The DCRPS in an Urban Teacher Preparation Program

2019 ◽  
pp. 91-105
Author(s):  
Manya C. Whitaker ◽  
Kristina M. Valtierra
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Urban Teacher Preparation ◽  
Urban Teacher

Preparing Teacher Candidates for Trauma-Informed Practices

2020 ◽  
pp. 004208592097408
Author(s):  
Emily C. Brown ◽  
Agata Freedle ◽  
Nicole L. Hurless ◽  
Rebecca D. Miller ◽  
Claire Martin ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Educational Outcomes ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Preparation Program ◽  
Future Research ◽  
Knowledge And Skills ◽  
Urban Teacher Preparation ◽  
Trauma Informed ◽  
Urban Teacher

Children who experience trauma may experience negative health and educational outcomes. Teachers are critical stakeholders in trauma-informed schools and are tasked with recognizing and responding to the needs of students who experience trauma. However, teachers face barriers to implementing trauma-informed practices, including high levels of stress and lack of preparation. This article describes training embedded in an urban teacher preparation program aimed at increasing the trauma knowledge and skills confidence of teacher candidates. Findings suggest the training helped teacher candidates increase knowledge and skills and met stated needs. Recommendations for future research and implications for teachers and teacher educators are discussed.

Redesigned Urban Teacher Preparation

2017 ◽  
pp. 327-344
Author(s):  
Marius Boboc
Keyword(s):  
Teacher Preparation ◽  
Program Implementation ◽  
Research University ◽  
Implementation Process ◽  
Teacher Preparation Program ◽  
Future Research ◽  
Early Experiences ◽  
Urban Teacher Preparation ◽  
Public Research University ◽  
Urban Teacher

A redesigned teacher preparation program at a Midwestern public research university focuses on deconstructing the previous curriculum to enhance the ways in which pre-service teachers get early experiences in communities and schools that serve them. Concurrently, the new curriculum clusters content, pedagogy, and instructional technology so that such clinical/field experiences could be analyzed by means of reflective practice that is highly contextual and dialogic. Challenges, opportunities, and trends during the design and implementation process reveal connections to the most recent research on urban teacher preparation. Future research proposes areas of investigation related to sustainability of research-focused and evidence-driven urban teacher education that involves community partners as an integral part of the program implementation and evaluation.

scholarly journals Haberman Star Teacher Interview as a predictor of success in urban teacher preparation

2018 ◽  
Vol 26 ◽  
pp. 35
Author(s):  
Jennifer H. Waddell ◽  
Jacob M. Marszalek
Keyword(s):  
Teacher Preparation ◽  
Urban Schools ◽  
Belief Systems ◽  
Preparation Program ◽  
Teacher Interview ◽  
Principle Components Analysis ◽  
Urban Teacher Preparation ◽  
Urban Teacher ◽  
Selection Instrument ◽  
Star Teacher Interview

In urban schools, along with skills for effective teaching, successful teachers must also possess values and belief systems conducive to teaching effectively in diverse settings (Becker, Kennedy, & Hundersmarck, 2003; Haberman, 2008; Metzgar & Wu, 2008). As demonstrated in CAEP standard 3, there is a critical need for EPPs to admit candidates who have both the dispositions to be effective teachers in urban schools and the propensity for success within the preparation program. The Haberman Star Teacher Interview is a commercial teacher selection instrument designed for use in selecting teachers for urban schools. This study examines the validity of the instrument as a selection instrument for teacher preparation programs. The selection instrument was administered to 109 students before entry into an urban teacher preparation program at an urban university in the U.S. Midwest. Inter-rater agreement and principle components analysis provided evidence of reliability and structural validity of the multi-part Haberman scores. Logistic regression analyses supported the validity of using the Haberman scores to predict later program attrition, but not in the manner recommended by its developers. Within this paper, the authors recommend the cautious use of the instrument in urban teacher preparation. Application of scoring and program implications are discussed. 

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.

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