scholarly journals Preparedness and Experiences of Novice Teachers in the Sociopolitical Context of Heightened Immigration Enforcement: Evidence From a Survey of California Teachers

2021 ◽  
pp. 002248712110459
Author(s):  
J. Jacob Kirksey
Keyword(s):  
Title I ◽  
Immigration Policy ◽  
New Teachers ◽  
Teacher Preparation Programs ◽  
Immigration Enforcement ◽  
Preparation Programs ◽  
High Quality Education ◽  
Sociopolitical Context ◽  
Survey Instruments ◽  
Support Students

For teachers of immigrant-origin students and their peers, emerging research notes the challenge of facilitating a high-quality education for students subject to traumatic events related to harsh immigration enforcement policies. This study examines whether new teachers from seven teacher preparation programs experienced the impacts of immigration enforcement and felt prepared to support students who were impacted. I surveyed new teachers in preservice and after 1 year of teaching ( N = 473) using survey instruments developed by Cohen and colleagues along with additional constructs developed via pilot testing. New teachers reported that immigration enforcement negatively impacted their students and their job satisfaction. Teachers exposed to discussion of immigration policy and teachers who reported engaging with immigrant families in preservice were more likely to view themselves as prepared to support students. I discuss differences for teachers in urban, Title I, and elementary settings.

scholarly journals Preparation and Experiences of New Teachers in the Sociopolitical Context of Heightened Immigration Enforcement

2020 ◽  
Author(s):  
J. Jacob Kirksey
Keyword(s):  
Student Success ◽  
Title I ◽  
Immigration Policy ◽  
New Teachers ◽  
Teacher Preparation Programs ◽  
Immigration Enforcement ◽  
Preparation Programs ◽  
Sociopolitical Context ◽  
One Year ◽  
Support Students

Now more than ever, teacher preparation programs (TPPs) are being held accountable by policymakers to ensure teachers possess the knowledge and skills to support student success even when students experience significant challenges outside of school. For teachers of immigrant-origin students and their peers, one challenge is ensuring these students are successful, even when they are experiencing stressors in times of heightened immigration enforcement. This study examines whether new teachers experience the impacts of immigration enforcement and are prepared to support students who are impacted. Using survey data collected from seven TPPs in preservice and after one year of in-service teaching (n=473), findings suggest new teachers report experiencing impacts from immigration enforcement on their students and themselves. Results suggest discussion of immigration policy and engagement with immigrant families in preservice was linked with feelings of preparedness to support students. Differences for teachers in urban, Title I, and elementary settings are discussed.

scholarly journals An examination of cross-cultural experiences on developing culturally responsive teacher candidates

2019 ◽  
Vol 1 ◽  
pp. 13 ◽  
Author(s):  
Nakeshia N. Williams ◽  
Brian K. Williams ◽  
Stephanie Jones-Fosu ◽  
Tyrette Carter
Keyword(s):  
Teacher Preparation ◽  
Personal Growth ◽  
Teacher Candidates ◽  
New Teachers ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Cross Cultural ◽  
Teacher Preparation Programs ◽  
Preparation Programs

As the P-12 student landscape continues to grow in cultural and linguistic diversity, teacher preparation programs have yet to adequately prepare teacher candidates’ teaching and learning skills in meeting the academic and socio-emotional needs of diverse student demographics. This article examines teacher candidates’ cultural competence and cultural responsiveness to enhance candidates’ educator preparation and stimulate candidates’ personal growth development as developing culturally and linguistically responsive new teachers. While many teacher preparation programs require one multicultural or diversity education course, the authors examine a Minority Serving Institution’s integration of a cultural immersion experience for teacher candidates as one way of supporting their development as culturally and linguistically sustaining pedagogues. This paper aims at supporting school districts’ need of culturally competent new teachers who have the content knowledge and pedagogy to teach and support culturally and linguistically diverse children. Recognizing this need, this qualitative analysis highlights the importance of and a need for cultural and linguistic competence among teacher candidates. Findings from this study provides a means by which universities can implement cross-cultural coursework and field-based experiences to prepare culturally responsive teacher candidates.

