Are We Preparing or Training Teachers? Developing Professional Judgment in and Beyond Teacher Preparation Programs

2017 ◽  
Vol 69 (1) ◽  
pp. 7-21 ◽  
Author(s):  
Roya Q. Scales ◽  
Thomas DeVere Wolsey ◽  
Susan Lenski ◽  
Linda Smetana ◽  
Karen K. Yoder ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Novice Teachers ◽  
Student Teaching ◽  
Case Reports ◽  
Positioning Theory ◽  
Teacher Preparation Programs ◽  
Professional Judgment ◽  
Preparation Programs ◽  
Three Phase ◽  
Multiple Case

This three phase longitudinal multiple-case study, framed by positioning theory, investigated how four novice teachers learned to use professional judgment in their literacy instruction. Data sources from coursework, student teaching, and novice teaching were included. Interviews, observations, researchers’ observational notes, and school and classroom demographics were compiled and analyzed to create case reports. Findings indicated while they differed in their use of professional judgment as novice teachers, participants learned this skill in student teaching rather than in coursework, which caused us to question whether teacher preparation programs are preparing teachers to use professional judgment or training them for technical compliance.

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.

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.

Educating Pre-Service and Novice Teachers on the Best Practices for Curriculum Integration of Web 2.0 Tools and Instructional Technology

2016 ◽  
pp. 123-142
Author(s):  
Thomas Robert Conway
Keyword(s):  
Teacher Preparation ◽  
Web 2.0 ◽  
Novice Teachers ◽  
Teacher Preparation Programs ◽  
Web 2.0 Technologies ◽  
Preparation Programs ◽  
Web 2.0 Tools ◽  
Social Media Networks ◽  
Web 2.0 Technology ◽  
Technology Tool

This chapter explores the use of Web 2.0 technology by pre-service and novice teachers. It explores in particular the use of Blogs, Social Media Networks, and Wikis. For each Web 2.0 technology tool, a discussion about the appropriate use and potential problems ensues. The focus of the chapter is to present the potential ethical concerns for pre-service and novice teachers in the use of Web 2.0 technologies. Additionally, some frameworks are suggested in helping teacher preparation programs educate their candidates on the use of Web 2.0 technologies. A resource of possible Web 2.0 technologies is included at the end of the chapter.

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.

Student Teaching Within Early Childhood Teacher Preparation Programs: An Examination of Key Features Across 2- and 4-Year Institutions

2016 ◽  
Vol 45 (6) ◽  
pp. 821-830 ◽  
Author(s):  
Teressa C. Sumrall ◽  
Catherine Scott-Little ◽  
Karen M. La Paro ◽  
Robert C. Pianta ◽  
Margaret Burchinal ◽  
...  
Keyword(s):  
Early Childhood ◽  
Teacher Preparation ◽  
Student Teaching ◽  
Early Childhood Teacher ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Key Features

The PDSA Overhaul

2017 ◽  
pp. 87-105
Author(s):  
Joy N. Stapleton ◽  
Kristen C. Cuthrell ◽  
Christina M. Tschida ◽  
Elizabeth A. Fogarty
Keyword(s):  
Teacher Preparation ◽  
Elementary Education ◽  
Student Teaching ◽  
Teaching Experience ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Pdsa Cycle ◽  
Challenges And Opportunities

This chapter describes how faculty in a large, rural teacher preparation program adopted a model for change built upon the tenets of improvement science and the PDSA cycle. Using PDSA in teacher preparation allows programs to pilot the innovations and test refinements quickly. Data are collected and analyzed as the innovations are implemented so changes can be made on an ongoing basis and the innovations can become increasingly effective. A case study surrounding critical reform areas for teacher preparation will be described to show how elementary education faculty moved through multiple PDSA cycles while reforming teacher candidate support in the year-long student teaching experience. The considerations, challenges, and opportunities for using the PDSA cycle in teacher preparation programs will also be presented. This case study can serve as a model for other teacher preparation programs looking to use disciplined inquiry to drive program improvement.

