University Mathematics and Science Faculty Modeling Their Understanding of Reform Based Instruction in a Teacher Preparation Program: Voices of Faculty and Teacher Candidates

Action research has the potential to reconstruct schools into professional learning communities that are able to identify educational issues and develop appropriate solutions for 21st century learning. Increasingly, teacher education programs are providing action research experiences to encourage analytical thinking and problem-solving skills (Darling-Hammond, 2009, 2012). The purpose of this study was to critically examine the experiences of the teacher educator and teacher candidates involved in the implementation of an action research component over four years in a revised consecutive initial teacher preparation program. A case study design using action research methodology was used in the research, which provided the tools to explore a complex phenomenon within its context: the implementation of an action research assignment in a core course in a teacher preparation program. The perceptions of the faculty teaching the course and the teacher candidates (n=544) in each of the four years provided insight into challenges, benefits, and lessons learned. The discussion centers on the implementation of action research in a compulsory course in a teacher education program; identifying opportunities and limitations settled into four main categories: structural incongruence, reflection, growth, and recommendations.

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Elementary Education and Engineering Design: Concrete Experiences in Mathematics and Science

Volume 2: 11th Biennial Conference on Reliability, Stress Analysis, and Failure Prevention; 7th International Conference on Design Theory and Methodology; JSME Symposium on Design and Production; Mechanical Design Education and History; Computer-Integrated Concurrent Design Conference ◽

10.1115/detc1995-0187 ◽

1995 ◽

Author(s):

Richard H. Crawford ◽

Kristin L. Wood ◽

Marilyn L. Fowler

Keyword(s):

Teacher Preparation ◽

Elementary Education ◽

Teacher Preparation Program ◽

Elementary Grades ◽

Preparation Program ◽

Technology Program ◽

Engineering Mathematics ◽

Education Community ◽

Hands On ◽

Mathematics And Science

Abstract The education community has focused attention recently on a number of initiatives to evolve, and perhaps revolutionize, approaches for teaching science, mathematics, and engineering. In this paper, we present a new engineering and design technology program, initiated in 1992 and referred to as DTEACh, that focuses on the elementary grades. Two components comprise this new program: (1) open-ended design and exploration lessons that use hands-on models to teach integrated mathematics and science principles, and (2) a two-part teacher preparation program to provide teachers with the necessary engineering, mathematics, and science fundamentals for DTEACh. In this paper, we focus on a description of the teacher preparation program, including discussions of a novel teaching model, the subject matter for engineering and design fundamentals, and evaluation of the program. Results of the evaluation that teachers are more confident and equipped to facilitate the instruction of mathematics, science, and engineering principles.

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Learning to Teach

Handbook of Research on Field-Based Teacher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-6249-8.ch025 ◽

2018 ◽

pp. 587-612

Author(s):

Gabrièle Abowd Damico ◽

Lawrence J. Ruich ◽

John M. Andrésen ◽

Gretchen Butera

Keyword(s):

Teacher Preparation ◽

Teacher Candidates ◽

Field Experience ◽

Teacher Candidate ◽

Teacher Preparation Program ◽

Preparation Program ◽

University Supervisor ◽

Evaluative Feedback ◽

Triadic Relationship

This chapter describes an approach to field experience that provides the opportunity for a long-term relationship between a teacher candidate and their supervising teacher in a teacher preparation program called Community of Teachers (CoT). CoT emphasizes the importance of this relationship in several ways. The program empowers teacher candidates and their mentors to choose one another. In addition, the length of the field experience provides an opportunity for teacher candidates to more deeply engage in the process of becoming a teacher within the context of a classroom and a school that they come to know well. A triadic relationship between the teacher candidate, supervising teacher, and university supervisor provides the opportunity for support as well as evaluative feedback for the teacher candidate. Benefits also accrue to the supervising teacher.

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Elementary Teacher Candidates' Perspectives on the Teaching and Learning of English Learners

Advocacy in Academia and the Role of Teacher Preparation Programs - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-2906-4.ch002 ◽

2018 ◽

pp. 23-41

Author(s):

Stefanie D. Livers ◽

Liang-Yin. Lin

Keyword(s):

Teacher Preparation ◽

English Learners ◽

Elementary Teacher ◽

Teacher Candidates ◽

Teacher Preparation Program ◽

Preparation Program ◽

Preparation Programs ◽

Successful Teachers ◽

Research Institution ◽

Elementary Teacher Candidates

Research suggests that K-12 teacher candidates are not prepared to meet the needs of English Learners (ELs) (O'Neal, Ringler, & Rodriguez, 2008), and that their belief systems about teaching impact their ability to learn best practices for instruction (Nosich, 2009). In order to be successful teachers of ELs, teacher candidates must be adequately prepared to meet the needs of diverse learners by making targeted changes to instruction. It is essential that teacher preparation programs include opportunities to develop knowledge and skills. The goal of this study was to evaluate one preparation program's effect on knowledge, beliefs and attitudes, and self-efficacy of teacher candidates in regard to teaching ELs. The study examined perceptions, experience and knowledge of ELs and the effectiveness of a teacher preparation program in changing teacher candidates' beliefs about ELs. This exploratory study builds on previous research from a four-phase elementary teacher preparation program at a research institution.

