Student Voices: Child Perspectives on the Impact of Working With Teacher Candidates via Clinically Based Teacher Preparation Programs

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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ENHANCING THE ROLE OF FIELD EXPERIENCE SUPERVISORS: TOWARD MULTICULTURAL EQUITY IN A TEACHER PREPARATION PROGRAM

International Journal of Multiculturalism ◽

10.30546/2708-3136.2021.2.1.24 ◽

2021 ◽

pp. 24-36

Author(s):

Lisa VASQUEZ

Keyword(s):

Professional Development ◽

Teacher Preparation ◽

Teacher Candidates ◽

Field Experience ◽

Historical Context ◽

Teacher Preparation Program ◽

Teacher Preparation Programs ◽

Multicultural Society ◽

Preparation Programs ◽

Program Leaders

The current state of education embodies increasing public demands and policy mandates for teacher accountability in all classrooms, pre-kindergarten through Grade 12. Leaders expect increased academic performance to meet grade-level curriculum standards within a multicultural society. Teacher preparation programs are tasked to create and manage field experiences that guide practice within diverse learning communities. Teacher candidates interact with the cultural, social, and historical context of schools, of professional colleagues, and of the pupils they teach. In addition, teacher candidates should be prepared to develop practices that are intentional, personalized, differentiated, and purposeful for the pupils within their classrooms. This paper offers a case study of one university’s re-design of field experience supervision in its teacher preparation programs. The curriculum designers sought to ensure support for teacher candidates based on each student’s individual needs, while fostering systemic change responsive to ideas of race, gender, and other areas of intersectionality in a multicultural society. The field supervisor was the key to connect the practical, field-based experiences with the vision and mission of the university. Thus, program leaders identified the need to invest in the professional development of field supervisors in a way that brought the vision and mission to life—from words to action. The resulting framework included a multi-faceted approach of coaching / mentoring, professional development, and reflective discourse with colleagues.

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Landscape of Teacher Preparation Programs and Teacher Candidates

10.31094/2021/3/4 ◽

2021 ◽

Author(s):

Suzanne M. Wilson ◽

Shannon L. Kelley

Keyword(s):

Teacher Preparation ◽

Teacher Candidates ◽

Teacher Preparation Programs ◽

Preparation Programs

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Fostering the Disposition to Serve

Handbook of Research on Service-Learning Initiatives in Teacher Education Programs - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-5225-4041-0.ch024 ◽

2018 ◽

pp. 445-460

Author(s):

Reid Richard Riggle

Keyword(s):

Teacher Preparation ◽

Service Learning ◽

Teacher Candidates ◽

Critical Role ◽

Teacher Preparation Programs ◽

Preparation Programs ◽

Field Placements ◽

Educational Need ◽

High Need Schools ◽

The Village

Many teacher candidates enter teacher preparation programs with the desire to serve or to change the lives of others. Teacher education programs are uniquely positions leverage this desire to serve through intentional service-learning field placements. Service-learning, particularly early in the preparation program, can play a critical role in building the disposition to serve. This chapter explores one way teacher preparation programs can cultivate the orientation to serve high-need schools. Candidates enrolled in the Village Project serve in high-need schools, address a real community and educational need, and are provided reflection opportunities to connect the experience to their developing knowledge of learning and motivation. Ultimately, the goal the Village Project as an early service-learning field experience is to help teacher candidates develop a professional identity that increases the personal desire to work in educational communities that have a need.

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Instructor-Learner Partnership in Preparing Teacher Candidates to Teach Secondary School Students

Advances in Higher Education and Professional Development - Transforming Curriculum Through Teacher-Learner Partnerships ◽

10.4018/978-1-7998-6445-5.ch008 ◽

2021 ◽

pp. 127-158

Author(s):

Alpana Bhattacharya

Keyword(s):

Teacher Preparation ◽

Teacher Candidates ◽

The United States ◽

Project Based Learning ◽

Teacher Preparation Programs ◽

Future Research ◽

School Students ◽

Preparation Programs ◽

Fieldwork Experience ◽

Psychology Course

Teacher preparation programs in the United States are expected to educate preservice teacher candidates through instructor-learner partnerships. Collaborative learning, project-based learning, and authentic assessment therefore are vital for preparing teacher candidates to teach in 7-12 grades. This chapter shares instances of instructor-learner partnership from an undergraduate educational psychology course via course-based and field-based assignments. First, an overview of constructivism is presented as foundational theory anchoring instructor-learner partnership in the teacher preparation course. Next, instructor-learner partnership is illustrated within a simulation task, technology-enhanced project, and fieldwork experience. Finally, instructor-learner partnership in formative assessment of course-based and field-based activities are illustrated. The chapter concludes with recommendations for inculcating instructor-learner partnership in teacher education courses, and directions for future research pertinent to instructor-learner partnership in teacher preparation programs.

