Using Content Analysis to Compare a U.S. Urban Teacher Residency to a Finnish Teacher Education Program

2018 ◽  
Vol 51 (2) ◽  
pp. 247-269
Author(s):  
Heidi Harju-Luukkainen ◽  
Jia Wang ◽  
Deborah La Torre
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Residency ◽  
Urban Teacher ◽  
Urban Teacher Residency

scholarly journals Where Are They Now?

2021 ◽  
Vol 16 (1) ◽  
pp. 89-117
Author(s):  
Deborah Voltz ◽  
Tondra L. Loder-Jackson ◽  
Michele Jean Sims ◽  
Elizabeth Simmons
Keyword(s):  
Teacher Education ◽  
Urban Schools ◽  
Education Program ◽  
Teacher Education Program ◽  
Positive Influence ◽  
Retention Rates ◽  
Urban Teaching ◽  
Career Trajectory ◽  
Urban Teacher ◽  
Study Participants

Available evidence suggests that inequities exist in the distribution of qualified teachers within high-poverty urban schools, and further, that such inequities adversely affect student achievement in these schools. This paper highlights the role of teacher education in addressing this challenge by describing the findings of a study of the graduates of University of Alabama at Birmingham’s Urban Teacher Enhancement Program. The career paths of program graduates who began teaching in urban schools were examined at the first-, fifth-, and tenth-year mark to investigate their longevity in urban schools, their perceptions of their greatest rewards and challenges, their perspectives regarding their reasons for entering and/or staying in urban teaching, and their thoughts about the role their teacher education program played in their career trajectory. Findings indicate that retention rates of study participants compare favorably with national averages, and that program participants felt that their teacher education program had a positive influence on their longevity in urban teaching.

Alignment of Ethiopian Primary School Pre-Service Teacher Education Program with that Primary School Mathematics Contents/Syllabi

2021 ◽  
Vol 30 (1) ◽  
pp. 77-99
Author(s):  
Anteneh Tefera ◽  
◽  
Mulugeta Atnafu ◽  
Kassa Michael ◽  
◽  
...  
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Primary School ◽  
Mathematics Teachers ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
School Mathematics ◽  
Experienced Teacher ◽  
Primary School Mathematics

This study is a quantitative research that examine the extent of alignment of Ethiopian teacher education program curricula with primary school mathematics contents. So, to collect the data, the study was used content analysis as instrument. The sources of data were primary school mathematics syllabi and curricula materials of college of teacher education. To do this, the study employed quantitative method to collect data from pre-service mathematics teachers. Coders were very experienced teacher educators from three different colleges of teacher education: Kotebe Metropolitan University, Hawassa college of teacher education and Arba Minch college of teacher education. Teacher educators were selected purposely based on their service year in college of teacher education and their positiveness for coding. To do the content analysis, the main documents (primary school mathematics syllabi) were coded or broken down in to manageable categories on a variety of theme and then examined using appropriate content analysis theoretical model. The result of the study portrayed that the curricula materials of generalist have low level of alignment with the primary school mathematics contents whereas those of specialist and linear curricula were align with the mathematical contents of primary school curricula in moderate level. As it was indicated in the findings of the study, the college curricula materials are not fully aligned with the contents of primary school mathematics. There are school mathematical contents which are not included in curricula of teacher education. Thus, it is recommended that appropriate program should be designed which create an opportunity for preservice mathematics teachers to access school contents either during practicum sessions or should include in the curricula materials of teacher education.

Beyond Urban or Rural

2018 ◽  
pp. 256-279
Author(s):  
Laura Vernikoff ◽  
Tom Schram ◽  
Emilie Mitescu Reagan ◽  
Colleen Horn ◽  
A. Lin Goodwin ◽  
...  
Keyword(s):  
Teacher Education ◽  
Residency Program ◽  
Field Experiences ◽  
Residency Programs ◽  
Rural Teacher ◽  
Teacher Residency ◽  
Urban Teacher ◽  
Urban Teacher Residency

In this chapter, the authors describe two residency programs, an established urban teacher residency program, and a newly developed rural teacher residency program, and explain how the programs have expanded notions of field experiences to prepare teachers for specific schools, districts, and communities. The authors explore commonalities and connections across the programs, particularly in how each program conceptualizes the role of place in teacher education. In addition, this chapter considers differences in how each program enacts their theories of place in order to prepare teachers to learn from, with, and about the particular places they will teach within.

Finding a third space in teacher education: creating an urban teacher residency

2013 ◽  
Vol 24 (1) ◽  
pp. 27-57 ◽  
Author(s):  
Emily J. Klein ◽  
Monica Taylor ◽  
Cynthia Onore ◽  
Kathryn Strom ◽  
Linda Abrams
Keyword(s):  
Teacher Education ◽  
Third Space ◽  
Teacher Residency ◽  
Urban Teacher ◽  
Urban Teacher Residency
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