Supporting Dialogically Organized Instruction in an English Teacher Preparation Program: A Video-Based, Web 2.0-Mediated Response and Revision Pedagogy

2012 ◽  
Vol 114 (3) ◽  
pp. 1-42
Author(s):  
Mary M. Juzwik ◽  
Michael B. Sherry ◽  
Samantha Caughlan ◽  
Anne Heintz ◽  
Carlin Borsheim-Black
Keyword(s):  
Teacher Preparation ◽  
Web 2.0 ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Online Social Network ◽  
Beginning Teacher ◽  
Classroom Interactions ◽  
Teacher Preparation Program ◽  
English Teacher ◽  
Pedagogical Design

Background/Context This paper theorizes and describes a program-wide pedagogical design for teacher preparation that addresses central problems related to supporting beginning teacher candidates in designing engaging classroom interactions in and across diverse contexts. Focus of Study In particular, we aimed to support the development of dialogically-organized classroom interactions over time through a pedagogy informed by Multiliteracies. Our pedagogy involved a Web 2.0-mediated process of Video-Based Response and Revision (VBRR), developed and implemented over two years with secondary English teacher candidates at Michigan State University engaged in fifth-year internships in local secondary schools. Project Design Four times over the course of their year-long internships, teacher candidates recorded video of their teaching, posted clips and other related materials to an online social network, commented on each others’ practices, and reflected on how they might implement the feedback they received from their peers and instructors. In addition, they created an end-of-year “digital reflection” drawing on all of these materials. Conclusions/ Recommendations Based upon analysis of teacher candidates’ moves within the structure of the pedagogical design, we present pedagogical and programmatic considerations for teacher educators interested in designing learning environments that make beginning teacher practices visible in networked spaces, that invite collaborative responses to those practices, and that create opportunities for transformed practices.

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.

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.

scholarly journals ENHANCING THE ROLE OF FIELD EXPERIENCE SUPERVISORS: TOWARD MULTICULTURAL EQUITY IN A TEACHER PREPARATION PROGRAM

2021 ◽  
pp. 24-36
Author(s):  
Lisa VASQUEZ
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Field Experience ◽  
Historical Context ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Multicultural Society ◽  
Preparation Programs ◽  
Program Leaders

The current state of education embodies increasing public demands and policy mandates for teacher accountability in all classrooms, pre-kindergarten through Grade 12. Leaders expect increased academic performance to meet grade-level curriculum standards within a multicultural society. Teacher preparation programs are tasked to create and manage field experiences that guide practice within diverse learning communities. Teacher candidates interact with the cultural, social, and historical context of schools, of professional colleagues, and of the pupils they teach. In addition, teacher candidates should be prepared to develop practices that are intentional, personalized, differentiated, and purposeful for the pupils within their classrooms. This paper offers a case study of one university’s re-design of field experience supervision in its teacher preparation programs. The curriculum designers sought to ensure support for teacher candidates based on each student’s individual needs, while fostering systemic change responsive to ideas of race, gender, and other areas of intersectionality in a multicultural society. The field supervisor was the key to connect the practical, field-based experiences with the vision and mission of the university. Thus, program leaders identified the need to invest in the professional development of field supervisors in a way that brought the vision and mission to life—from words to action. The resulting framework included a multi-faceted approach of coaching / mentoring, professional development, and reflective discourse with colleagues.

Learning to Teach

2018 ◽  
pp. 587-612
Author(s):  
Gabrièle Abowd Damico ◽  
Lawrence J. Ruich ◽  
John M. Andrésen ◽  
Gretchen Butera
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Field Experience ◽  
Teacher Candidate ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
University Supervisor ◽  
Evaluative Feedback ◽  
Triadic Relationship

This chapter describes an approach to field experience that provides the opportunity for a long-term relationship between a teacher candidate and their supervising teacher in a teacher preparation program called Community of Teachers (CoT). CoT emphasizes the importance of this relationship in several ways. The program empowers teacher candidates and their mentors to choose one another. In addition, the length of the field experience provides an opportunity for teacher candidates to more deeply engage in the process of becoming a teacher within the context of a classroom and a school that they come to know well. A triadic relationship between the teacher candidate, supervising teacher, and university supervisor provides the opportunity for support as well as evaluative feedback for the teacher candidate. Benefits also accrue to the supervising teacher.

