scholarly journals Preparing Educators for Inclusive Bilingual Education: A Boundary Crossing Laboratory Between Professional Groups

2021 ◽  
Vol 17 (3) ◽  
pp. 125-134
Author(s):  
P. Martínez-Álvarez ◽  
A. López-Velásquez ◽  
A. Kajamaa
Keyword(s):  
Teacher Preparation ◽  
Bilingual Education ◽  
Boundary Crossing ◽  
Teacher Education Programs ◽  
Preparation Programs ◽  
Policy Makers ◽  
Professional Groups ◽  
Special Ed ◽  
Study Participants ◽  
Interpersonal Level

Teacher education programs prepare candidates for bilingual, English as a second language, or special ed¬ucation as separate professionals. This creates challenges when teaching bilingual children with disabilities. There is a need to cross boundaries combining expertise and preparing teachers for children’s uniqueness. Re¬sponding to this need, the researchers organized a change laboratory with 14 professors and two State Depart¬ment of Education consultants. The study explored boundary expressions and their relationship to the larger activity. It also looked at the learning that took place during boundary crossing efforts. Boundaries were identi¬fied around bilingual teacher preparation, cross-disciplinary programmatic, and paradigmatic aspects. While boundary crossing at the intrapersonal level and at the interpersonal level were important, the need to engage multiple institutions was centered. In addition, the discussion manifested that for inclusive bilingual education teacher preparation, there was a need to go beyond the institutional level to reach to policy makers and address the sociopolitical resistance against bilingual education. Throughout the study, participants engaged primarily in the epistemic learning actions of analyzing and modeling. Through volitional actions, the participants real¬ized a renewed object for their activity. This study widens the understanding of possibilities for taking shared educational responsibility through boundary crossing between professionals in preparation programs.

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.

Leveraging P-12/University Partnerships to Better Prepare Pre-Service Teachers

2020 ◽  
pp. 163-182
Author(s):  
James Falco ◽  
Meredith Riddle ◽  
Gregory Duffy ◽  
Tracy Mulvaney ◽  
Lauren Niecz
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
Preparation Programs ◽  
University Partnerships ◽  
Primary Responsibility ◽  
To Receive

The primary responsibility for training pre-service teachers previously fell solely on the shoulders of university teacher-preparation programs, with a short field experience component in partner P-12 districts. As research continues to support the value of increased clinical practice in P-12 schools when training pre-service teachers, the responsibility is becoming shared equally between university teacher education programs and P-12 school districts. This chapter describes three innovative programs implemented by P-12 schools through strong partnerships with Monmouth University's teacher education and Provisional Teacher Preparation program. These strong partnerships afford students the opportunity to receive direct instruction in P-12 settings with the support of curriculum, mentors and professional development. The partnership with Lafayette Mills School (the last of three initiatives discussed) was also awarded, along with the university's other PDSs, the National Association of Professional Development Schools Distinguished Partnership award in 2017.

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.

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.

On Leadership: Let’s rethink the message we send to potential educators

2020 ◽  
Vol 102 (3) ◽  
pp. 60-61
Author(s):  
Joshua P. Starr
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
School Districts ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
The World ◽  
One Step ◽  
Education Profession

Enrollment in teacher education programs has been in decline, and school districts are receiving fewer applications for open teaching positions. PDK CEO Josh Starr considers how to stem this decline by presenting teaching as just one part of a pathway into changing the world through education. Although many students enter teacher preparation programs because they envision themselves making a career in the classroom, others tend to be activists who are looking for a way to serve their community. Teacher preparation programs might be able to draw more of these activist students into the profession by treating the classroom as one step in a larger education profession.

Toward Teacher Preparation 3.0

2019 ◽  
Vol 121 (12) ◽  
pp. 1-44 ◽  
Author(s):  
Kate Napolitan ◽  
John Traynor ◽  
Deborah Tully ◽  
Joanne Carney ◽  
Susan Donnelly ◽  
...  
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
Research Question ◽  
Well Being ◽  
Community Schools ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
Legislative Initiative

Background/Context The literature review (Phelps, this issue) outlines tensions that can come about in partnerships and collaborations between P–12 schools and teacher education. With these challenges as part of the context, the authors of this article describe the particular moves that school-based and community partners working with four teacher education programs made to prepare preservice teachers who are better oriented toward students, their families, and communities as part of a legislative initiative. Purpose/Objective/Research Question/Focus of Study This article presents three cases of how four teacher education programs, in collaboration with partners, moved toward a more democratic model of teacher education as part of a legislative initiative in Washington state. Aspects of community teaching were central in each of the collaborations. Teacher education programs included in this article saw the moves they were making as working toward what Zeichner refers to as Teacher Preparation 3.0. Research Design This article employed qualitative methods. Conclusions/Recommendations In summary, all three cases included in this article imply that the development of community teachers actively engaged in community schools is as important to teacher preparation as it is to the success and well-being of the students, teachers, and families they serve. Therefore, the authors believe that further quantitative and qualitative exploration of the intersection between these two concepts, community schools and community teachers, is critical to the field of preservice teacher education. If universities wish to establish an equity-pedagogy characteristic of Teacher Preparation 3.0, they need to authentically partner with schools and communities to engage in contextually meaningful practices. By making long-term commitments to working respectfully, responsively, and in mutually beneficial ways with communities, families, schools, and districts, university teacher preparation programs can help make high-quality community schools available for all children.

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 The Examination of the Decline of Philosophy of Education with Institutional Theory: A Focus on the Last Three Decades

2020 ◽  
Vol 25 (1) ◽  
pp. 66-87
Author(s):  
Andrew D. Colgan
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Philosophy Of Education ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
Educational Context ◽  
Education Curriculum ◽  
Education Programs ◽  
Preparation Programs ◽  
Over Time

Many symposia and special journal issues over the last several decades have been devoted to concerns over the decline of philosophy in teacher education programs. I pursued an answer for my doctoral project and found institutional explanations are rarely invoked in the “decline literature.” I have sketched here the theory, and have shown it to be equally applicable to the last several decades of this literature. I argue that institutional organizational theory (IOT) shows how teacher education institutions have changed over time in a way that ultimately rendered the environment less and less hospitable to philosophy of education curriculum and faculty. Particular attention is paid to the educational context of Ontario, Canada, but I also include the wider American and British decline literature. In the final pages I offer de-institutionalizing solutions that, if realized, could provide a new soil in which philosophy and other humanities fields could take root again in teacher preparation programs.

Creating a More Thoughtful and Compassionate Schooling Experience

2019 ◽  
pp. 562-582
Author(s):  
Chad Miller ◽  
Benjamin Lukey
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
Colleges Of Education ◽  
Education Programs ◽  
Philosophical Thinking ◽  
Preparation Programs ◽  
Schooling Experience ◽  
The Many ◽  
K 12

Amidst the many calls for teaching critical thinking in our schools, this chapter argues that what is most important for education is philosophical thinking. The p4c Hawai'i pedagogy offers an approach to further philosophical thinking in schools while reconceptualizing what “philosophizing” entails. This chapter then presents the key elements of p4c Hawai'i pedagogy as a proven way to help develop teachers and classrooms that cultivate philosophical thinking. These elements are presented not only for K-12 classrooms but in the context of redesigning teacher education programs. This chapter is not presenting a program or curriculum but instead highlights key areas of change. Colleges of education must restructure their approach to current teacher preparation programs in order to instill, model, and foster the type of teaching that we wish to produce in our educators.

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