Developmental Trajectories, Disciplinary Practices, and Sites of Practice in Novice Teacher Learning

2017 ◽  
pp. 153-180 ◽  
Author(s):  
Melanie Hundley ◽  
Amy Palmeri ◽  
Andrew Hostetler ◽  
Heather Johnson ◽  
Teresa K. Dunleavy ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Novice Teacher ◽  
Developmental Trajectories ◽  
Design Principles ◽  
Developmental Trajectory ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Disciplinary Practices ◽  
High Quality Education

This chapter illustrates the complex web of increasingly authentic experiences in a teacher preparation program. In particular, the chapter focuses on how guiding design principles inform signature pedagogies that extend teacher candidates' experiences beyond the coursework and fieldwork experiences in which pre-service candidates typically engage. These signature pedagogies—disciplinary practices, video club, rehearsals, live actor simulations, and residencies—are shaped by the guiding principles of attention to a novice teacher developmental trajectory, commitments to learning in and through practice, and attention to equity and access to learning opportunities in educational contexts. The chapter argues that teacher preparation programs ought to regularly (re)visit the design principles, values, and commitments as they are situated in the social and political context of education to move closer to the promise of a high-quality education for all.

scholarly journals Training and Preparedness to Meet the Needs of Students with a Chronic Health Condition in the School Setting

2018 ◽  
Vol 37 (2) ◽  
pp. 34-59
Author(s):  
Mary Kay Irwin ◽  
Megan Elam ◽  
Ashley Merianos ◽  
Laura Nabors ◽  
Christel Murphy
Keyword(s):  
Teacher Preparation ◽  
School Setting ◽  
Chronic Health Condition ◽  
Health Condition ◽  
Chronic Health Conditions ◽  
Health Conditions ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Chronic Health ◽  
Support Students

Despite the increasing prevalence of chronic health conditions among youth in schools, teachers report little exposure to specific coursework focusing on how to best support students with these conditions in the classroom. This study examined how teacher preparation programs prepare educators to meet the needs of this growing student population; findings also include survey results describing level of preparation to support students with a chronic health condition from the perspective of preservice and practicing educators enrolled in the nation’s leading colleges of education. Results suggest that dedicated curriculum to prepare teachers to work with students with chronic health conditions is largely absent from teacher preparation programming, and that teachers feel they lack knowledge to adequately support students with a chronic health condition in the classroom setting. Recommendations and implications are discussed.

Assessing and Evaluating Teacher Preparation Programs

2014 ◽  
Author(s):  
Frank C. Worrell ◽  
Mary M. Brabeck ◽  
Carol Anne Dwyer ◽  
Kurt F. Geisinger ◽  
Ronald W. Marx ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Preparation Programs

A Comparison of Secondary Chemistry Courses and Chemistry Teacher Preparation Programs in Iowa and Saint Petersburg, Russia

2001 ◽  
Vol 78 (9) ◽  
pp. 1275 ◽  
Author(s):  
Maria S. Pak ◽  
Antony N. Lyovkin ◽  
Michael J. Sanger ◽  
Erik L. Brincks ◽  
Amy J. Phelps
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Chemistry Teacher ◽  
Preparation Programs ◽  
Secondary Chemistry ◽  
Saint Petersburg

scholarly journals Teacher Preparation Programs and Teacher Quality: Are There Real Differences Across Programs?

2015 ◽  
Vol 10 (4) ◽  
pp. 508-534 ◽  
Author(s):  
Cory Koedel ◽  
Eric Parsons ◽  
Michael Podgursky ◽  
Mark Ehlert
Keyword(s):  
Teacher Preparation ◽  
Teacher Effectiveness ◽  
Teacher Quality ◽  
Teacher Performance ◽  
Teacher Preparation Programs ◽  
Preparation Programs

We compare teacher preparation programs in Missouri based on the effectiveness of their graduates in the classroom. The differences in effectiveness between teachers from different preparation programs are much smaller than has been suggested in previous work. In fact, virtually all of the variation in teacher effectiveness comes from within-program differences between teachers. Prior research has overstated differences in teacher performance across preparation programs by failing to properly account for teacher sampling.

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