NUMB3Rs Revisited: Long-Term Impacts of Reimagining Service Learning

2020 ◽  
pp. 105382592097369
Author(s):  
Karen L. Anderson ◽  
Margaret E. Pierce ◽  
Kathleen M. McNamara
Keyword(s):  
Teacher Preparation ◽  
Service Learning ◽  
Teaching And Learning ◽  
Early Career ◽  
Teacher Preparation Program ◽  
Extensive Literature ◽  
Preparation Programs ◽  
Survey Tool ◽  
Service Learning Projects ◽  
The Impact

Background: Despite an extensive literature-base documenting strong outcomes for undergraduates engaged in service learning, few studies have investigated whether, and to what degree, these outcomes extend beyond the semester(s) undergraduates are actually engaged in service learning. Purpose: This study addresses this gap by following up with undergraduates who participated in an innovative service-learning project as part of their teacher preparation program. Our goal was to investigate the impact their participation has on their practice as teachers of mathematics (postgraduation). Methodology/Approach: Project participants (PPs) and matched controls (MCs) were surveyed using Qualtrics, a web-based survey tool. Both quantitative and qualitative data were collected and analyzed. Findings/Conclusions: Results indicate robust differences between PPs and the MCs self-reported descriptions of their current classroom practices, with the data confirming that participation in reimagined service learning has the potential to affect undergraduates’ beliefs, practices, and global mindsets postgraduation—while employed as classroom teachers of mathematics. Implications: Findings suggest that engagement in innovative service-learning projects, as part of undergraduate teacher preparation programs, has the potential to help early career teachers: transform their ideas about teaching and learning, move beyond traditional ideas of what mathematics looks like, and to embrace reform-based instructional methods.

Multi-Semester Community Building in Higher Education

2016 ◽  
pp. 342-365
Author(s):  
S. Michael Putman ◽  
Laura K. Handler
Keyword(s):  
Teacher Preparation ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Teacher Educator ◽  
Relationship Building ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Impact Theory ◽  
Organizational Features

Within the current educational context, teacher preparation programs are under increasing pressure to demonstrate their effectiveness in producing teachers that impact P-12 student learning. As a result, programs must investigate organizational features that are powerful for preparing preservice candidates to enter the classroom. This research examined how the practice of having one teacher educator instruct courses over multiple semesters to the same group of students can be used to support the development of teacher candidates. This descriptive analysis presents the findings from one university teacher preparation program and what was learned about the potential for the partnership to be a powerful way to structure teacher learning. Implications are discussed as considerations for how this alternate form of organization can facilitate relationship-building, impact theory to practice connections and improve efficacy for teaching and learning.

scholarly journals Preservice Teacher Perspectives on Learning with Technology: Modeling Vulnerability and Embracing Innovation

2021 ◽  
Author(s):  
Rebecca Smith
Keyword(s):  
Teacher Preparation ◽  
Preservice Teacher ◽  
Teaching And Learning ◽  
Teacher Perspectives ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Learning Framework ◽  
Technology Modeling ◽  
Learning With Technology ◽  
The Impact

This mixed methods study examined preservice teacher perspectives on the impact of using untethered lecture capture (ULC) as an instructional technology in a teacher preparation course, both on learning experiences as students and confidence using technology as teachers. Results found statistically significant (p < .05) increases in confidence using technology as a teaching tool. Additionally, Darling-Hammond et al.'s (2018) Teacher Preparation for Deeper Learning framework was utilized to analyze qualitative data to explore the impact of ULC on preservice teacher learning. Challenges and recommendations for effective implementation of ULC, based on participant feedback, are provided. This study contributes to research on using technology in teacher preparation programs to enhance the teaching and learning process for preservice educators and is grounded in the TPACK model (Mistra & Koehler, 2009).

Cyber-Place Learning in an Online Teacher Preparation Program

2013 ◽  
pp. 181-196 ◽  
Author(s):  
Victoria M. Cardullo
Keyword(s):  
Online Learning ◽  
Teacher Preparation ◽  
Learning Communities ◽  
21St Century ◽  
Teaching And Learning ◽  
Place Learning ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Teaching Preparation

Learning and technology skills required for the 21st century can be developed through online pre-service teaching preparation programs. This chapter is an exploratory look at the implications of learner-centered and place-based approaches. These approaches to teaching and learning are collaborative and distributed through online learning. In this chapter, it is the author’s intent to offer guidelines for transference of classroom best practices to a cyber-place learning environment that will align with teacher preparation programs. The main objective is to improve access to advanced educational experiences by allowing students and instructors to participate in remote learning communities that foster skills needed for the 21st century. Online learning communities provide collaboration that is flexible and convenient and opportunities for individuals who may not otherwise have their voices heard.

