Using Online Education to Transition Teaching Assistants to Teacher Certification: Examining the Differences Between Teacher Education Programs

2016 ◽  
Vol 30 (3) ◽  
pp. 192-202 ◽  
Author(s):  
Kelley Stricklin ◽  
Billie Tingle
Keyword(s):  
Teacher Education ◽  
Online Education ◽  
Teacher Certification ◽  
Teaching Assistants ◽  
Teacher Education Programs ◽  
Education Programs

Meeting the Demand for Online Education

2015 ◽  
pp. 45-65 ◽  
Author(s):  
Jayme Nixon Linton ◽  
Wayne Journell
Keyword(s):  
United States ◽  
Teacher Education ◽  
Online Education ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Online Pedagogy ◽  
Online Instructors ◽  
Induction Program ◽  
K 12

Although K-12 online education is becoming more common in the United States, the research base is still lagging behind. The field's understanding of how K-12 online teachers are being prepared is especially sparse. Given that few teacher education programs include online pedagogy in their teacher training efforts, it becomes incumbent on states to find alternative ways to prepare teachers for virtual instruction. This chapter analyzes a 9-week orientation session that is part of an established, state-run induction program for prospective K-12 online instructors. Although the findings are specific to the program being studied, the authors believe they can serve as a model for educators in other states wishing to develop similar types of induction programs and for teacher education programs that will eventually have to incorporate online pedagogy into their existing programs in order to meet the rising demand for K-12 online instruction in the United States.

Meeting the Demand for Online Education

2018 ◽  
pp. 511-533
Author(s):  
Jayme Nixon Linton ◽  
Wayne Journell
Keyword(s):  
United States ◽  
Teacher Education ◽  
Online Education ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Online Pedagogy ◽  
Online Instructors ◽  
Induction Program ◽  
K 12

Although K-12 online education is becoming more common in the United States, the research base is still lagging behind. The field's understanding of how K-12 online teachers are being prepared is especially sparse. Given that few teacher education programs include online pedagogy in their teacher training efforts, it becomes incumbent on states to find alternative ways to prepare teachers for virtual instruction. This chapter analyzes a 9-week orientation session that is part of an established, state-run induction program for prospective K-12 online instructors. Although the findings are specific to the program being studied, the authors believe they can serve as a model for educators in other states wishing to develop similar types of induction programs and for teacher education programs that will eventually have to incorporate online pedagogy into their existing programs in order to meet the rising demand for K-12 online instruction in the United States.

Covid-19 Pandemic Shutdown: Challenges of Hei’s Electronic Support Services in Teacher Education Programs

2021 ◽  
Vol 6 (1) ◽  
pp. 149-169
Author(s):  
Imran Latif Saifi ◽  
Nasreen Akhter ◽  
Lubna Salamat
Keyword(s):  
Teacher Education ◽  
Online Education ◽  
Support Services ◽  
Online Teaching ◽  
Teacher Education Program ◽  
Survey Method ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Online Questionnaire ◽  
Electronic Support

Coronavirus 2019 (COVID-19) is the result of acute respiratory syndrome coronavirus 2 (SARSCoV-2). Pandemic is the outburst of any disease worldwide. Electronic Service (E-service) is based on technology and provides different electronic channels i.e. e-learning & coaching (online learning), e-library, etc. This study was design to explore challenges of HEI’s electronic support services in teacher education during pandemic shut down of COVID-19. The objectives of the study were to explore the challenges of e-support services in teacher education programs due to pandemic shutdown of COVID-19 and to propose a framework for stake holders of HEI’s esupport services. This study was descriptive and the survey method was used. Teacher education program B. Ed (1.5 Years) from two universities of Pakistan, one from formal mode and one from distance education online mode were selected and all the prospective teachers of 2nd semester were defined as population of the study. Sample of the study consisted of 150 students (selected conveniently). An online questionnaire was used as tool for data collection which had 15 closeended statements on 5- point Likert scale. It was concluded that the facility to purchase internet bundles was not available to students in the pandemic shutdown of COVID-19. The students and academia on the other hand were not trained for online teaching learning procedures. It wasproposed that HEI’s may arrange internet bundles with collaboration of internet provider companies to students, academia and institutions also focus to train academia and students for online education because the effect of COVID-19 Pandemic Shutdown are expecting a change in future procedures of education till the situation is not going to be seen normal.

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

Identifying the Roadblocks to Effective Clinical Practice in Teacher Education Programs

2021 ◽  
Vol 96 (1) ◽  
pp. 112-116
Author(s):  
Bernard Badiali ◽  
Drew Polly ◽  
Rebecca West Burns ◽  
Eva Garin
Keyword(s):  
Teacher Education ◽  
Clinical Practice ◽  
Teacher Education Programs ◽  
Education Programs

scholarly journals Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

2017 ◽  
Vol 7 (2) ◽  
pp. 139
Author(s):  
Heather Smith-Sherwood
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Theory And Practice ◽  
Teacher Education Programs ◽  
Continuous Assessment ◽  
Education Programs ◽  
Quality Teachers ◽  
Effect Change ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity. 

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