Learner Engagement in Teacher Education

2019 ◽  
Author(s):  
Kay K. Seo ◽  
Scott Gibbons
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Learning Process ◽  
Learning Experience ◽  
Teacher Preparation Programs ◽  
Education Students ◽  
Learner Engagement ◽  
Preparation Programs ◽  
Student Centered ◽  
Enriched Environments

In teacher education, learner engagement is an important instructional consideration. When students are physically, cognitively, and socially involved in the learning process, they can achieve high levels of productivity and develop a meaningful learning experience. In addition, learner engagement is closely associated with student retention and degree completion. To engage education students more meaningfully in the learning process, it is important to teach them in student-centered, technology-enriched environments. Education students should also become more engaged with the community and with other educators in order to build upon their pedagogy. Furthermore, it is important to offer them professional experiences, including student teaching practicum and teacher preparation programs, so that they can transform those experiences into their own teaching practices.

Using Mobile Technology for Student Teaching Observations of Special Education Candidates

2015 ◽  
pp. 114-127
Author(s):  
Josh Harrower ◽  
Cathi Draper Rodríguez
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Student Teaching ◽  
Mobile Technology ◽  
Video Conferencing ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
Pre Service Teacher

Student teacher supervision has been an important part of teacher preparation almost since the inception of teacher education programs. The goal of this type of supervision is to strengthen the skills of the pre-service teacher. Providing this type of observation can be difficult for teacher preparation programs and university faculty. Many factors, including large numbers of students in teacher education programs and student placements in remote schools, contribute to this. In order to make the most effective use of faculty and pre-service teacher time, other options for providing this support need to be explored. The rapidly developing field of mobile technology (e.g., iPads, iPhones, Smart Phones) can be used to facilitate student teaching observations. This chapter discusses how teacher preparation programs can implement candidate field supervision using video conferencing via mobile technology to increase the ability to conduct observations in schools and in a more efficient manner. It also explores the security of video conferencing applications and the issues related to using video conferencing in special education classrooms, where student confidentiality is heightened.

Using Mobile Technology for Student Teaching Observations of Special Education Candidates

2016 ◽  
pp. 726-739
Author(s):  
Josh Harrower ◽  
Cathi Draper Rodríguez
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Student Teaching ◽  
Mobile Technology ◽  
Video Conferencing ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
Pre Service Teacher

Student teacher supervision has been an important part of teacher preparation almost since the inception of teacher education programs. The goal of this type of supervision is to strengthen the skills of the pre-service teacher. Providing this type of observation can be difficult for teacher preparation programs and university faculty. Many factors, including large numbers of students in teacher education programs and student placements in remote schools, contribute to this. In order to make the most effective use of faculty and pre-service teacher time, other options for providing this support need to be explored. The rapidly developing field of mobile technology (e.g., iPads, iPhones, Smart Phones) can be used to facilitate student teaching observations. This chapter discusses how teacher preparation programs can implement candidate field supervision using video conferencing via mobile technology to increase the ability to conduct observations in schools and in a more efficient manner. It also explores the security of video conferencing applications and the issues related to using video conferencing in special education classrooms, where student confidentiality is heightened.

A Rational and Manageable Value-Added Model for Teacher Preparation Programs

2016 ◽  
Vol 32 (5) ◽  
pp. 728-750 ◽  
Author(s):  
Michael P. Brady ◽  
Katie Miller ◽  
Jazarae McCormick ◽  
Lawrence A. Heiser
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Value Added ◽  
Teacher Preparation Programs ◽  
Full Time ◽  
Preparation Programs ◽  
Grade Point ◽  
Value Added Model ◽  
K 12

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.

scholarly journals A Care-Centered Approach to Online Learning Design and Pedagogy

2021 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Heather Robinson ◽  
Whitney Kilgore ◽  
Maha Al-Freih
Keyword(s):  
Online Learning ◽  
Course Design ◽  
Learning Experience ◽  
Methodological Approach ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Effective Learning ◽  
Learner Perspective ◽  
Instructor Behaviors

