Multiple Literacy Tutoring Experiences across a Teacher Preparation Program: How Can Practice in Hybrid Spaces Challenge the “Practice Makes Practice” Dilemma?

2018 ◽  
Vol 40 (1) ◽  
pp. 58-76 ◽  
Author(s):  
James V. Hoffman ◽  
Melissa Mosley Wetzel ◽  
Samuel DeJulio
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Literacy Tutoring ◽  
Hybrid Spaces

scholarly journals Implementing Action Research in a Teacher Preparation Program: Opportunities and Limitations

2021 ◽  
Vol 21 (2) ◽  
pp. 47-71
Author(s):  
Glenda L. Black
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Action Research ◽  
Professional Learning ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Problem Solving Skills

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.

An Integrated Elementary Education/ESOL Teacher Preparation Program

2000 ◽  
Vol 22 (2) ◽  
pp. 25-32
Author(s):  
Valerie J. Bristor ◽  
Gloria M. Pelaez ◽  
Sharon Crawley
Keyword(s):  
Teacher Preparation ◽  
Elementary Education ◽  
Teacher Preparation Program ◽  
Preparation Program

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

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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