scholarly journals Developing High Quality Teachers Through Professional Pre-Service Teaching Opportunities

2018 ◽  
Vol 11 (4) ◽  
pp. 153-164 ◽  
Author(s):  
Nichole Walsh ◽  
Nancy Akhavan
Keyword(s):  
Teacher Preparation ◽  
Teacher Efficacy ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Online Survey ◽  
Quality Teachers ◽  
Preparation Programs ◽  
Traditional Preparation ◽  
Survey Interviews ◽  
The Impact

Based on the reform movements over the past two decades, it is evident that while effective teachers are critical to student learning, not all teachers are coming to the profession highly qualified. Policy and research continue to highlight the need to reorganize and refocus teacher preparation programs to produce higher quality teachers ready to meet the demands of the classroom from day one of employment. This study focuses on the enhancement of traditional preparation programs in public Institutions of Higher Education (IHEs) as this continues to be the context for which most teacher candidates come to the profession. Using a six-group, four measure mixed-methods design, the objective of the study is to determine the impact California Teaching Fellows Foundation (CTFF), a pre-service teaching and learning opportunity for future teacher candidates, has on developing higher caliber teachers prepared in a traditional University-based teacher preparation setting. Through the use of an online survey, interviews, and focus groups, the relationship of CTFF participation to teacher efficacy before, during, and after traditional preparation participation is examined and explored from the perspective of teacher and supervisor. Unexpected findings show that CTFF participation has a relationship to decreased Teacher Efficacy for teacher candidates and CTFF is not creating a significant pipeline to teaching as proposed, leading to questions for further study.  

scholarly journals Implementing Service-Learning Programs in Physical Education; Teacher Education as Teaching and Learning Models for All the Agents Involved: A Systematic Review

2021 ◽  
Vol 18 (2) ◽  
pp. 669
Author(s):  
Raquel Pérez-Ordás ◽  
Alberto Nuviala ◽  
Alberto Grao-Cruces ◽  
Antonio Fernández-Martínez
Keyword(s):  
Systematic Review ◽  
Teacher Education ◽  
Physical Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
The Impact

Service-learning (SL) is the subject of a growing number of studies and is becoming increasingly popular in physical education teacher education (PETE) programs. The objective of this study was to conduct a systematic review of the implementation of SL programs with PETE students. The databases used were Web of Science, SPORTDiscus (EBSCO), and SCOPUS. Articles were selected on the basis of the following criteria: (a) published in a peer-reviewed journal; (b) covers the use of SL programs with PETE students; (c) relates to physical education or physical activity programs; (d) availability of a full-text version in English and/or Spanish. Thirty-two articles met the inclusion criteria. Two types of findings were observed: firstly, findings relating to the study characteristics and objectives and, secondly, recommendations for improvement of this type of intervention. The objectives of the different studies focused on (a) the impact of the SL methodology on PETE students’ professional, social, and personal skills; (b) its impact on the community; (c) analysis of the effectiveness and quality of the programs. All but two studies analyzed the impact of SL on PETE, while only four analyzed community participants and only three analyzed the quality of the SL program. Recommendations for improving SL programs used with PETE students included: all stakeholders, e.g., students and community participants, should be studied and coordinated; the quality of the programs should be assessed, as studying the effectiveness of SL programs could help to attain the objectives of both students and the community; mixed methods should be used; and intervention implementation periods should be extended to provide more objective, controlled measurements.

Improving music teaching and learning through online service: A case study of a synchronous online teaching internship

2016 ◽  
Vol 35 (1) ◽  
pp. 107-117 ◽  
Author(s):  
Pamela D. Pike
Keyword(s):  
Service Learning ◽  
Music Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Underserved Populations ◽  
Distance Teaching ◽  
Service Learning Projects ◽  
Musical Understanding ◽  
Synchronous Online

This case study explored the potential for using a synchronous online piano teaching internship as a service-learning project for graduate pedagogy interns. In partnership with the university, a local music retailer, and a local middle school, three pedagogy interns taught beginning piano to underprivileged teenaged students for 8 weeks. All instruction took place in the synchronous online environment using acoustic Disklavier pianos, Internet MIDI, Facetime, and traditional method books. As a result of the experience, the students demonstrated musical understanding and the pedagogy interns developed teaching techniques, displayed improved comprehension of course content, learned about current distance teaching technology, and considered the role of music education in society. Based on these results, it might be feasible to provide piano lessons to underserved populations in remote locations while offering meaningful internship experiences to pedagogy students through distance service-learning projects.