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Bug-in-Ear Coaching for Teacher Candidates: What, Why, and How to Get Started

Intervention in School and Clinic ◽

10.1177/1053451219842218 ◽

2019 ◽

Vol 55 (3) ◽

pp. 178-184

Author(s):

Kelley Regan ◽

Margaret P. Weiss

Keyword(s):

Teacher Preparation ◽

Real Time ◽

Performance Feedback ◽

Teacher Candidates ◽

Teacher Preparation Program ◽

Preparation Program ◽

Teaching Behavior

Practice-based opportunities are provided throughout a teacher preparation program. During these opportunities, teachers demonstrate learned skills and strategies and receive performance feedback. Real-time feedback is delivered when the teaching behavior is occurring, allowing for more immediate and, typically, more targeted performance feedback. A technology-enabled practice for providing real-time feedback is bug-in-ear (BIE) coaching. This article provides a step-by-step guide for BIE coaching.

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Enhancing Educational Technology Confidence among Teacher Candidates: Benefits of and Lessons Learned from a 1:1 Device University-Elementary School Partnership

Journal of Information Technology Education Research ◽

10.28945/4129 ◽

2018 ◽

Vol 17 ◽

pp. 423-440

Author(s):

Gregory M Francom ◽

Andria L Moon

Keyword(s):

Educational Technology ◽

Teacher Preparation ◽

Technology Use ◽

Teacher Candidates ◽

Outcome Expectations ◽

Lessons Learned ◽

Teacher Preparation Program ◽

Social Outcome ◽

Preparation Program ◽

University Partnership

Aim/Purpose: This study describes and evaluates a teacher preparation program that combines a school-university partnership and a 1:1 device initiative. Background: This educational design research report combines a 1:1 technology device experience with a school-university partnership to enhance teacher preparation for educational technology use. Methodology: This is a mixed-methods educational design research study. Interview responses share benefits and lessons learned from the program experience. Survey responses give information about educational technology confidence among teacher candidates who took part in this program. Contribution: This study provides a description of a unique teacher preparation program designed to enhance educational technology confidence among teacher candidates and shares lessons learned from this experience in light of collected data. Findings: Teacher candidates’ social outcome expectations for using technology were increased. Qualitative data indicate that the program also benefitted elementary school teachers by enhancing educational technology confidence and providing extra help. Recommendations for Practitioners: University teacher candidates should be given more embedded technology-focused classroom experiences. Smaller university class sizes are necessary to support these types of experiences. Recommendation for Researchers: Future studies could more deeply investigate how school-university partnership programs with technology affect teacher candidates’ social outcome expectations and educational technology confidence. Impact on Society: Approaches to teacher preparation similar to the one presented in this study can enhance students’ social outcome expectations for using technology. Future Research: Future studies could investigate various educational technology initiatives’ effects on teacher candidates’ educational technology confidence and share teacher preparation program designs aimed at enhancing educational technology use.

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PRESERVICE MATHEMATICS AND SCIENCE TEACHERS IN AN INTEGRATED TEACHER PREPARATION PROGRAM FOR GRADES 7–12: A 3-YEAR STUDY OF ATTITUDES AND PERCEPTIONS RELATED TO INTEGRATION

International Journal of Science and Mathematics Education ◽

10.1007/s10763-009-9164-0 ◽

2009 ◽

Vol 8 (1) ◽

pp. 97-115 ◽

Cited By ~ 17

Author(s):

Donna F. Berlin ◽

Arthur L. White

Keyword(s):

Teacher Preparation ◽

Science Teachers ◽

Teacher Preparation Program ◽

Preparation Program ◽

Attitudes And Perceptions ◽

Mathematics And Science Teachers ◽

Mathematics And Science

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Curated Conversations

Advances in Early Childhood and K-12 Education - Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals ◽

10.4018/978-1-7998-7375-4.ch013 ◽

2021 ◽

pp. 257-275

Author(s):

Jessica A. Manzone ◽

Rebecca J. Peeples

Keyword(s):

Social Justice ◽

Teacher Preparation ◽

Teacher Candidates ◽

Teacher Preparation Program ◽

Student Interest ◽

Transfer Of Knowledge ◽

Preparation Program ◽

Professional Educators ◽

Practical Strategy ◽

K 12

The transfer of knowledge and skills to the K-12 classroom is a central objective for any teacher preparation program. This chapter highlights how the skill of developing critical conversations around diverse literature can be woven into the coursework of any teacher preparation program. Theories such as Rings of Culture, Authentic Text, and Implicit Learning anchor this chapter. This chapter provides a practical strategy for building the capacity in teacher candidates necessary to transfer the authentic application of diverse literature to promote social justice and action to the K-12 classroom. The authors articulate how the high-leverage practice of developing Curated Conversations can be used to create environments that foster student voice, student choice, and student interest in any classroom. When modeled for teacher candidates, this strategy can become internalized into their practice and promote the development of professional educators committed to social justice and action.

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