When Johnny Becomes Janie

2018 ◽  
Vol 28 (1) ◽  
pp. 110-136 ◽  
Author(s):  
Walter H. Hart ◽  
Laura Hart
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
School Leaders ◽  
Local Communities ◽  
Qualitative Approach ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Field Placement ◽  
Preparation Programs ◽  
Emerging Themes

As transgender individuals receive more attention nationwide, it is only a matter of time before increased numbers of transgender educators seek placement in teacher education programs, and eventually, employment as teachers. Given the high levels of discrimination against transgender individuals historically, it is reasonable that P–12 school leaders and educator preparation programs (EPPs) would seek to proactively determine obstacles that may exist when placing transgender teacher candidates (and future employees) in schools for field experiences. The researchers for this study engaged in a qualitative approach, interviewing 14 school leaders in seven different districts on their attitudes regarding field placement and possible hiring of transgender teacher candidates. Emerging themes noted that while school leaders expressed an appreciation for diversity, they believed the presence of a transgender teacher candidate would stimulate resistance in their local communities. Further comments by participants indicated a need for training to provide leaders with guidance on navigating these issues, as well as training to better understand the transgender experience.

Teaching Diversity to Preservice Teachers: Encouraging Self-Reflection and Awareness to Develop Successful Teaching Practices

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Marla S. Sanders ◽  
Kathryn Haselden ◽  
Randi M. Moss
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Professional Education ◽  
Teacher Candidates ◽  
Culturally Diverse ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
Diverse Schools

AbstractThe purpose of this article is to promote discussion of how teacher education programs can better prepare teacher candidates to teach for social justice in ethnically and culturally diverse schools. The authors suggest that teacher education programs must develop teacher candidates’ capacity to teach for social justice through preparation programs that encourage critical reflection and awareness of one’s beliefs, perceptions, and professional practice. The authors ask the following questions: How can teacher educators provide structures in professional preparation programs that will produce reflective practitioners? How might we prepare teacher candidates who are constantly thinking about how they perceive their students and their families and how those perceptions affect the way they relate to students? Through a discussion of five case scenarios, the authors discuss prior research on preparing teachers for culturally diverse schools and offer suggestions for improving professional education programs.

Assessing Teacher Candidates' Professional Competence for Evaluating Teacher Education Programs

2018 ◽  
pp. 418-442
Author(s):  
Urban Fraefel ◽  
Kerstin Bäuerlein ◽  
Antje Barabasch
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Professional Competencies ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
Special Focus ◽  
Education Programs ◽  
Preparation Programs ◽  
German Speaking

The conception of teacher preparation programs in German-speaking countries usually rests on a largely normative set of professional competencies to be acquired by teacher candidates. The fact that this cluster of competencies is quite complex entails the considerable challenge of finding adequate procedures for the assessment at the end of the training. Valid and reliable information on professional competencies of teacher candidates can only be obtained by analyzing their actual teaching performance in the classroom. This chapter discusses theoretical assumptions of current assessment practices, a variety of methodological approaches, current developments, and implications for teacher education programs. A special focus is on the use of video portfolios as an assessment tool in the final stage of teacher preparation programs. The results of such assessments can provide a solid base for answering the question of whether the training program has managed to achieve its major objective, namely to qualify the candidates to teach successfully.

scholarly journals Hybridized teacher education programs in NYC: A missed opportunity?

2015 ◽  
Vol 23 ◽  
pp. 89 ◽  
Author(s):  
Angus Shiva Mungal
Keyword(s):  
New York ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Teach For America ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
Teaching Fellows

This qualitative study describes the development of hybrid teacher preparation programs that emerged as a result of a “forced” partnership between university-based and alternative teacher preparation programs in New York City. This hybrid experiment was a short-lived, yet innovative by-product of a somewhat pragmatic arrangement between Teach for America, NYC Teaching Fellows and various universities to meet state requirements for credentialization. The institutions benefited from the arrangement but noteworthy here is the documentation of how the teacher education programs informed each other and potentially created a richer educational experience for teacher candidates than either of the programs had alone. With the development of Relay, a stand-alone, alternate graduate school, the partnership, despite its early promise, was ended. With all of its challenges, this forced partnership was characterized by creative and competitive tensions, rather than what ultimately became two parallel teacher education systems largely isolated and in competition with each other. 