Researchers in the field of online learning have raised concerns over its lack of focus on the affective/emotional aspect of the online learning experience, despite a strong research base indicating the important role that emotions play in successful and effective learning (Ch’ng, 2019). Utilizing a phenomenological methodological approach, the researchers interviewed online students and coded transcripts based on Noddings’ Ethics of Care Framework (1984) to explore the phenomenon of care in online learning in an effort to bridge this gap and deepen our understanding of the feeling of caring and being cared-for. These findings add to the literature on the role of emotions in online learning as viewed through the lens of care-theory. The findings highlight course design issues and instructor behaviors that promote a climate of care in an online environment from a learner perspective. These findings may be of benefit to inform future teacher preparation programs.

A New Conceptual Model for Principal Involvement and Professional Collaboration in Teacher Education

2009 ◽  
Vol 111 (2) ◽  
pp. 480-510
Author(s):  
Anita M. Varrati ◽  
Mary E. Lavine ◽  
Steven L. Turner
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Beginning Teachers ◽  
Preservice Teacher ◽  
Conceptual Model ◽  
Student Teaching ◽  
Teacher Candidates ◽  
School Principal ◽  
Preparation Programs ◽  
University Supervisor

Background/Context Beginning teachers often identify the school principal as a key figure for support and guidance. Few teacher education conceptual models exist that significantly integrate the building principal into the clinical experiences of teacher candidates. The rationale behind initiating discourse on principal involvement grows out of current policy and reform initiatives that require increased accountability for improved student performance. The call for more deliberate principal involvement in preservice also arises in regard to teacher attrition and retention concerns. Having the principal engage in active mentoring during preservice may positively address these issues by providing a more complete socialization and enculturation process into today's context of schooling. Purpose/Objective/Research Question/Focus of Study The major research questions for this study were: (1) What are the level and types of support that building principals provide for the preparation of new teachers? (2)What are the obstacles that may be preventing principals from becoming more involved with teacher preparation? (3) What are the types of activities that make sense for principal involvement with field experience and student teaching? (4) What are suggestions for more meaningful collaboration between schools and teacher/administrator preparation programs? Research Design The study was designed as an interpretive qualitative research project that attempted a measure of self-reporting through in-depth interviews. Conclusions/Recommendations M3—A new conceptual model of collaboration (three supports for preservice teacher: mentor, university supervisor, and principal) was presented to include the principal with the preservice teacher, university supervisor, and cooperating teacher in a community of practice for teacher preparation. To build on this research and continue the discourse about the principal's role, several implications and areas for future study are presented: (1) investigation of teacher preparation programs more in depth to get further information about how principals are involved in teacher education, (2) implementation of the M3 conceptual model in a pilot capacity during field and student teaching experiences to gather more data about collaboration, especially the role of the principal, (3) the collaboration of principal preparation and teacher education programs to address this aspect of supervision in course content and internships, (4) the difference in perceptions of prospective and practicing principals regarding their role with teacher candidates during preser-vice, and (5) study of professional development schools to see how the principal is involved in a supervisory and instructional leadership capacity with preservice teachers.

Developing Critical Dispositions in Teacher Education Programs

2019 ◽  
pp. 106-124
Author(s):  
Jarrett D. Moore
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
American Education ◽  
Education Programs ◽  
Preparation Programs ◽  
Self Reflection ◽  
Purpose Of Education

This chapter advocates for the (re)framing of critical thinking from a skill to a disposition and proposes a framework whereby teacher education programs can create space for pre-service teachers to develop a critical disposition. By studying the context of American education and schooling and their corporate interest, pre-service teachers along with teacher educators can start to unravel the discourse and power inherent in American education. Understanding how these concepts lead to hegemony can begin the process of creating a counterhegemonic movement among American educators that includes the reclaiming of the purpose of education, raising pertinent epistemological question, and practicing critical self-reflection. The final part of the new framework for developing critical dispositions is a reintroduction of broader theoretical concerns into teacher preparation programs.