How Pre-Service and First-Year Teachers Utilize Informal Learning in a Work Context

2015 ◽  
pp. 106-120
Author(s):  
Amy L. Sedivy-Benton ◽  
Katina M. Leland
Keyword(s):  
Informal Learning ◽  
Novice Teachers ◽  
Student Teaching ◽  
Teacher Preparation Programs ◽  
First Year ◽  
Teacher Education Programs ◽  
Clinical Experiences ◽  
Preparation Programs ◽  
Hands On ◽  
K 12

Pre-service candidates enroll in teacher preparation programs to learn the knowledge, skills, and abilities that teachers must possess. Throughout their education program, they apply their classroom learning to clinical experiences, those experiences that pre-service candidates have with K-12 students. These clinical experiences provide a hands-on approach to what the day-to-day mechanics will be once they become a teacher of record. Succeeding graduation and receiving a teaching degree, pre-service candidates still have more to learn as they make the transition from pre-service candidate to a novice teacher. This chapter focuses on the informal learning that pre-service candidates and novice teachers receive when they conduct student teaching and become a teacher of record. Background knowledge of the trajectory of learning starting with teacher education programs and ending with the first years of teaching is provided along with issues, controversies, and problems that affect pre-service candidates and novice teachers' competencies to fulfill the duties of teaching.

scholarly journals Values and Dispositions of Omani Novice Teachers as Perceived by School Principals and Assistant Principals

2020 ◽  
Vol 10 (4) ◽  
pp. 25
Author(s):  
Fawzia Al Seyabi
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Novice Teachers ◽  
Assistant Principals ◽  
Teacher Candidates ◽  
School Principals ◽  
Teacher Preparation Programs ◽  
Ministry Of Education ◽  
Preparation Programs ◽  
Emerging Themes

Equipping teacher candidates with values and dispositions has become an important part of the conversation about effective teaching and teacher preparation programs are increasingly expected to integrate dispositions in their agenda. The purpose of the present study is two-folded. It aims at investigating the kind of dispositions of novice Omani teachers as perceived by school principals and assistant principals. It also aims to identify the type of factors that affect the shaping of novice teachers’ dispositions/values. Interviews were conducted with ten school principals and five assistant principals from various public schools in two different directorates of education in Oman. Data of the interviews were analyzed qualitatively by identifying the most emerging themes in terms of the most and least developed dispositions as well as factors shaping them. Findings revealed that dispositions related to ambition and flexibility were highly observed among novice teachers while dispositions related to sense of belonging and commitment and responsibility were less observed. The study also showed that there was a range of factors shaping the development of novice teachers dispositions ranging from broader macro factors such as how the society views a teacher and the appointment situation in Oman to more micro institutional factors such as the huge demands of the job and the type and level of support that schools provide to novice teachers. The paper makes recommendations relevant to both teacher preparation programs and the Ministry of Education.

scholarly journals Preservice agriculture teachers’ perceived self-efficacy of specific SAE competencies

2021 ◽  
Vol 2 (3) ◽  
pp. 50-60
Author(s):  
Eric Rubenstein ◽  
James Scott
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Student Teaching ◽  
Agricultural Education ◽  
Self Efficacy ◽  
The Self ◽  
Teacher Preparation Programs ◽  
Agriculture Teachers ◽  
Preparation Programs ◽  
Supervised Agricultural Experience

With the implementation of the supervised agricultural experience (SAE) within school-based agricultural education (SBAE), hands-on learning has changed how students learn in the classroom. SAE programs, a key component of agricultural education, are an example of experiential learning within the SBAE model. The implementation of SAE experiences has been often viewed as difficult for many teachers, and many new agricultural educators struggle with implementing SAE into their classroom instruction. Therefore, this study sought to determine the self-efficacy of preservice agriculture teachers towards the American Association for Agricultural Education-Supervised Agricultural Experience (AAAE) SAE competencies. Results indicated that a majority of preservice teachers considered SAE an important aspect of the SBAE model. However, results indicated that few competencies showed significant differences between pre- and post-completion of the agricultural program, and gender differences did not indicate much significance in self-efficacy. Data indicates that teacher preparation programs have been successful in preparing students to develop, implement, and supervise SAE programs during student teaching. The researchers recommend that further research should examine additional agricultural teacher preparation programs and determine the self-efficacy of cooperating teachers in the classroom.

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