Teacher Professional Dispositions: Much Assemblage Required

2019 ◽  
Vol 121 (11) ◽  
pp. 1-28
Author(s):  
Kathryn Strom ◽  
Jason Margolis ◽  
Nihat Polat
Keyword(s):  
Teacher Preparation ◽  
Teaching And Learning ◽  
Assessment Tools ◽  
Teacher Preparation Programs ◽  
Teacher Dispositions ◽  
Complex Nature ◽  
Preparation Programs ◽  
Professional Dispositions ◽  
State Education ◽  
Nature Of Teaching

Background/Context Despite noted difficulties with defining and assessing teacher dispositions, U.S. state education departments and national accreditation agencies have included dispositions in mandates and standards both for determining teacher quality and for assessing the quality of the teacher preparation programs that certify them. Thus, there remains a significant impetus to specify dispositions to assess, identify what “good” dispositions look like in practice, and determine the best way to measure them. Purpose The purpose of this paper is twofold. First, we aim to problematize the construct of “teacher dispositions” through a critical synthesis of literature and a discussion of a rhizomatic perspective to generate a (re)conceptualization that is more closely aligned with the immensely complex nature of teaching and learning. Second, we draw on samples of university-generated teacher disposition assessment tools to provide concrete examples that “put to work” this complex perspective on dispositions. Research Design To apply ideas introduced in our rhizomatic framework focused on multiple, dynamic assemblages, we conducted a qualitative textual analysis of a sample of 16 widely available assessment tools used by university-based teacher preparation programs to measure teachers’ professional dispositions. Findings and Conclusions Overall, the vast majority of disposition criteria included in the tools reviewed were temporal and relational, seeking to assess the interactions of the teacher candidate amidst a variety of potential circumstances as well as material and discursive factors. This reveals a paradox, however, since, despite their more contextual phrasing, these criteria ultimately seek to assess an individual and are high-stakes only for that teacher. Yet, we suggest that the results of this review may be an indication that the field is moving toward a more multifaceted vision of teaching that can better take into account the dynamic, situated, and relational nature of teaching activity. We also suggest the language accounting for some of the complexity of teaching in the disposition assessment tools we reviewed may be an entry point into a more dynamic, vital materialist vision of the profession.

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.

Virtual Mentors

2013 ◽  
pp. 258-276 ◽  
Author(s):  
Marialice B. F. X. Curran ◽  
Regina G. Chatel
Keyword(s):  
Social Media ◽  
Teacher Preparation ◽  
21St Century ◽  
Teaching And Learning ◽  
Role Model ◽  
Teacher Preparation Programs ◽  
Collaborative Partnerships ◽  
Preparation Programs ◽  
Virtual Mentoring ◽  
Traditional Mentoring

Social media has the potential to revolutionize teaching, learning, and collaborative partnerships in teacher preparation programs. Traditional mentoring has been conducted in person, via mail, telephone, e-mail, conferences, and typical daily interactions. However, the emergence of social media has led to an exciting development called the iMentor Model, virtual mentoring via social media. Through the iMentor Model, teacher candidates observed 21st century teaching methods that they were not always able to observe locally. The traditional mentor is an advisor, a coach, a facilitator, or a role model. An iMentor demonstrates these qualities as well as embracing multiple social networking platforms in teaching and learning. iMentors model three components of the Saint Joseph College School of Education Conceptual Framework (2010): Rigorous of Mind, Compassionate of Heart, and an Agent of Change in their teaching. This chapter discusses how the use of iMentors brings teacher preparation into the 21st century.

Traditional Teacher Evaluation Models

2014 ◽  
pp. 342-361
Author(s):  
Katina M. Leland ◽  
Amy L. Sedivy-Benton
Keyword(s):  
Teacher Preparation ◽  
The United States ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Focal Points ◽  
Preparation Programs ◽  
Current Trends ◽  
Evaluation Models ◽  
Method Of Evaluation

Student achievement has become one of the main focal points regarding education across the United States. With this intense focus on students, teachers are thrust unwillingly into the spotlight. Teacher practices and student outcomes have become the new norm for evaluation in PK-12 education. That method of evaluation is crossing over into teacher preparation programs as attempts are being made to connect the quality of a teacher preparation program to the performance of those graduates in the classroom. This chapter focuses on the current trends that exist for both pre-service teachers as well as teachers of record. A brief history is examined as well as issues that currently exist within these structures. The chapter concludes with the implications of these practices and suggestions for future trends and recommendations for evaluating teachers at both the pre-service experience level and when they are employed in the classroom.

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