scholarly journals Connections and Capacity: An Exploration of Preservice Teachers’ Sense of Belonging, Social Networks, and Self-Efficacy in Three Teacher Education Programs

AERA Open ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 233285842090149 ◽  
Author(s):  
Peter Bjorklund ◽  
Alan J. Daly ◽  
Rebecca Ambrose ◽  
Elizabeth A. van Es
Keyword(s):  
Social Networks ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Network Centrality ◽  
Education Programs

Learning to teach is rife with challenges. Preservice teachers’ self-efficacy can potentially mitigate the stress of these challenges, and teacher education programs are fundamental in helping them build this important resource. As such, understanding the foundations of self-efficacy is important for researchers and teacher educators alike. Grounding our study in social network theory, we explored the relationship between sense of belonging to a teacher education program, network centrality, and self-efficacy. Our sample included 245 preservice teachers in three university teacher education programs. We found that sense of belonging to the program and network centrality (in-degree and out-degree) were significantly and positively related to preservice teachers’ self-efficacy beliefs. This study builds on a growing literature that explores the relationships between preservice teachers’ social networks and their beliefs and practices.

Music Teacher Education Program Practices: Preparing Teachers to Work With Diverse Learners

2021 ◽  
Vol 30 (2) ◽  
pp. 51-64
Author(s):  
Mara E. Culp ◽  
Karen Salvador
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Music Educators ◽  
Diverse Learners ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Education Programs

Music educators must meet the needs of students with diverse characteristics, including but not limited to cultural backgrounds, musical abilities and interests, and physical, behavioral, social, and cognitive functioning. Music education programs may not systematically prepare preservice teachers or potential music teacher educators for this reality. The purpose of this study was to examine how music teacher education programs prepare undergraduate and graduate students to structure inclusive and responsive experiences for diverse learners. We replicated and expanded Salvador’s study by including graduate student preparation, incorporating additional facets of human diversity, and contacting all institutions accredited by National Association of Schools of Music to prepare music educators. According to our respondents, integrated instruction focused on diverse learners was more commonly part of undergraduate coursework than graduate coursework. We used quantitative and qualitative analysis to describe course offerings and content integration.

Gender and Sexual Diversity in Teacher Education

2019 ◽  
Author(s):  
Bethy Leonardi ◽  
Sara Staley
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Educators ◽  
Local Politics ◽  
Teacher Education Programs ◽  
Support Needs ◽  
Sexual Diversity ◽  
Education Programs ◽  
Lgbtq Youth ◽  
Research And Practice

Generations of education scholars have positioned issues that affect LGBTQ youth as critical to conversations about equity, diversity, democracy, and social justice in schools. Those voices, for generations, have been relegated to the periphery of those conversations at best and have been silenced at worst. Relatedly, university-based teacher education programs have been remiss in their attention to issues of gender and sexual diversity, systematically sending teachers into the field largely unprepared to create contexts that are safe for LGBTQ youth and to affirm gender and sexual diversity. With growing attention to issues that affect LGBTQ youth, both in educational research and practice as well as in the larger sociopolitical discourse, teachers are on the front lines. They are charged with navigating the complexities of students’ identities, the contexts in which they teach, local politics, and their own deeply held beliefs—and they are often, unsurprisingly, doing so with little or no support. That support needs to start much earlier. Teacher education programs—and teacher educators—are implicated as central in changing the discourse around what counts as (non)negotiable in learning to teach. By supporting preservice teachers’ learning around gender and sexual diversity, their processes toward that end, and their engagement in queer practices, teacher educators and teacher education programs can work toward paying down the debt owed to teachers in the field and to LGBTQ students and families who have long suffered the consequences of silence.

The Iron Grip of Productivity Software within Teacher Education

2012 ◽  
pp. 170-191 ◽  
Author(s):  
Joan E. Hughes ◽  
Gloria Gonzales-Dholakia ◽  
Yu-Chi Wen ◽  
Hyo-Jin Yoon
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Knowledge Society ◽  
Subject Area ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teachers Experiences ◽  
Learning With Technology

This chapter discusses several challenges and recommendations in obtaining the desired outcome from technology-rich teacher education programs, including a novice teacher prepared to make decisions supporting students’ subject-area learning with technology. The authors shape the discussion using select findings from two studies of preservice teachers enrolled in a technology-rich teacher education program at a U.S. university. The authors discuss the importance of the modeling relationship between instructors’ and preservice teachers’ experiences with digital technologies and describe productivity software’s enduring grip as the most used digital technology among preservice teachers during teacher education – even in technology-rich teacher education programs. The authors argue that teacher education’s overemphasis on productivity tools is not adequately preparing new teachers for the knowledge society in which teachers live, work, and educate. The authors argue that educational change, such as shifts toward technology-rich teaching and learning, will only be successful with a concerted change effort in both teacher education programs and PK-12 institutions.

