scholarly journals Preservice Teachers’ Comfort Levels with Technology in an Online Standalone Educational Technology Course

2018 ◽  
Vol 7 (1) ◽  
pp. 70-86
Author(s):  
Kevin J. Graziano
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Personal Communication ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Comfort Levels ◽  
Technology Course

While some researchers and teacher educators recommend the integration of technology throughout a teacher preparation program, it may not be realistic for all teacher preparation programs to comply with this recommendation. A lack of training, a lack of interest from faculty, limited faculty or facilities, and/or a lack of vision from educational leaders may prevent some teacher preparation programs from successfully integrating technology throughout the curriculum. For various reasons, colleges and schools of education may rely on standalone educational technology courses. The purpose of this study was to examine technology comfort levels of preservice teachers who completed an online standalone educational technology course with pedagogy and content integrated into the course curriculum. Findings reveal there were no statistically significant mean differences between students’ comfort levels using technology for personal communication and to teach academic content. The findings have implications for teacher preparation programs and teacher educators.

scholarly journals Preservice Teachers’ Comfort Levels with Technology in an Online Standalone Educational Technology Course

2018 ◽  
Vol 7 (1) ◽  
pp. 70-86 ◽  
Author(s):  
Kevin J. Graziano
Keyword(s):  
Preservice Teachers ◽  
Educational Technology ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Personal Communication ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Comfort Levels ◽  
Technology Course

While some researchers and teacher educators recommend the integration of technology throughout a teacher preparation program, it may not be realistic for all teacher preparation programs to comply with this recommendation. A lack of training, a lack of interest from faculty, limited faculty or facilities, and/or a lack of vision from educational leaders may prevent some teacher preparation programs from successfully integrating technology throughout the curriculum. For various reasons, colleges and schools of education may rely on standalone educational technology courses. The purpose of this study was to examine technology comfort levels of preservice teachers who completed an online standalone educational technology course with pedagogy and content integrated into the course curriculum. Findings reveal there were no statistically significant mean differences between students’ comfort levels using technology for personal communication and to teach academic content. The findings have implications for teacher preparation programs and teacher educators.

Preparing Native American Special Education Teachers: Lessons Learned from the Rural Special Education Project

1997 ◽  
Vol 16 (4) ◽  
pp. 10-15 ◽  
Author(s):  
Gloria Delany-Barmann ◽  
Greg Prater ◽  
Sam Minner
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Native American ◽  
Teacher Preparation ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Navajo Nation ◽  
Preparation Programs ◽  
Education Project

Twelve Navajo preservice teachers in the Rural Special Education Project on the Navajo Nation in Kayenta, Arizona, shared their perceptions regarding the factors which enabled them and constrained them as they completed a special education teacher preparation program. Several themes emerged during the process of interviewing the students including the importance of cultural teachings and family support; the influence of language factors, financial constraints, and cultural responsibilities; and the lack of availability of educational opportunities on the Navajo Nation. Each of these factors is discussed in this article and recommendations are made for others interested in establishing successful teacher preparation programs for Native American students.

scholarly journals Preservice Teachers’ Mentorship Experiences during Teaching Practice in a South African Teacher Preparation Program

2021 ◽  
Vol 11 (1) ◽  
pp. 140
Author(s):  
Thuthukile Jita ◽  
Paul Nwati Munje
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
South African ◽  
Teaching Practice ◽  
Personal Characteristics ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Experimental Learning ◽  
Teachers Experiences

Mentor teachers are instrumental in teacher preparation programs during the teaching practice of preservice teachers that involves mentor-mentee relationships. This qualitative paper reports on the mentoring experiences of preservice teachers during eight weeks of teaching practice in 2020 using Gibbs’ experimental learning as a conceptual framework. Forty-five preservice teachers participated in a reflective exercise, sharing their stories through reflective essays guided by open-ended questions. A thematic approach was used in data analysis. Findings indicated that mentors’ experiences and personal characteristics, and abilities to create opportunities for growth influenced the preservice teachers’ experiences during teaching practice. The mentees’ perceptions toward mentor-mentee relationships also influenced their experience. Based on the findings, it is important to upskill mentors to equip them with professional and mentorship ethics to enable preservice teachers to acquire the requisite skills that will better prepare them as future professional teachers. The findings of this study can be useful in the process of developing professional development of mentors prior to teaching practice.

Embedding Diverse Children's Literature Throughout a Teacher Preparation Program

2021 ◽  
pp. 501-524
Author(s):  
Amy Tondreau ◽  
Zachary T. Barnes
Keyword(s):  
Teacher Preparation ◽  
Children's Literature ◽  
Teacher Educators ◽  
Book Club ◽  
Children’S Literature ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Program ◽  
Preparation Programs ◽  
Administrative Team

This chapter explores the incorporation of diverse children's literature into a teacher preparation program, both in and beyond a required Literature for Children course. With the aim of cultivating positive reading identities for pre-service teachers, the authors focus on the process for implementing changes to build a culture of reading, so that pre-service teachers identify as life-long readers, and specifically readers who understand the importance of diverse texts. Changes to curriculum in writing, social studies, and special education methods courses are described, as is the creation of a college-wide book club. The goal of embedding children's literature in and across teacher preparation programs is for pre-service teachers to feel prepared to bring these texts into their own classrooms and to facilitate discussions on the topics that these texts raise with their students, administrative team, and parents. In order to do this, teacher educators need to provide ample opportunities for students to practice selecting, analyzing, and discussing diverse children's literature.

