presented. This case study can serve as a model for other teacher preparation programs looking to use disciplined inquiry to drive program improvement.

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