The Impact of a Professional Development School on Preservice Teacher Preparation, Inservice Teachers' Professionalism, and Children's Achievement: Perceptions of Inservice Teachers

2000 ◽  
Vol 22 (3) ◽  
pp. 64-76 ◽  
Author(s):  
Jeanne Cobb
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Preservice Teacher ◽  
Professional Development School ◽  
Inservice Teachers ◽  
Preservice Teacher Preparation ◽  
Children's Achievement ◽  
The Impact

Rural Preservice Teacher Preparation Using Two-Way Interactive Television

1988 ◽  
Vol 9 (3) ◽  
pp. 27-33 ◽  
Author(s):  
M. Winston Egan ◽  
Iva Dene Mccleary ◽  
Joan P. Sebastian ◽  
Helen Lacy
Keyword(s):  
Teacher Preparation ◽  
Preservice Teacher ◽  
Interactive Television ◽  
Instructional Quality ◽  
Distance Learners ◽  
Quality Of Instruction ◽  
Preservice Teacher Preparation ◽  
Learner Outcomes ◽  
The Impact

The impact of a two-way interactive television course for rural remote teacher preparation was evaluated using a variety of measures. Areas of primary importance reported in this paper are: ▪ How did learner outcomes of rural remote students compare to on-campus students participating in the same class? ▪ What were the perceptions of rural remote students regarding instructional quality of two-way interactive television? ▪ What were the perceptions of rural remote students regarding technology? Learner outcomes for on-campus and rural remote students were equivalent. Ratings regarding the quality of instruction and technology were above average except for provision of feedback to distance learners.

Preservice Teacher Preparation for Mainstreaming

1984 ◽  
Vol 51 (1) ◽  
pp. 74-76 ◽  
Author(s):  
Leonore Ganschow ◽  
Donald B. Weber ◽  
Melonee Davis
Keyword(s):  
Teacher Preparation ◽  
Preservice Teacher ◽  
Preservice Teacher Preparation

scholarly journals Expanding EAL expertise: Taking a multilingual stance

2019 ◽  
Vol 28 (1) ◽  
pp. 5-20
Author(s):  
Ester J. De Jong
Keyword(s):  
United States ◽  
Teacher Preparation ◽  
Preservice Teacher ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Mainstream Teachers ◽  
Preservice Teacher Preparation

English as an Additional Language (EAL) students are increasingly taught by non-specialist, mainstream teachers. This trend calls for a reconceptualization of teacher education to explicitly and purposefully include linguistically and culturally responsive pedagogy in their curriculum. In the United States, several frameworks have been proposed to address this need, although much still needs to be learned about actual practice in preservice teacher preparation programs. In this article, I caution against the monolingual bias in preservice teacher preparation and argue for the mandate for developing a multilingual stance for all teachers of EAL students.

Transformative Partnerships

2015 ◽  
pp. 74-82
Author(s):  
Sharon Smaldino ◽  
Lara Luetkehans
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Program Development ◽  
Professional Development School ◽  
Evolutionary Process ◽  
Academic Program ◽  
Critical Elements ◽  
The Impact ◽  
Transformative Partnerships

With all higher education educational endeavors there is a transformative element that enhances the progression forward in terms of academic program development. Teacher education is no exception to this aspect of the evolutionary process. The authors' story of that transformation and the impact of creative endeavors in teacher education offer a sense of moving beyond the traditional to the transformative in teacher education. Carter (1993) offers that the story can offer a perspective on our work and inform teacher education on the directions we might take to bring about improvement in our efforts to prepare educators for the future. The authors' story begins with a strong foundation and commitment to understanding the critical elements of successful partnerships. This foundation has served them for 15 years, and two distinct eras of partnership work that delineate the transformation. The authors explore each era: “The Professional Development School (PDS) Story” followed by “10 Years Later.”

Leveraging a Professional Development School Project to Address Students' Learning in Elementary School Mathematics

2016 ◽  
pp. 1537-1546
Author(s):  
Drew Polly
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Professional Development School ◽  
University Faculty ◽  
Learning Needs ◽  
Elementary School Mathematics ◽  
School Project ◽  
Learner Centered ◽  
School Partnership ◽  
The Impact

This chapter presents the partnership between a university faculty member and an elementary school that started to address students' learning needs regarding mathematics. This chapter provides: a) an overview of learner-centered professional development as a framework for this Professional Development School partnership, b) a description of the various professional development activities, c) and a summary of the impact of the project on instruction and student achievement. The chapter closes with recommendations for establishing and maintaining PDS partnerships focused on addressing students' learning needs.

Promoting Culturally Responsive Pedagogical Competence among Preservice Teachers

2017 ◽  
pp. 643-664
Author(s):  
Emmanuel Adjei-Boateng
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Public Schools ◽  
Teacher Preparation ◽  
Preservice Teacher ◽  
Culturally Responsive ◽  
Teacher Education Program ◽  
Demographic Changes ◽  
Preservice Teacher Preparation ◽  
Pedagogical Competence

This chapter examines primary issues confronting preservice teacher preparation in the US public schools. There are several issues confronting teaching and teacher education programs. However, this chapter explores cultural and linguistic diversity issues given the critical need for inclusive education. The increasing nature of demographic changes in the schools and the U.S. society also has ramifications for students' learning and preservice teacher preparation. To that end, this chapter examines efforts by organizations and educational researchers to respond to the phenomenon of demographic changes in US public schools and the need to equip teachers with competencies needed to help students become successful in schools. The author examines how one teacher education program is preparing teachers to meet the demands of teaching culturally and linguistically diverse student population. Finally, the author provides suggestions on how to improve and enhance culturally responsive pedagogical competence among preservice teachers.

Reconceptualizing Preservice Teacher Preparation in Science Literacy Education Using Action Research in South Africa

2022 ◽  
pp. 335-356
Author(s):  
André P. Botha ◽  
Leila Goosen
Keyword(s):  
Teacher Preparation ◽  
Action Research ◽  
Preservice Teacher ◽  
Student Teachers ◽  
Change Agents ◽  
Language Education ◽  
Mentor Teachers ◽  
Future Research ◽  
Preservice Teacher Preparation ◽  
Future Research Directions

This chapter presents a reconceptualization of preservice teacher preparation in the context of science, information technology, and African language education using action research (AR). The authors provide a background of AR as a transformative practice, along with benefits and possible limitations, and describe how student teachers turn theory to practice as change agents engaging in reflection and implementing solutions. Collaborative interaction between mentor teachers and lecturers and the project reports and reflective journals generated by the student teachers are integral parts of the research design and internship program. The authors recommend the use of AR to empower student teachers to deal effectively with probems that arise, and they discuss future research directions.

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