Recommendations for Teacher Education Programs to Prepare Practitioners for Diverse Urban Schools

2021 ◽  
pp. 105345122110510
Author(s):  
LaRon A. Scott ◽  
Imani Evans ◽  
Risha Berry
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Culturally Responsive ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Emotional Behavior ◽  
Special Education Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Education Teacher

The focus of this article is to provide teacher education programs with recommendations for meeting the educational needs of students with emotional behavior disorders (EBD) and learning disabilities (LD) in urban communities. Recommendations include preparing preservice special education teacher educators to effectively implement culturally responsive approaches. The article outlines critical features of teacher education programs that can be modified using culturally responsive approaches to design field experiences and collaboration between schools and teacher education programs to meet the distinctive needs of students in urban environments. Teacher education program leaders can incorporate and use the recommendations to modify programs so that preservice special education teacher educators can be better prepared to be inclusive of all learners and meet their diverse needs.

scholarly journals Finding Satisfaction in Belonging: Preservice Teacher Subjective Well-Being and its Relationship to Belonging, Trust, and Self-Efficacy

2021 ◽  
Vol 6 ◽  
Author(s):  
Peter Bjorklund Jr. ◽  
Melissa F. Warstadt ◽  
Alan J. Daly
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Education Program ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Teacher Education Program ◽  
Well Being ◽  
Relational Trust ◽  
Single Subject ◽  
Subjective Well Being

The well-being of teachers and preservice teachers has been a topic extensively explored through the lens of burnout and stress. Despite its manifold benefits, few studies have explored PST well-being through the lens of subjective well-being. Grounding our study in positive psychology, we explore the relationships between preservice teachers’ subjective well-being, program sense of belonging, relational trust, and self-efficacy. Our participants included 63 multiple- and single-subject preservice teachers in a major university teacher education program in the western United States. They were surveyed in May 2019 in the final month of completing their program. We found that sense of belonging, relational trust, and self-efficacy individually are positively associated with well-being. A mediation analysis revealed that the relationship between relational trust and subjective well-being is mediated by program sense of belonging, which may indicate the importance of cohesion in a cohort-based teacher education program.

Technology Capacity Building for Preservice Teachers through Methods Courses

2013 ◽  
pp. 261-275 ◽  
Author(s):  
George Zhou ◽  
Judy Xu
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Methods Courses ◽  
Technology Proficiency ◽  
Use Of Technology ◽  
Technology In Teaching

Technology proficiency has widely been considered a necessary quality of school teachers, yet how to help teachers develop this quality remains an unanswered question. While teacher education programs often offer one technology course as a solution to this issue, scholars have recently argued that such technical skill-oriented courses are not sufficient to develop preservice teachers’ ability to use technology in teaching. This paper argues that the use of technology in teaching requires integrated knowledge between technology, pedagogy, and subject content, and this highly blended knowledge is best developed through the methods courses of a teacher education program. The key message is that preservice teachers need to be consistently exposed to technology and regularly be required to practice it in many aspects of instruction.

scholarly journals Key Stakeholders’ Attitudes towards Teacher Education Programs in TEFL: A Case Study of Farhangian University in Iran

2016 ◽  
Vol 18 (2) ◽  
pp. 5-20 ◽  
Author(s):  
Javad Gholami ◽  
Isa Qurbanzada
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Teaching Methodology ◽  
Education Programs ◽  
The Real ◽  
Teaching Context ◽  
Key Stakeholders

Abstract Recently, teacher training courses have attracted the researchers’ special attention, while teacher education programs have not received as much attention. The present study investigated the attitudes key stakeholders in a teacher education program (i.e., student teachers, in-service teachers, and teacher educators) hold toward the appropriateness of TEFL teacher education programs at an Iranian teacher education university and their relevance to and sustainable impact in the real teaching context. To this end, 62 pre-service teachers, 48 in-service teachers, and 28 teacher educators filled out the Foreign Language Teacher Education Program Evaluation questionnaire adapted from Peacock (2009). The results of ANOVA tests indicated that the pre-service teachers and teacher educators found courses with literary strands less relevant to English language teaching and believed that those courses should be modified or replaced by teaching more knowledge-building or knowledge-applying subjects. In addition, the in-service teachers harboured a negative perspective towards the courses which were not practical in the real classroom setting and considered them less empowering. All three groups found teaching-related courses, such as teaching methodology, of more sustainable nature and useful in the real teaching context. Besides, the participants believed that it is essential for the universities to incorporate several practical courses including practicum and classroom observations within the curriculum. This study suggests that accommodating key stakeholders’ preferences in a teacher education programs could lead to crafting more accountable and empowering teacher education programs.

Assessing prospect and challenges of e-learning in teacher education program aftermath of covid-19 pandemic: teacher educators’ views

2021 ◽  
Vol 4 (3) ◽  
pp. 123-128
Author(s):  
Julius Michael Egbai ◽  
Eke Ogbu Eke ◽  
Ijeoma F Ubochi
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Academic Staff ◽  
College Of Education ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Education Programs ◽  
E Learning

The study aims at assessing teacher educators’ views on the prospect and challenges of e-learning in teacher education program aftermath of the Covid-19 pandemic. The population consists of 1321 academic staff of Alvan Ikoku College of Education Owerri (AIFCE). Two Schools out of the seven schools in Alvan Ikoku Federal College of Education were purposively selected for the sample size of 249 academic staff. Researchers made an assessments questionnaire titled” Teachers Views on Prospect and Challenges E-learning in Teacher Education Program Questionnaire (TVPCETEC) was used for data collection. It has a reliability coefficient of 0.77 determined through the Pearson Product Moment Correlation Coefficient. The data collected were analyzed using mean and standard deviation in answering the research questions. The study showed that teacher educators are of the view that e-learning is the key for effective teacher education program vis-vis the Covid-19 pandemic, which has called for social distance protective protocols. Challenges to effective e-learning, such as in teacher education, were also identified. But despite the challenges facing e-learning in teacher education programs, teacher educators accepted that e-learning is the key to limitless possibilities in education and should be fully embraced. It is recommended that Colleges of Education liaise with relevant authorities in benchmarking teacher education programs with e-learning. It will help tackle the digital divide among lectures and students for effective implementation of learning in teacher education programs.

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

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