scholarly journals Diversity in Coherence: Strengths and Opportunities of Three Programs

2017 ◽  
Vol 70 (3) ◽  
pp. 192-205 ◽  
Author(s):  
Esther T. Canrinus ◽  
Kirsti Klette ◽  
Karen Hammerness
Keyword(s):  
United States ◽  
Teacher Education ◽  
Student Teachers ◽  
Survey Data ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Field Placement ◽  
Potential Improvement

Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. Our study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different countries (Norway, Finland, United States [California]) and compares these candidates’ perceptions of the coherence of their teacher education programs. Candidates from a program that has explicitly been working on constructing a coherent program over a period of 15 years do report significantly more coherence, yet, across the programs, there remains room for improvement regarding the coherence between field placement and campus courses. We conclude with the suggestion that potential improvement of program coherence lies within greater communication and collaboration between the various stakeholders within teacher education.

Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs

2021 ◽  
Author(s):  
Amanda Kibler ◽  
René Pyatt ◽  
Jason Greenberg Motamedi ◽  
Ozen Guven
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Relevant Literature ◽  
Action Learning ◽  
Teacher Education Programs ◽  
Language And Literacy ◽  
Education Programs ◽  
Grow Your Own ◽  
Mentoring Practices ◽  
Instructional Competencies

Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

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.

scholarly journals Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program

2016 ◽  
Vol 25 (2) ◽  
Author(s):  
Lee Anne Block ◽  
Paul Betts
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Strong Connection ◽  
Socially Constructed ◽  
The University

Teacher candidates’ individual and collaborative inquiry occurs within multiple and layered contexts of learning. The layered contexts support a strong connection between the practicum and the university and the emergent teaching identities. Our understanding of teacher identity is as situated and socially constructed, yet fluid and agentic. This paper explores how agentic teaching identities emerge within the layered contexts of our teacher education program as examined in five narratives of teacher candidates’ experience. These narratives involve tension, inquiry, successes and risks, as teacher candidates negotiate what is means to learn how to teach, to teach and to critically reflect on knowledge needed to teach. We conclude that navigating teacher identity is a teacher candidate capacity that could be explicitly cultivated by teacher education programs.

A University-Community Partnership in Teacher Education From the Perspectives of Community-Based Teacher Educators

2018 ◽  
Vol 69 (2) ◽  
pp. 140-153 ◽  
Author(s):  
Lorena Guillen ◽  
Ken Zeichner
Keyword(s):  
Teacher Education ◽  
Pacific Northwest ◽  
Teacher Candidates ◽  
Research University ◽  
Teacher Educators ◽  
Local Community ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Community Based ◽  
The Pacific

This article examines the experiences of a group of nine community-based mentors of teacher candidates who partnered for several years through a local, community-based organization with the graduate elementary and secondary teacher education programs at a research university in the Pacific Northwest. Following a brief discussion of the history of partnerships between teacher education programs and local communities, we report the findings of a study of the perspectives of these community mentors on their work with teacher candidates and university teacher educators.

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.

Developing Critical Dispositions in Teacher Education Programs

2019 ◽  
pp. 106-124
Author(s):  
Jarrett D. Moore
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
American Education ◽  
Education Programs ◽  
Preparation Programs ◽  
Self Reflection ◽  
Purpose Of Education

This chapter advocates for the (re)framing of critical thinking from a skill to a disposition and proposes a framework whereby teacher education programs can create space for pre-service teachers to develop a critical disposition. By studying the context of American education and schooling and their corporate interest, pre-service teachers along with teacher educators can start to unravel the discourse and power inherent in American education. Understanding how these concepts lead to hegemony can begin the process of creating a counterhegemonic movement among American educators that includes the reclaiming of the purpose of education, raising pertinent epistemological question, and practicing critical self-reflection. The final part of the new framework for developing critical dispositions is a reintroduction of broader theoretical concerns into teacher preparation programs.

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