Global Orientations, Local Challenges, and Promises in Initial Teacher Education

2019 ◽  
Author(s):  
Lily Orland-Barak ◽  
Evgenia Lavrenteva
Keyword(s):  
Teacher Education ◽  
Teacher Learning ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
University Partnerships ◽  
Community Stakeholders ◽  
Pupil Learning

The global move toward advanced strategic, constructivist, and sociocultural orientations to student teacher learning is reflected in the stated vision, mission, and curricula of local teacher education contexts worldwide. Six major themes in teacher education programs worldwide are integral to this vision: the establishment of school–community–university partnerships; bringing more of school practice focused on pupil learning into the preparation of future teachers; a shift from a focus on teaching and curriculum to a focus on learning and learners; the inclusion of activities that promote reflective practice and the development of the teacher-as-researcher; the design of academic and school spaces for fostering teacher learning that attends to social justice and inclusion; and the preparation of teacher educators and the provision of mentoring frameworks to support student teacher learning. Among the challenges shared across contexts is the need to strengthen partnerships in education, structure stable mentoring frameworks, adopt a more focused approach to student teacher placement, and better articulate expectations for student teaching. Notwithstanding these challenges, promising directions include the establishment of more meaningful links between universities, schools, and communities; developing programs that deal with authentic teacher preparation through injury- and-research-informed clinical practice, and providing mentoring models that involve different community stakeholders.

How the Match Gets Made: Exploring Student Teacher Placements across Teacher Education Programs, Districts, and Schools

2021 ◽  
pp. e20200014
Author(s):  
Elise St. John ◽  
Dan Goldhaber ◽  
John Krieg ◽  
Roddy Theobald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Education Programs ◽  
K 12

Emerging research finds connections between teacher candidates’ student teaching placements and their future career paths and effectiveness. Yet relatively little is known about the factors that influence these placements and how teacher education programs (TEPs) and K-12 school systems match teacher candidates to mentor teachers. In our study of this process in Washington state, we find that TEPs and K-12 systems share overarching goals related to successful student teacher placements and developing a highly effective teacher workforce. However, distinct accountabilities and day-to-day demands also sometimes lead them to prioritize other objectives. In addition, we identified informational asymmetries, which left TEPs questioning how mentor teachers were selected, and districts and schools with limited information with which to make intentional matches between teacher candidates and mentor teachers. The findings from this study inform both practice and research in teacher education and human resources. First, they illuminate practices that appear to contribute to informational gaps and institutional disadvantages in the placement of student teachers. Additionally, they raise questions about what constitutes an effective mentor teacher and provide researchers and policymakers with better insight into the professional realities of teacher educators and K-12 educators, as well as those of district human resource (HR) coordinators, which is important given their differing accountabilities and distinctive positionings in the education of teacher candidates.

Seeking Support in Teacher Education for Racial Knowledge: The Role of Professional Networks and Social Identities

2021 ◽  
pp. 004208592110584
Author(s):  
Lisette Enumah
Keyword(s):  
Teacher Education ◽  
Teacher Learning ◽  
Teacher Educators ◽  
Social Identities ◽  
Teacher Education Programs ◽  
Race And Racism ◽  
Professional Networks ◽  
Racial Identities ◽  
Racial Knowledge

Drawing from the narrated experiences of teacher educators (TEs) at different institutions, this paper analyzes TEs’ perceptions of support related to their work in teaching about race and racism. TEs varied in the extent to which they viewed their institution as supportive, and they identified factors that signaled that their institution supported teacher learning about race and racism. TEs also described how their racial identities and positional privilege related to tenure status informed engagement with peers both for providing and seeking support. Implications for teacher education programs in providing support for TEs who teach about race and racism are discussed.

Teacher Education in Australia

2017 ◽  
Author(s):  
Diane Mayer ◽  
Wayne Cotton ◽  
Alyson Simpson
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Relevant Literature ◽  
Initial Teacher Education ◽  
Sufficient Evidence ◽  
Teacher Education Programs ◽  
Current Policy ◽  
Education Programs ◽  
Policy Problem ◽  
Federal Intervention

The past decade has seen increasing federal intervention in teacher education in Australia, and like many other countries, more attention on teacher education as a policy problem. The current policy context calls for graduates from initial teacher education programs to be classroom ready and for teacher education programs to provide evidence of their effectiveness and their impact on student learning. It is suggested that teacher educators currently lack sufficient evidence and response to criticisms of effectiveness and impact. However, examination of the relevant literature and analysis of the discourses informing current policy demonstrate that it is the issue of how effectiveness is understood and framed, and what constitutes evidence of effectiveness, that needs closer examination by both teacher educators and policymakers before evidence of impact can be usefully claimed—or not.