Preparing Teacher Candidates for Diverse School Environments

2016 ◽  
pp. 296-312 ◽  
Author(s):  
Omobolade Delano-Oriaran
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Service Learning ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Previous Knowledge ◽  
School Environments ◽  
Pedagogical Approach ◽  
Learning Framework

This chapter shares an Authentic and Culturally Engaging (ACE) Service-Learning framework as a pedagogical approach in equipping teacher candidates with the knowledge, skills and dispositions to be successful in-service teachers in diverse PK-12 school environments. As PK-12 schools become more racially and culturally diverse, there is a need to better prepare teacher candidates for diverse school environments, especially given that many teachers have asserted that they do not know how to teach diverse students. The chapter highlights components of the ACE framework and suggests practical strategies that teacher educators can use in integrating this framework into their courses. The end of the chapter focuses on teacher educators and how they can engage in a relearning process to unpack their previous knowledge regarding social justice and multicultural education in an effort to prepare their teacher candidates for diverse schools followed by a suggested checklist applicable to any teacher preparation course.

Preparing Teacher Candidates for Diverse School Environments

2018 ◽  
pp. 296-313
Author(s):  
Omobolade Delano-Oriaran
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Service Learning ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Previous Knowledge ◽  
School Environments ◽  
Pedagogical Approach ◽  
Learning Framework

This chapter shares an Authentic and Culturally Engaging (ACE) Service-Learning framework as a pedagogical approach in equipping teacher candidates with the knowledge, skills and dispositions to be successful in-service teachers in diverse PK-12 school environments. As PK-12 schools become more racially and culturally diverse, there is a need to better prepare teacher candidates for diverse school environments, especially given that many teachers have asserted that they do not know how to teach diverse students. The chapter highlights components of the ACE framework and suggests practical strategies that teacher educators can use in integrating this framework into their courses. The end of the chapter focuses on teacher educators and how they can engage in a relearning process to unpack their previous knowledge regarding social justice and multicultural education in an effort to prepare their teacher candidates for diverse schools followed by a suggested checklist applicable to any teacher preparation course.

Multimodal Composition for Teacher Candidates

2016 ◽  
pp. 1252-1272
Author(s):  
Dana L. Grisham ◽  
Linda Smetana
Keyword(s):  
Teacher Preparation ◽  
Graduate Students ◽  
21St Century ◽  
Literacy Instruction ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Multimodal Composition ◽  
Preparation Programs ◽  
K 12

This chapter reports on a study conducted by two teacher educators in literacy instruction and provides examples of the ways teacher educators can “distribute” technology-rich writing instruction across their coursework. Using the TPACK model, 21 graduate students in a preservice course on curriculum planned, taught, and reflected on generative technology lessons with real students in real classrooms. Data collected included the lessons and reflections, ePoster presentations, and other writings by students on the topic. Findings indicate that graduate students chose a diverse array of technology tools, and planned carefully, matching tools with desired learning outcomes. Although graduate students initially felt “pushed” by the assignment, post lesson reflections showed positive changes in attitude and appreciation for the motivation and engagement of their K-12 students with the technology lessons. Graduate students also derived a more realistic picture of planning for instruction. Implications involve the necessity of supporting 21st century literacies in teacher preparation programs. Examples of lessons and tools used are included.

scholarly journals Teacher Candidates Perceptions of a Course Assignment Designed to Support a Teacher Performance Assessment

2018 ◽  
Vol 8 (2) ◽  
pp. 58 ◽  
Author(s):  
Carmen Sherry Brown
Keyword(s):  
Teacher Preparation ◽  
Performance Assessment ◽  
Teacher Candidates ◽  
Classroom Teacher ◽  
Teacher Performance ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Teacher Performance Assessment ◽  
Knowledge And Skills