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Guiding Online Graduate Special Education Candidates Through E-Performance Assessments and edTPA

10.4018/978-1-6684-3670-7.ch055 ◽

2022 ◽

pp. 1021-1036

Author(s):

Charmion Rush ◽

Karena J. Cooper-Duffy

Keyword(s):

Special Education ◽

Teacher Preparation ◽

Special Education Teachers ◽

Teacher Candidates ◽

Teacher Candidate ◽

Performance Assessments ◽

Teacher Preparation Programs ◽

Preparation Programs ◽

Online Teacher ◽

Field Supervisors

As online teacher preparation programs continue to grow, guiding the process for edTPA candidates can pose varying challenges. As such, teacher preparation programs must be equipped to provide guidance to online candidates as they complete the actionable items required for edTPA. Provided from the field supervisors' perspective, this chapter outlines the current process Western Carolina University has in place to provide effective clinical and teacher candidate experiences for students in their online program. The purpose of this chapter provides guided structure for graduate special education teachers pursing initial licensure through an online masters' program. This chapter will include 1) the challenges of guiding online students through the e-portfolio process, 2) an exploration of the provided structure for the teacher candidates to fulfill the requirements of edTPA, as well as 3) recommendations for teacher preparation programs and teacher candidate readiness in the practice and application of e-performance assessments and edTPA.

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A Safe Space

Implementing Augmented Reality Into Immersive Virtual Learning Environments - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-4222-4.ch007 ◽

2021 ◽

pp. 120-134

Author(s):

Kisha L. Walker ◽

Stacy Ness ◽

Fran Reed ◽

Katherine Strang

Keyword(s):

Teacher Preparation ◽

Instructional Strategies ◽

Teacher Candidates ◽

Teacher Preparation Programs ◽

Safe Space ◽

Practice Research ◽

Preparation Programs ◽

Behavioral Challenges ◽

Critical Skills ◽

Pre Service Teacher

What if teacher candidates had the opportunity to practice research-based instructional strategies and the application of critical skills without fear of failure or harm to students? Would you be interested? One of the biggest challenges that teacher preparation programs face is a struggle to provide meaningful and realistic practice for pre-service teacher candidates. How do we provide practice in “real” settings with “real” students who demonstrate a depth and breadth of learning and behavioral challenges? How do we make practice sessions safe environments for both our teacher candidates and the students they serve? How do we provide needed experiences for candidates in a world where in-person learning may be curtailed by unforeseen circumstances? The purpose of this chapter is to examine the use of virtual reality simulations in education that provide scaffolded learning experiences for pre-service teachers in an online learning environment.

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Collaborative Partnerships in Teacher Preparation

10.4018/978-1-7998-9047-8.ch006 ◽

2022 ◽

pp. 104-118

Author(s):

Marie A. LeJeune ◽

Jessica Dougherty ◽

Mandy S. Olsen

Keyword(s):

Clinical Practice ◽

Teacher Preparation ◽

Teacher Candidates ◽

Clinical Approach ◽

Collaborative Partnerships ◽

Collaborative Approach ◽

Public School Teachers ◽

Preparation Programs ◽

Collaborative Process ◽

The Impact

This chapter presents a description of a collaborative approach to clinical induction for pre-service teachers, the benefits of a collaborative clinical approach, and the voiced experiences of public school teachers, teacher candidates, and university faculty/supervisors reflecting on the impact of professional involvement in the collaborative process. Arguments for disrupting traditional models for clinical practice are presented. Tips for other educators and education preparation programs for developing collaboration and co-teaching induction models are included.

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Multimodal Composition for Teacher Candidates

Special and Gifted Education ◽

10.4018/978-1-5225-0034-6.ch055 ◽

2016 ◽

pp. 1252-1272

Author(s):

Dana L. Grisham ◽

Linda Smetana

Keyword(s):

Teacher Preparation ◽

Graduate Students ◽

21St Century ◽

Literacy Instruction ◽

Teacher Candidates ◽

Teacher Educators ◽

Teacher Preparation Programs ◽

Multimodal Composition ◽

Preparation Programs ◽

K 12

This chapter reports on a study conducted by two teacher educators in literacy instruction and provides examples of the ways teacher educators can “distribute” technology-rich writing instruction across their coursework. Using the TPACK model, 21 graduate students in a preservice course on curriculum planned, taught, and reflected on generative technology lessons with real students in real classrooms. Data collected included the lessons and reflections, ePoster presentations, and other writings by students on the topic. Findings indicate that graduate students chose a diverse array of technology tools, and planned carefully, matching tools with desired learning outcomes. Although graduate students initially felt “pushed” by the assignment, post lesson reflections showed positive changes in attitude and appreciation for the motivation and engagement of their K-12 students with the technology lessons. Graduate students also derived a more realistic picture of planning for instruction. Implications involve the necessity of supporting 21st century literacies in teacher preparation programs. Examples of lessons and tools used are included.

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