Balancing Stakeholders Interests In Evolving Teacher Education Accreditation Contexts

While Australian teacher education programs have long had rigorous accreditation pathways at the University level they have not been subject to the same formal public or professional scrutiny typical of professions such as medicine, nursing or engineering. Professional accreditation for teacher preparation programs is relatively new and is linked to teacher registration which in itself is relatively recent in most jurisdictions. As elsewhere, the goal of accreditation is to enhance the overall quality of teacher preparation programs and to meet jurisdictional requirements for initial teacher competence.Any new system of quality control takes time to develop and to embed into professional cultures and academic processes at the university or college level. Accreditation processes are no exception and Australia is grappling to develop procedures that meet jurisdictional legislative requirements, assure the public of the quality of teacher preparation and suit the professional context for each state. As yet these procedures have not focused on professional growth, accomplished or expert teaching, or quality within specific areas of preparation. While all agree that the ultimate goal of accreditation is quality assurance- to improve teaching quality in schools, negotiating optimum pathways to quality outcomes is no easy task in a country with an education system and population as diverse as Australia.This paper considers some of the practical and institutional issues confronting teacher education providers as they come to terms with new regulatory environments that require external accreditation of teacher education to meet varying state and national policy agendas. Specifically, it focuses on issues engaging a small and regional teacher education provider, Charles Darwin University as it negotiates developing registration and accreditation requirements. It also flags the need to improve teacher quality through acknowledgement of advanced practice in teaching and expert performance in delivering teacher education.

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Using multiple measures of teaching quality to strengthen teacher preparation

Education Policy Analysis Archives ◽

10.14507/epaa.28.5011 ◽

2020 ◽

Vol 28 ◽

pp. 128

Author(s):

Jarod Kawasaki ◽

Karen Hunter Quartz ◽

Jose Felipe Martinez

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Teacher Education Program ◽

Teaching Quality ◽

Program Improvement ◽

Teacher Preparation Programs ◽

Highly Qualified ◽

Federal Grants ◽

Preparation Programs ◽

Teacher Residency

We argue that teacher preparation programs considering approaches to assess teaching quality should choose measures that appropriately represent the complexity of teaching, have formative value in supporting teacher candidates develop as highly qualified teachers and consider the context, mission, and people that the program desires to serve. The authors are part of a research team working with an urban teacher residency program housed in a university’s teacher education program. The increased focus on clinical experience and mandated accountability that accompany federal grants created a fertile space to experiment with different types of measures and data collection approaches, well beyond what is typical in traditional teacher education programs. In this essay, we discuss the philosophy and considerations that informed the selection of these measures in the program, and the processes that were followed to use this data in ways that consider the complexity of teaching and honor the value of data as a tool for program improvement.

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A Century of Library Support for Teacher Education in Calgary

Education Libraries ◽

10.26443/el.v32i1.266 ◽

2017 ◽

Vol 32 (1) ◽

pp. 4

Author(s):

Barbara Brydges

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Professional Identity ◽

Teacher Preparation Programs ◽

American Education ◽

Preparation Programs ◽

University Of Calgary ◽

History Of ◽

Library Support ◽

The University

This paper traces the century-long history of a library that has served teacher preparation programs in Calgary, Alberta, since 1909. It looks at how this library’s role and collections adapted to shifting notions of what constituted good teacher education and changing economic circumstances. In recounting this history, the paper examines the historical circumstances that created a separate education library at the University of Calgary and how issues of group and professional identity contributed to its continuing existence. The various themes which emerge may be common to many North American education libraries.

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Traditional Teacher Evaluation Models

Andragogical and Pedagogical Methods for Curriculum and Program Development - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-5872-1.ch017 ◽

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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Using Mobile Technology for Student Teaching Observations of Special Education Candidates

Advancing Higher Education with Mobile Learning Technologies - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-6284-1.ch006 ◽

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.

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Developing Critical Dispositions in Teacher Education Programs

Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-7823-9.ch006 ◽

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.

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

Strategic Leadership in PK-12 Settings - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-5225-9242-6.ch011 ◽

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.

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Globalization and Teacher Education

Teacher Training and Professional Development ◽

10.4018/978-1-5225-5631-2.ch066 ◽

2018 ◽

pp. 1443-1462

Author(s):

Esther Ntuli ◽

Arnold Nyarambi ◽

Joachim Jack Agamba ◽

Victor Ntuli

Keyword(s):

South Africa ◽

Teacher Education ◽

Teacher Preparation ◽

Literature Review ◽

21St Century ◽

Teacher Preparation Programs ◽

African Countries ◽

Preparation Programs ◽

Fully Integrated ◽

Content Preparation

This chapter examines the challenges to 21st century content preparation and pedagogy from the perspective of teaching professionals from different African countries: Cameroon, Ghana, South Africa, Lesotho and Zimbabwe. Specifically, the chapter explores the views and experiences of the participants during and after teacher preparation programs. Findings reveal common challenges, specific 21st century skills that are overlooked, and those not yet fully integrated in teacher preparation programs. The chapter offers suggestions for improvement based on the views of participants, research-based literature review, and best practices in teacher preparation programs.

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Preparing Teachers in the Age of Equity and Inclusion

Medical Education and Ethics ◽

10.4018/978-1-5225-0978-3.ch069 ◽

2017 ◽

pp. 1532-1554

Author(s):

Kelly M. Anderson

Keyword(s):

Public Schools ◽

Teacher Preparation ◽

Teacher Preparation Programs ◽

Professional Organizations ◽

Quality Teachers ◽

Preparation Programs ◽

Inclusive Learning ◽

Controversial Topic ◽

Changing Demographics

Preparing high quality teachers for practice in P-12 schools has been an extensively debated and controversial topic for many years. Today, with the changing demographics of students in our public schools, topics such as teacher preparation and overall quality of teachers in the U.S. has gained even greater scrutiny from policymakers, private agencies, professional organizations, accreditation boards, and politicians. This chapter explores historical to more recent perspectives of teacher education and related issues surrounding the absence of a universally accepted profile of teacher quality. The chapter also includes illustrations of contemporary teacher preparation programs that have thoughtfully redesigned traditional models into integrated extensive clinical based approaches to preparing teachers. The chapter concludes with a discussion of exemplary teacher preparation practices that align with equitable and inclusive learning environments currently found in public schools.

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A Case Study

Cases on Institutional Research Systems ◽

10.4018/978-1-60960-857-6.ch022 ◽

2011 ◽

pp. 326-338 ◽

Cited By ~ 1

Author(s):

Robert Elliott

Keyword(s):

Higher Education ◽

Teacher Education ◽

Teacher Preparation ◽

Teacher Education Program ◽

Program Assessment ◽

Teacher Preparation Programs ◽

National Commission ◽

Highly Qualified ◽

Preparation Programs ◽

Executive Officers

We know that a nationwide shortage of highly qualified teachers exists, and not enough people are becoming teachers. We also know there are increasing demands for institutions to demonstrate a system of accountability through program assessment. As stated by the State Higher Education Executive Officers (2005), “The National Commission on Accountability in Higher Education believes improved accountability for better results is imperative, but how to improve accountability in higher education is not so obvious” (p. 4). Also, many teacher preparation programs are not accredited, and of the 1,300 teacher preparation programs that existed in 1999, only 38 percent were accredited through the National Council for the Accreditation of Teacher Education (NCATE) (The CEO Forum on Education & Technology, 2000, p. 3). While examining the effectiveness of the Teacher Education program assessment at the case institution, three convergent themes emerged.

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