Information Systems in Teacher Preparation Programs: What Can we Learn from A 5-Year Longitudinal Case Study of an Electronic Portfolio Database?

2009 ◽  
Vol 41 (4) ◽  
pp. 431-451 ◽  
Author(s):  
Gerry Swan
Keyword(s):  
Information Systems ◽  
Teacher Preparation ◽  
Electronic Portfolio ◽  
Teacher Preparation Programs ◽  
Longitudinal Case Study ◽  
Preparation Programs

Integrating Health Education into Teacher Preparation Programs: A Case Study

2003 ◽  
Vol 25 (2) ◽  
pp. 35-43 ◽  
Author(s):  
Liza Nagel ◽  
Donna Lockner ◽  
Chris Hollis ◽  
Gloria Napper-Owen
Keyword(s):  
Teacher Preparation ◽  
Health Education ◽  
Teacher Preparation Programs ◽  
Preparation Programs

scholarly journals Developing Classroom Management Strategies in Non-Native Culture: A Single Case Study

2018 ◽  
Author(s):  
Xianquan Liu ◽  
Wayne Babchuk
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Classroom Management ◽  
Single Case ◽  
Management Strategies ◽  
Teacher Preparation Programs ◽  
Single Case Study ◽  
Preparation Programs ◽  
Classroom Management Strategies

This single case study explored the practicum and student teaching experience of a native Chinese pre-service language teacher in order to better understand her process of developing classroom management strategies and the difficulties and challenges emerged in that process. In a broader sense, the case study aims to inform teacher preparation programs in terms of preparing Chinese teachers for secondary public schools in the U.S. The longitudinal study employed semi-structured interviews, classroom observation notes, teaching reflections and documents. Six themes — instructional challenges, coping strategies, cultural difference, language frustration, attitudes and feelings, and improvement — emerged from constant comparative analysis. Compared with previous literature, the current research underscores the importance of accessibility of classroom management resources and the positive problem-solving attitude of the native Chinese pre-service teacher in her challenging experience of developing classroom management strategies in American public schools. The researchers discuss the needs for providing supporting accommodations for native Chinese pre-service teachers in teacher preparation programs.

The PDSA Overhaul

2017 ◽  
pp. 87-105
Author(s):  
Joy N. Stapleton ◽  
Kristen C. Cuthrell ◽  
Christina M. Tschida ◽  
Elizabeth A. Fogarty
Keyword(s):  
Teacher Preparation ◽  
Elementary Education ◽  
Student Teaching ◽  
Teaching Experience ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Pdsa Cycle ◽  
Challenges And Opportunities

This chapter describes how faculty in a large, rural teacher preparation program adopted a model for change built upon the tenets of improvement science and the PDSA cycle. Using PDSA in teacher preparation allows programs to pilot the innovations and test refinements quickly. Data are collected and analyzed as the innovations are implemented so changes can be made on an ongoing basis and the innovations can become increasingly effective. A case study surrounding critical reform areas for teacher preparation will be described to show how elementary education faculty moved through multiple PDSA cycles while reforming teacher candidate support in the year-long student teaching experience. The considerations, challenges, and opportunities for using the PDSA cycle in teacher preparation programs will also be presented. This case study can serve as a model for other teacher preparation programs looking to use disciplined inquiry to drive program improvement.

Evidence-Based Transition Practices

2022 ◽  
pp. 1246-1267
Author(s):  
James L. Soldner ◽  
Dimity Peter ◽  
Shahrzad Sajadi ◽  
Maria Paiewonsky
Keyword(s):  
Teacher Preparation ◽  
Best Practices ◽  
Students With Disabilities ◽  
Adult Life ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Youth With Disabilities ◽  
Education Of Students ◽  
Academic Content

Preparing youth to become active and independent citizens is a critical goal for all societies. However, youth with disabilities are less likely to achieve the same adult outcomes as their non-disabled peers. Although there is a growing body of research that has identified best practices regarding the facilitation of youth with disabilities from school to an inclusive adult life, many teachers do not have the requisite skills or knowledge to facilitate this process. This chapter explores best practices in transition education for teachers beyond the academic content, identifying eight key strategies that should inform teacher preparation programs. Using a case study from Iran, this chapter critically reflects on the relevance of these strategies in an international context, where inclusion and education of students with disabilities is an emerging field.

