Preparing elementary education teacher candidates to teach with technology: The role of modeling

2020 ◽  
Vol 36 (4) ◽  
pp. 250-265
Author(s):  
Drew Polly ◽  
Erik J. Byker ◽  
S. Michael Putman ◽  
Laura K. Handler
Keyword(s):  
Elementary Education ◽  
Teacher Candidates ◽  
Education Teacher

Developing TPACK for Elementary Education Teacher Candidates in an Instructional Design and Technology Integration Course

2019 ◽  
pp. 329-349 ◽  
Author(s):  
Drew Polly
Keyword(s):  
Technology Integration ◽  
Elementary Education ◽  
Teacher Candidates ◽  
Design And Technology ◽  
Pedagogical Content ◽  
Education Teacher ◽  
Data Analyses ◽  
Use Of Technology ◽  
Actual Use ◽  
Technology In Schools

This chapter examines how experiences in a course for elementary education teacher candidates supported their technological pedagogical content knowledge (TPACK). Based on data from teacher candidates and school partners, the author modified course activities and collected data to inform the course. Data analyses indicated that the course refinements positively influenced candidates' development of aspects of TPACK, specifically TPK, PCK, and TPACK. Candidates reported in both iterations of the study that technology was being used in classrooms in ways that did not match what they were learning in courses. Implications include the need to reconcile the divide between research-based instances of technology integration and the actual use of technology in schools in the context of TPACK.

Advancing Equity-Based Mathematics Teaching in the Primary Grades

2021 ◽  
Vol 4 (1) ◽  
pp. 68-88
Author(s):  
Drew Polly
Keyword(s):  
Clinical Practice ◽  
Elementary Education ◽  
Small Groups ◽  
Mathematics Teaching ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Primary Grades ◽  
Clinical Experiences ◽  
Specific Content ◽  
Education Teacher

Using the lens of Gutiérrez's framework for equity-based teaching, this study examines how two clinical practice experiences supported elementary education teacher candidates' development of mathematics pedagogies. Findings indicate that clinical experiences with teachers who demonstrate equity-based practices were associated with candidates' confidence to implement equity-based teaching. Further, in classrooms that did not promote equity-based teaching candidates were still able to implement equity-based practices when teaching small groups of students. Implications include the need for teacher educators with specific content expertise to form partnerships and clinical practice experiences with schools to ensure that equity-based practices are present.

Mentoring Elementary Education Teacher Candidates in the Instructional Design and Lesson Planning Process

2018 ◽  
pp. 19-36 ◽  
Author(s):  
Drew Polly ◽  
Laura K. Handler ◽  
Eugenia B. Hopper ◽  
Ian C. Binns
Keyword(s):  
Instructional Design ◽  
Elementary Education ◽  
Teacher Candidates ◽  
Planning Process ◽  
Lesson Planning ◽  
Full Time ◽  
Future Directions ◽  
Education Teacher

Out of the myriad skills and knowledge expected for teacher candidates to develop prior to becoming a full-time teacher, the process of designing instruction and planning lessons and units is one of the most critical. In this chapter, the authors describe the multi-semester approach to mentoring and supporting elementary education teacher candidates with the process of instructional design and lesson planning. They provide a detailed look at each semester followed by implications and future directions for both practice and research.

Preparing Elementary Education Teacher Candidates to Design Learning Segments

2016 ◽  
pp. 126-137 ◽  
Author(s):  
Drew Polly
Keyword(s):  
Elementary Education ◽  
Teacher Candidates ◽  
Teaching Profession ◽  
Program Completion ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Education Teacher ◽  
Design Learning ◽  
Instructional Units ◽  
Performance Based Assessment

By program completion teacher candidates should be able to proficiently demonstrate the skills associated with the teaching profession. This includes their ability to design instructional units on a set of standards. This chapter describes the process of preparing teacher candidates to design instructional units as part of the edTPA performance-based assessment. Two specific course assignments that are completed during candidates' junior and senior years are described. Implications for teacher education programs include the significance of providing candidates with multiple experiences to develop the skills associated with the performance-based assessment and providing adequate feedback to candidates throughout the entire process.

edTPA is a Rock in My Shoe

2017 ◽  
pp. 80-92 ◽  
Author(s):  
Erik Jon Byker ◽  
Amy J. Good ◽  
S. Michael Putman ◽  
Drew Polly
Keyword(s):  
United States ◽  
Elementary Education ◽  
Teacher Candidates ◽  
Heuristic Method ◽  
The United States ◽  
Specific Strategy ◽  
Education Teacher ◽  
The University ◽  
Program Data ◽  
Over Time

As more and more states adopt edTPA as a professional portfolio for teacher licensure, more and more teacher candidates face the challenge of completing edTPA often with little guidance or support. The purpose of this chapter is to describe a specific strategy, called the edPASR Strategy, for supporting teacher candidates through the edTPA process. The chapter shares how the edPASR Strategy emerged from the need to develop a heuristic method that would help teacher candidates successfully navigate and complete the edTPA Portfolio. The chapter examines edTPA related program data from a sample of 263 elementary education teacher candidates (n=263) from the University of North Carolina at Charlotte, which is located in the Southeast region of the United States. The chapter reports on the improvement over time in the participants' mean scores on the edTPA Tasks. One reason for the improvement is providing systematic guidance for the teacher candidates through the edPASR Strategy, which stands for: ed- Educate yourself; P- Practice, AS – Assess Self, and R – Review.

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