Critical Thinking in Teacher Education

2019 ◽  
pp. 1-18
Author(s):  
Katie Peterson-Hernandez ◽  
Steven S. Fletcher
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Critical Thinking ◽  
Teacher Education Program ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Preparation Programs ◽  
Methods Course ◽  
Preparation Programs ◽  
Literacy Methods

This chapter documents the development of critical thinking skills in preservice teachers as they engaged in practicum settings in a teacher education program. Qualitative data helps illustrate the shifts in thinking that correlated with particular experiences in the program. Data is used to illustrate strategies that teacher preparation programs might draw on to help teacher education students develop critical thinking skills related to pedagogies and practices. The authors conclude by theorizing a relationship between the structure and strategies employed within a literacy methods course and the expansion of preservice teachers understanding of literacy, teaching, and learning.

Leveraging P-12/University Partnerships to Better Prepare Pre-Service Teachers

2020 ◽  
pp. 163-182
Author(s):  
James Falco ◽  
Meredith Riddle ◽  
Gregory Duffy ◽  
Tracy Mulvaney ◽  
Lauren Niecz
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
Preparation Programs ◽  
University Partnerships ◽  
Primary Responsibility ◽  
To Receive

The primary responsibility for training pre-service teachers previously fell solely on the shoulders of university teacher-preparation programs, with a short field experience component in partner P-12 districts. As research continues to support the value of increased clinical practice in P-12 schools when training pre-service teachers, the responsibility is becoming shared equally between university teacher education programs and P-12 school districts. This chapter describes three innovative programs implemented by P-12 schools through strong partnerships with Monmouth University's teacher education and Provisional Teacher Preparation program. These strong partnerships afford students the opportunity to receive direct instruction in P-12 settings with the support of curriculum, mentors and professional development. The partnership with Lafayette Mills School (the last of three initiatives discussed) was also awarded, along with the university's other PDSs, the National Association of Professional Development Schools Distinguished Partnership award in 2017.

Globalization and Teacher Education

2018 ◽  
pp. 1443-1462
Author(s):  
Esther Ntuli ◽  
Arnold Nyarambi ◽  
Joachim Jack Agamba ◽  
Victor Ntuli
Keyword(s):  
South Africa ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Literature Review ◽  
21St Century ◽  
Teacher Preparation Programs ◽  
African Countries ◽  
Preparation Programs ◽  
Fully Integrated ◽  
Content Preparation

This chapter examines the challenges to 21st century content preparation and pedagogy from the perspective of teaching professionals from different African countries: Cameroon, Ghana, South Africa, Lesotho and Zimbabwe. Specifically, the chapter explores the views and experiences of the participants during and after teacher preparation programs. Findings reveal common challenges, specific 21st century skills that are overlooked, and those not yet fully integrated in teacher preparation programs. The chapter offers suggestions for improvement based on the views of participants, research-based literature review, and best practices in teacher preparation programs.

Promoting Collaborative Learning in Online Teacher Education

2013 ◽  
pp. 145-166
Author(s):  
Vassiliki I. Zygouris-Coe
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Course Design ◽  
Teacher Preparation Programs ◽  
Online Course ◽  
Preparation Programs ◽  
Online Teacher Education ◽  
Online Teacher ◽  
Further Development ◽  
Education Courses

Online learning continues to grow as a learning option for millions of students in US colleges and universities. Collaboration plays an important role in student learning. This chapter presents information on how collaborative learning was designed and implemented in a comprehensive online course in reading for pre-service and in-service educators in grades P-12. The author presents details on course design issues, instructional practices, benefits, and challenges associated with collaborative learning in this online course, and implications for further development and evaluation of collaborative learning in teacher preparation programs. The author also provides recommendations for promoting collaboration in online teacher education courses.

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