Evidence-Based Transition Practices

2019 ◽  
pp. 98-119
Author(s):  
James L. Soldner ◽  
Dimity Peter ◽  
Shahrzad Sajadi ◽  
Maria Paiewonsky
Keyword(s):  
Teacher Preparation ◽  
Best Practices ◽  
Students With Disabilities ◽  
Adult Life ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Youth With Disabilities ◽  
Education Of Students ◽  
Academic Content

Preparing youth to become active and independent citizens is a critical goal for all societies. However, youth with disabilities are less likely to achieve the same adult outcomes as their non-disabled peers. Although there is a growing body of research that has identified best practices regarding the facilitation of youth with disabilities from school to an inclusive adult life, many teachers do not have the requisite skills or knowledge to facilitate this process. This chapter explores best practices in transition education for teachers beyond the academic content, identifying eight key strategies that should inform teacher preparation programs. Using a case study from Iran, this chapter critically reflects on the relevance of these strategies in an international context, where inclusion and education of students with disabilities is an emerging field.

Barriers to Inquiry-Based Instruction: A Longitudinal Study of History Teachers

2019 ◽  
Vol 71 (3) ◽  
pp. 279-291 ◽  
Author(s):  
Christopher C. Martell
Keyword(s):  
Teacher Preparation ◽  
Teacher Development ◽  
Teacher Preparation Programs ◽  
Methods Course ◽  
Development Programs ◽  
Preparation Programs ◽  
History Teachers ◽  
Inquiry Based Learning ◽  
Based Instruction

While there has been an increased focus on inquiry-based learning in teacher preparation programs, little is known about the influences of these programs on teacher development over time. Using activity theory as its theoretical framework, the researcher employed a longitudinal interpretative case study design to examine the development of three history teachers’ conceptual and practical tools from their methods course through their fifth year or exit from the classroom. The findings revealed that, while the teachers had inquiry-aligned beliefs and developed inquiry-related conceptual tools, a lack of practical tools and support during teacher preparation and within their eventual communities of practice had a major impact on their ability to frequently implement inquiry in their classrooms. Recommendations are offered for teacher preparation and inservice professional development programs.

scholarly journals Teaching as a career choice: A case study on the perceptions of emerging teachers

2019 ◽  
Vol 2 (2) ◽  
pp. 21-37
Author(s):  
Michael Houdyshell
Keyword(s):  
Teacher Preparation ◽  
Undergraduate Students ◽  
Qualitative Case Study ◽  
Teaching Profession ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Introductory Course ◽  
School Year ◽  
Study Support

As fewer and fewer students choose teaching as a career, the teaching profession struggles to understand how to recruit more students into the field, and prevent current teachers from leaving. Data shows the need for new teachers will continue to increase (Sutcher, Darling-Hammond and Carver-Thomas (2016), while almost 70% of schools reported at least one unfilled vacancy to begin the 2011-12 school year (Malkus, Hoyer, & Sparks, 2015). Teacher preparation programs are also graduating fewer students into teaching (2016). This qualitative case study investigated the perceptions and beliefs of undergraduate students enrolled in an introductory course on teaching. Data from this case study is expected to confirm prior research on the reasons why students choose teaching as a profession, and help teacher preparation programs investigate if students’ perceptions about becoming a teacher have changed. Results from this study support prior research on why students choose to become teachers, but also explores students views on how society views teaching, the continued salary gap with other professions, and the future of teaching.

Assessing and Evaluating Teacher Preparation Programs

2014 ◽  
Author(s):  
Frank C. Worrell ◽  
Mary M. Brabeck ◽  
Carol Anne Dwyer ◽  
Kurt F. Geisinger ◽  
Ronald W. Marx ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Preparation Programs
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