Tacit assumptions of citizenship education: A case study in Spanish initial teacher education

2018 ◽  
Vol 14 (2) ◽  
pp. 131-148 ◽  
Author(s):  
Marta Estelles ◽  
Jesús Romero
Keyword(s):  
Teacher Education ◽  
Citizenship Education ◽  
Teacher Educators ◽  
Public University ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Tacit Assumptions

Current curricula, which organize initial teacher education programs, include, among their stated purposes, preparing teachers to help their future students to grow as global, participatory, and ethically engaged citizens. However, we know little about how teacher educators prepare their students to be citizens. This article analyses how a group of teacher educators from a public university in Spain understand citizenship education, exploring the net of metaphors and idealized visions they seem to share, regardless of their formal conceptualizations. The discussion of the findings considers the implicit hierarchies of these shared assumptions that define what is deemed as real, desirable, and possible in citizenship education. Implications for teacher education are also contemplated.

scholarly journals Doing Things Differently: Responding to the 'policy problem' of Teacher Education in Wales

2020 ◽  
Vol 22 (1) ◽  
pp. 85-112
Author(s):  
Trevor Mutton ◽  
Katharine Burn
Keyword(s):  
Teacher Education ◽  
Clinical Practice ◽  
Policy Analysis ◽  
Teacher Learning ◽  
Student Teacher ◽  
Integrated Approach ◽  
Initial Teacher Education ◽  
Policy Problem ◽  
Collaborative Models ◽  
Text Production

Responding to a clear justification for the reform of initial teacher education (ITE) in Wales (Furlong, 2015) the Welsh government has committed itself to strengthening provision through 'a truly collaborative system, where universities and schools work in robust partnership, supported by the consortia, recognising the importance of research' (Williams, 2017: 1). The publication of the national criteria for the accreditation of ITE programmes in Wales (Welsh Government, 2017) set out the requirements for all ITE programmes, emphasising the need for an integrated approach to student teacher learning within collaborative models which are research-informed at all levels. Using Vidovich's (2007) dynamic model of policy analysis, which takes into account influences on policy text production at the macro, intermediate and micro levels, the paper examines the process by which these particular reforms (covering a six-year period from 2013 to 2019) have been proposed and set in motion and the ways in which recently-accredited providers in Wales have begun to respond to the challenging agenda that they represent. The paper concludes by offering a view as to what the opportunities and challenges for ITE providers in Wales might be in terms of further developing models of research-informed clinical practice.

Innovating Teacher Pre-Service Education in Bahrain: An International Partnership Model

2020 ◽  
pp. 59-82
Author(s):  
Lucy Bailey ◽  
Keyword(s):  
Teacher Education ◽  
Social Change ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Policy Borrowing ◽  
International Partnership ◽  
Partnership Model ◽  
Education And Development

This chapter reports on the process used to develop a revised curriculum for initial teacher education in the Kingdom of Bahrain, using this case-study institution to reflect on the evolving nature and purpose of teacher preparation in the twenty-first century (McMahon, Forde & Dickson, 2015), and the drivers and impediments in the Gulf Cooperation Council (GCC) countries to ensuring that teacher education programs keep abreast of wider social change. The chapter, therefore, contributes to the burgeoning literature analyzing the worldwide evolution of teacher education (Tan, Liu & Low, 2017). The chapter begins by explaining the reasons underpinning a proposed revision of the Bachelors in Education (BEd) programme. It next reports on the process that was adopted to undertake the curriculum revision, arguing that the concepts of ―policy borrowing‖ and ―policy learning‖ are both problematic, and suggesting that these should be replaced by the idea of ―institutional partners‖. The chapter subsequently examines how potential tensions between local and global practices were leveraged in the revision through this partnership model. This case study in the development of a pre-service teacher education curriculum is of interest to international scholars as it explores the place of teacher education in both driving and reflecting social change, and it raises questions about how competing conceptualizations of teacher education reflect contrasting visions for society (Säfström & Saeverot, 2017). Interweaving sociological and philosophical perspectives on teacher education and development, this chapter will be of interest to curriculum developers, teacher educators, and teacher practitioners alike.

