SERVICE LEARNING EXPERIENCES OF PRESERVICE TEACHERS IN AN URBAN TEACHER PREPARATION PROGRAM

2016 ◽  
Author(s):  
John Kelly
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Service Learning ◽  
Learning Experiences ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Urban Teacher Preparation ◽  
Urban Teacher

Preparing Teacher Candidates for Trauma-Informed Practices

2020 ◽  
pp. 004208592097408
Author(s):  
Emily C. Brown ◽  
Agata Freedle ◽  
Nicole L. Hurless ◽  
Rebecca D. Miller ◽  
Claire Martin ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Educational Outcomes ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Preparation Program ◽  
Future Research ◽  
Knowledge And Skills ◽  
Urban Teacher Preparation ◽  
Trauma Informed ◽  
Urban Teacher

Children who experience trauma may experience negative health and educational outcomes. Teachers are critical stakeholders in trauma-informed schools and are tasked with recognizing and responding to the needs of students who experience trauma. However, teachers face barriers to implementing trauma-informed practices, including high levels of stress and lack of preparation. This article describes training embedded in an urban teacher preparation program aimed at increasing the trauma knowledge and skills confidence of teacher candidates. Findings suggest the training helped teacher candidates increase knowledge and skills and met stated needs. Recommendations for future research and implications for teachers and teacher educators are discussed.

Redesigned Urban Teacher Preparation

2017 ◽  
pp. 327-344
Author(s):  
Marius Boboc
Keyword(s):  
Teacher Preparation ◽  
Program Implementation ◽  
Research University ◽  
Implementation Process ◽  
Teacher Preparation Program ◽  
Future Research ◽  
Early Experiences ◽  
Urban Teacher Preparation ◽  
Public Research University ◽  
Urban Teacher

A redesigned teacher preparation program at a Midwestern public research university focuses on deconstructing the previous curriculum to enhance the ways in which pre-service teachers get early experiences in communities and schools that serve them. Concurrently, the new curriculum clusters content, pedagogy, and instructional technology so that such clinical/field experiences could be analyzed by means of reflective practice that is highly contextual and dialogic. Challenges, opportunities, and trends during the design and implementation process reveal connections to the most recent research on urban teacher preparation. Future research proposes areas of investigation related to sustainability of research-focused and evidence-driven urban teacher education that involves community partners as an integral part of the program implementation and evaluation.

scholarly journals Predictive measures to identify target skill sets necessary for completion of future teachers in teacher preparation program

2020 ◽  
Author(s):  
◽  
Brandy Lee Hepler
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Effective Teachers ◽  
Classroom Climate ◽  
Mixed Methods Study ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Quality Teachers ◽  
Skill Sets ◽  
Evaluation Scores

Effective teachers are those who can create a classroom climate which meets the needs of the students (Darling-Hammond, 2009; Hart and Hodsen, 2004). In an attempt to identify preservice teachers who can create this type of classroom, Missouri added a workplace inventory, the Missouri Educator Profile (MEP), to their required battery of teacher preparation program (TPP) entrance assessments between the years of 2013 and 2018. Theoretically, students who scored similarly to the normed teacher group would perform similarly to those proficient teachers in the classroom during practicum as well. While the MEP is still available for TPP use, it is no longer a requirement. The purpose of this mixed methods study is to examine the perceptions of the constructs of quality teachers through the lens of current practicing educators in a Missouri Teacher Preparation Program and to discover if indicators on the MEP are predictive of performance evaluation scores. The results of this study may have the potential to either persuade or dissuade Missouri TPPs to utilize the MEP.

scholarly journals Deepening Understanding of Inquiry Teaching and Learning with E-Portfolios in a Teacher Preparation Program

2005 ◽  
Vol 31 (3) ◽  
Author(s):  
Han Smits ◽  
HsingChi Wang ◽  
Jo Towers ◽  
Susan Crichton ◽  
Jim Field ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Preservice Teacher ◽  
Teaching And Learning ◽  
Teacher Preparation Program ◽  
Inquiry Teaching ◽  
Preparation Program ◽  
University Instructors

This paper describes the first stages of a project focusing on the use of preservice-teacher-generated e-Portfolios as a means of documenting and assessing inquiry-based teaching and learning. The project is designed to explore ways in which preservice teacher-created e-Portfolios can be used to (1) document how inquiry lives in practice, and (2) help university instructors and practitioners in the field assess the knowledge, skills, and attributes of preservice teachers who are participating in an inquiry based teacher preparation program.

Sustaining Bilingual–Biliterate Identities: Latinx Preservice Teachers’ Narrative Representations of Bilingualism and Biliteracy Across Time and Space

2020 ◽  
pp. 002248712095436
Author(s):  
Idalia Nuñez ◽  
Doris A. Villarreal ◽  
Samuel DeJulio ◽  
Rosalyn Harvey ◽  
Lucia Cardenas Curiel
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Narrative Analysis ◽  
Research Study ◽  
Significant Part ◽  
Teacher Preparation Program ◽  
Language And Literacy ◽  
Preparation Program ◽  
Time And Space ◽  
Narrative Representations

The present study is a narrative analysis of 14 self-created books by Latina/o/x bilingual preservice teachers to describe their biliteracy trajectories. Drawing on the concept of identity and bilingualism, this analysis explores how preservice teachers experienced language and literacy and how these experiences have shaped their bilingual–biliterate identities. The findings of this research study revealed that bilingual preservice teachers (a) narrated Spanish as a significant part of their remembered identities, (b) struggled to maintain their bilingualism and biliteracy, and (c) reconnected and reclaimed their bilingual–biliterate identities through their experiences in their teacher preparation program.

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