Beyond Damage-Centered Teacher Education: Humanizing Pedagogy for Teacher Educators and Preservice Teachers

2019 ◽  
Vol 121 (6) ◽  
pp. 1-28
Author(s):  
Dorinda J. Carter Andrews ◽  
Tashal Brown ◽  
Bernadette M. Castillo ◽  
Davena Jackson ◽  
Vivek Vellanki
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Teacher Preparation ◽  
Critical Consciousness ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
K 12 ◽  
Humanizing Pedagogy

Background/Context In our best efforts to increase preservice teachers’ critical consciousness regarding the historical and contemporary inequities in the P–12 educational system and equip them to embody pedagogies and practices that counter those inequities, teacher educators often provide curricular and field experiences that reinforce the deficit mindsets that students bring to the teacher education classroom. For many social justice-oriented teacher educators, our best intentions to create humanizing experiences for future teachers can have harmful results that negatively impact preservice teachers’ ability to successfully teach culturally diverse students in a multitude of learning contexts. Purpose/Objective/Research Question/Focus of Study In this article, we propose a humanizing pedagogy for teacher education that is informed by our experiences as K–12 teachers and teacher educators in a university-based teacher preparation program. We focus on the general questions, How can university-based teacher preparation programs embody and enact a humanizing pedagogy? and What role can curriculum play in advancing a humanizing pedagogy in university-based teacher preparation programs? Research Design In this conceptual article, we theorize a humanizing pedagogy for teacher education and propose a process of becoming asset-, equity-, and social justice-oriented teachers. This humanizing pedagogy represents a strengths-based approach to teaching and learning in the teacher preparation classroom. Conclusions/Recommendations We propose core tenets of a humanizing pedagogy for teacher education that represent an individual and collective effort toward critical consciousness for preservice teachers and also for teacher educators. If university-based teacher education programs are committed to cultivating the development of asset-, equity-, and social justice-oriented preservice teachers, the commitments to critical self-reflection, resisting binaries, and enacting ontological and epistemological plurality need to be foundational to program structure, curricula alignment, and instructional practice.

scholarly journals Teacher Educators as Disruptors Redesigning Courses in Teacher Preparation Programs to Prepare white Preservice Teachers

2020 ◽  
Vol 3 (1) ◽  
pp. 72-88
Author(s):  
Shamaine Kyann Bertrand ◽  
Kisha Porcher
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Critical Race Theory ◽  
Teacher Educators ◽  
Personal Narratives ◽  
Junior Faculty ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
White Institutions ◽  
Inclusive Approach

Many institutions of higher education, and their teacher preparation programs, have mission or core value statements that include terms such as diversity, equity, or social justice. The terms are meant to suggest an inclusive approach but it’s often difficult to see how those terms are operationalized. As two Black pre-tenure faculty members working in predominantly white institutions (PWIs), we have pushed our teacher preparation programs to go beyond putting keywords in mission statements and provide ways to follow through so future teachers can enact the concepts in their classrooms. We use Self-Study in Teacher Education Practices (S-STEP) and Critical Race Theory (CRT) to make meaning of our own narratives, the systems that negatively impact people of color, and signaling words within our teacher preparation programs. We use the data from our personal narratives to discuss ways junior faculty can act as disruptors to ensure white preservice teachers are better prepared for the field.  

scholarly journals "Go for Broke and Speak Your Mind!" Building a Community of Practice with Bilingual Pre-Service Teachers

2014 ◽  
Author(s):  
Hyesun Cho
Keyword(s):  
Teacher Preparation ◽  
Communities Of Practice ◽  
Community Of Practice ◽  
Qualitative Data ◽  
Teacher Educators ◽  
Classroom Community ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Mutual Engagement

Despite the popularity of communities of practice (CoP) in education, there is a paucity of research on teacher preparation programs that are deliberately created to build and sustain CoP to help bilingual pre-service teachers’ learning. This qualitative study describes how a community of practice was purposefully developed in a teacher preparation program for bilingual undergraduates in Hawaii. Using multiple forms of qualitative data, such as classroom transcripts, interviews, online discussion posts, and reflection journals, I illustrate how a cohort of pre-service teachers and their instructor created a facilitative and reflective classroom community of practice. Using narrative inquiry and thematic analysis, I identified two overarching contextual conditions that provided a favorable learning environment for student participation: (1) sustained support and rapport within a cohort, and (2) narratives as a process of mutual engagement. Findings suggest teacher educators purposefully create CoP for pre-service teachers around shared narratives in order to foster sustained critical reflections.

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.

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.

TPACK Pathways that Facilitate CCSS Implementation for Secondary Mathematics Teacher Candidates

2013 ◽  
pp. 353-369
Author(s):  
Nathan Borchelt ◽  
Axelle Faughn ◽  
Kathy Jaqua ◽  
Kate Best
Keyword(s):  
Teacher Preparation ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Core State ◽  
Preparation Programs ◽  
The Common ◽  
Secondary Mathematics Teacher

Implementation of the Common Core State Standards in Mathematics has provided teacher educators a great opportunity to reexamine whether teacher preparation programs adequately provide the experiences to develop the base of knowledge and 21st century skills necessary to be effective teachers. The Mathematics TPACK Framework provides a roadmap for a series of pathways to integrate three knowledge components that are essential in teacher development: content knowledge, pedagogical knowledge, and technological knowledge. In this chapter, the authors examine how a teacher preparation program has evolved to integrate meaningful uses of digital technologies in content and pedagogy that are relevant to the teaching and learning of mathematics through the lens of implementing the Common Core State Standards.

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