To guide and support teacher candidates in developing the knowledge and skills they need in the classroom, teacher preparation programs must prepare students in acquiring the experience and expertise needed to demonstrate mastery of general knowledge in the specific subject or content area. In addition, teacher preparation programs must support candidates in maintaining knowledge of professional preparation and education competence that will guide student development. Therefore, faculty in teacher preparation programs are critical in supporting pre-service teachers in acquiring and developing the knowledge and skills in order to be effective and efficient in the classroom and to meet licensure requirements. To support the alignment of early childhood coursework in a teacher preparation program with a Teacher Performance Assessment (edTPA), the purpose of this study was to determine the efficacy of a redesigned course assignment that was intended to support the edTPA. The findings indicated that there are opportunities for candidates to develop their practice through course assignments that are aligned with the language and expectations of the edTPA.

Using Lesson Study to Prepare Preservice Special Educators

2017 ◽  
Vol 53 (4) ◽  
pp. 237-244 ◽  
Author(s):  
Carly A. Roberts ◽  
Amber E. Benedict ◽  
So Yeon Kim ◽  
Jacob Tandy
Keyword(s):  
Teacher Preparation ◽  
Students With Disabilities ◽  
Lesson Study ◽  
Classroom Practice ◽  
Teacher Educators ◽  
Special Educators ◽  
Teacher Preparation Program ◽  
Core Knowledge ◽  
Preparation Program ◽  
Knowledge And Skills

Learning to teach students with disabilities is challenging. Preservice special educators must develop critical knowledge of content as well as skill for enacting evidence-based practices effectively. Preservice special educators need increased opportunities to learn core knowledge coupled with a mechanism to support them in situating their newly acquired knowledge and skills in classroom practice. This column describes lesson study (LS), a practice-based approach that can be integrated within a teacher preparation program preparing preservice special educators to teach students with high-incidence disabilities. The column includes (a) a description of steps that teacher educators can take to integrate the LS process into their teacher preparation program, (b) reproducible items needed to facilitate LS, and (c) recommendations for evaluating the effect of LS on preservice special educators’ knowledge and skills.

scholarly journals Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for Pedagogy 2.0

2013 ◽  
Vol 29 (2) ◽  
Author(s):  
Athanassios Jimoyiannis ◽  
Panagiotis Tsiotakis ◽  
Dimitrios Roussinos ◽  
Anastasia Siorenta
Keyword(s):  
Teacher Preparation ◽  
Web 2.0 ◽  
Classroom Practice ◽  
Development Program ◽  
Teacher Preparation Program ◽  
Learning Space ◽  
Web 2.0 Tools ◽  
Pedagogical Content ◽  
Instruction And Learning ◽  
Pedagogical Framework

<p>Web 2.0 has captured the interest and the imagination of both educators and researchers while it is expected to exert a significant impact on instruction and learning, in the context of the 21st century education. Hailed as an open collaborative learning space, many questions remain unanswered regarding the appropriate teacher preparation and the pedagogical impact of using Web 2.0 tools in the classroom practice. Do teachers feel comfortable and ready to adopt educational Web 2.0? What are their beliefs and perceptions regarding the educational potential of Web 2.0? What are the educational and contextual issues that determine teachers' challenges and decisions to use Web 2.0 in their classroom practice? This paper addresses the questions above by presenting the design and the implementation of a development program aiming to prepare teachers to make meaningful and purposeful use of Web 2.0 tools in their classroom. The model of technological pedagogical content knowledge and the authentic learning approach were the guiding principles that largely influenced the Web 2.0 pedagogical framework, which was designed and applied in this particular teacher preparation program. The program findings were encouraging as far as the participants' perceptions and beliefs towards educational Web 2.0 and the expected outcomes for the students. Implications and recommendations are drawn in relation to the use of the proposed Web 2.0 pedagogical framework to guide teachers' development and the effective implementation of Web 2.0 tools in the classroom to maximize benefits and enhance students' learning.</p>

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