Considering Antiracism in Student Teacher Placement

2019 ◽  
Vol 28 (3) ◽  
pp. 58-71 ◽  
Author(s):  
Matthew C. Fiorentino
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Social Action ◽  
Teacher Educators ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Teacher Placement

Student teaching represents the culmination of a preservice music educator’s preparation. In student teaching, notions of the transformative potential of music education may be reinforced or subverted. The placement of student teachers, an underresearched process in music teacher education, may be a space where teacher educators can work toward racial justice. In this article, I explore critical antiracist theory in music teacher education in two fictionalized vignettes. I apply an antiracist lens to the process of student teacher placement to suggest ways to interrogate problematic policies and practices. Avenues for antiracist praxis include (a) naming the racialized nature of an institution’s professional network, (b) mapping the racial landscapes of prospective placements, (c) addressing issues of representation in student teacher placement, and (d) becoming race-power conscious. Through this article, I illustrate how antiracist theory might guide music teacher education toward social action by addressing issues related to racism, racial representation, and school segregation.

The Promises and Realities of Implementing a Coteaching Model of Student Teaching

2018 ◽  
Vol 70 (3) ◽  
pp. 265-279 ◽  
Author(s):  
Elizabeth Soslau ◽  
Jennifer Gallo-Fox ◽  
Kathryn Scantlebury
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Situated Learning ◽  
Teacher Candidates ◽  
Necessary Conditions ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teaching Expertise ◽  
Clinical Educators ◽  
Pupil Learning

Within a sociocultural framework, we use situated learning theory to explore the use of a coteaching approach during student teaching. Coteaching is a model for learning to teach where clinical educators and teacher candidates teach alongside one another and share responsibility for pupil learning. Teacher education programs have adopted this model for student teaching because there is evidence that coteaching supports pupil learning and coteacher learning. This study of coteaching in three teacher education programs, within the same university, examined opportunities afforded for teacher candidates’ development of growth competence, adaptive teaching expertise, and collaborative expertise. Data analysis from the nested, cross-case qualitative study enabled us to examine opportunities for candidate learning afforded by coteaching during student teaching, posit recommendations on using coteaching, explain the necessary conditions, and discuss the model’s current limitations.

scholarly journals I Want to Become a Teacher because…? Student-Teachers Change in Attitudes of Becoming Teachers in Austria and Kosovo

2022 ◽  
Vol 2022 ◽  
pp. 1-11
Author(s):  
Fjolla Kaçaniku ◽  
Irene Maderbacher ◽  
Franz Erhard ◽  
Blerim Saqipi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Attitudes ◽  
Student Teacher ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teaching Career

The motivation for career choice motivation of student-teachers is a well-studied topic with a representative theoretical basis in teacher education research that has a long-standing tradition in the international research landscape. However, in understanding the pressing questions of why young people choose to become teachers, only a few longitudinal and comparative studies have been carried out that focus on the development of motivation for choosing a teaching career. This longitudinal study reports on the effects of time within initial teacher education and how it influences student-teacher attitudes and motives about the teaching profession. This article is a product of a larger study that aims at addressing the existing literature gap by examining student-teacher change in attitudes of becoming teachers in Austria and Kosovo starting from initial teacher education, during early stages of their teaching career as novice teachers, and to more advanced stages of their teaching career. This is a panel study located within a longitudinal design. In this study, a questionnaire and student-teacher reflection texts were used as instruments. Data were collected in three phases during which 673 student-teachers participated in face-to-face administered questionnaire as follows: 341 (phase 1), 185 (phase 2), and 147 (phase 3), as well as 19 student-teacher reflections. Questionnaire data were analysed using the general linear model (GLM) with repeated measures test, whereas the reflection text data were analysed using thematic analysis. The findings in this longitudinal study provide evidence that student-teacher attitudes and motives for becoming teachers can change over time during the initial teacher education in Austria and Kosovo, and they can be influenced by in-school experiences during teaching practice. The study concludes that motives for choosing a teaching career are primarily intrinsic, are not time-stable, and change over the course of studies. The study findings have clear implications for initial teacher education programs in addressing changes in student-teachers’ attitudes of becoming teachers. The insights gained from the findings of this study lead to recommendations that initial teacher education programs should strengthen teaching practice to better manage the preparation of students and teachers and their entry into the teaching profession.

Technology in Music Initial Teacher Education

2017 ◽  
pp. 568-574
Author(s):  
Marina Gall
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Continuing Professional Development ◽  
The United States ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Secondary Music ◽  
The Impact ◽  
Compare And Contrast

This chapter draws upon the work of Gena Greher and Jay Dorfman, teacher educators working in Massachusetts, to compare and contrast the music initial teacher education in the United States with the system in England. This includes discussion of the structure of the teacher education programs, the impact of the differing school curricula on teacher education in each country, novice teachers’ opportunities for using technology when on school placements, and continuing professional development for practicing schoolteachers. The chapter also reflects on the English system of ITE for secondary music teachers presented by Jonathan Savage in chapter 52, raising issues related to gender, and new forms of initial teacher education that have emerged of late.

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