scholarly journals Does the ATAR Predict Pre-service Teacher Capacity for Inclusive Classroom Practice? Classroom Practice?

2021 ◽  
Vol 46 (4) ◽  
pp. 81-91
Author(s):  
Greg Auhl ◽  
◽  
Alan Bain ◽  
Keyword(s):  
Teacher Education ◽  
Classroom Practice ◽  
Explanatory Power ◽  
Inclusive Classroom ◽  
Teacher Education Programs ◽  
Teacher Capacity ◽  
Grade Point ◽  
Schema Development ◽  
Pre Service Teacher ◽  
Australian Universities

In this study, we examined whether the Australian Tertiary Admissions Rank (ATAR) predicted pre-service teachers' schema development for inclusive classroom teaching. Where previous studies have employed grade point average (GPA) as a criterion measure, this study employed a validated measure linked to standards-based classroom practice. The study was conducted in the final semester of the teacher education programs at three Australian universities. The results showed the explanatory power of the ATAR was close to zero for the students studied. The implications of the findings for teacher education and for using the ATAR as an indicator of teacher quality are discussed.

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.

scholarly journals Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

2017 ◽  
Vol 7 (2) ◽  
pp. 139
Author(s):  
Heather Smith-Sherwood
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Theory And Practice ◽  
Teacher Education Programs ◽  
Continuous Assessment ◽  
Education Programs ◽  
Quality Teachers ◽  
Effect Change ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity. 

Learning in Context and Practicing in Place: Engaging Preservice Teachers in Urban-Focused Context Specific Teacher Education

2022 ◽  
pp. 004208592110651
Author(s):  
Kavita Kapadia Matsko ◽  
Karen Hammerness ◽  
Robert E. Lee
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Classroom Practice ◽  
Mixed Methods Study ◽  
Teacher Education Programs ◽  
Opportunities To Learn ◽  
Learning In Context ◽  
Practice Opportunities ◽  
Urban Contexts ◽  
Context Specific

Teacher education programs are increasingly taking up commitments to prepare new teachers for equitable teaching. Despite best intentions, programs feel challenged to help candidates translate these commitments into classroom practice. Using a context-specific teacher education framework, we conducted a mixed-methods study of seven urban-focused programs to understand how they targeted preparation for urban contexts. We found that while programs offer multiple opportunities to learn about content embedded in context, fewer opportunities exist for candidates to practice in context, and that faculty play a critical bridging role in designing practice opportunities that are informed by program vision.

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.

Using Mobile Technology for Student Teaching Observations of Special Education Candidates

2016 ◽  
pp. 726-739
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.

scholarly journals Testing the Effect of a Cohort Grouping Model as a Form of Instructional Grouping in Teacher Education

2002 ◽  
Vol 32 (2) ◽  
pp. 27-46
Author(s):  
Lily Dyson ◽  
Betty Hanley
Keyword(s):  
Teacher Education ◽  
Grade Point Average ◽  
Social Adjustment ◽  
Group Differences ◽  
Teacher Education Programs ◽  
Grade Point ◽  
Cohort Group ◽  
University Adjustment ◽  
Faculty Of Education ◽  
Academic Year

The study examined the effect of cohort grouping as a form of delivering teacher education programs on student social adjustment and acadmic performance. A sample of 94 students entering a Canadian Faculty of Education was divided into two groups: the cohort (n = 46) and the non-cohort group (n = 48). The former shared five courses and learned together from the same instructors for the academic year, and the latter took courses individually. The results showed that while there were no group differences on the measures of social support, self-efficacy, and university adjustment, the non-cohort group made greater gains than the cohort group in the academic performance as measured by the grade point average (GPA) over the academic year.

scholarly journals MULTICULTURAL ENVIRONMENT AND PRE SERVICE TEACHER EDUCATION PROGRAMME

2016 ◽  
Vol 4 (12) ◽  
pp. 85-94
Author(s):  
Prerna Mandhyan
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Classroom Environment ◽  
Education Programme ◽  
Teacher Education Programs ◽  
Multicultural Classroom ◽  
Multicultural Environment ◽  
Pre Service Teacher Education ◽  
Different Cultures ◽  
Pre Service Teacher

Diversity in cultures has become the prominent feature of 21st century. The effect of this feature can be observed in classroom environment where the teacher has students having multicultural backgrounds. Therefore, there is need to train prospective teachers for teaching in diverse/ multicultural classroom. They are not prepared for coming in contact with different cultures than the sheltered one many of them have lived in. They are not prepared for the different needs possessed by today’s multicultural student population. In this paper, we discuss not just the problems that arise due to this issue. We also discuss ways to remedy these problems, starting with pre-service teacher education programs and ending with these prospective teachers themselves.

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