scholarly journals Preservice Teacher Perspectives on Learning with Technology: Modeling Vulnerability and Embracing Innovation

2021 ◽  
Author(s):  
Rebecca Smith
Keyword(s):  
Teacher Preparation ◽  
Preservice Teacher ◽  
Teaching And Learning ◽  
Teacher Perspectives ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Learning Framework ◽  
Technology Modeling ◽  
Learning With Technology ◽  
The Impact

This mixed methods study examined preservice teacher perspectives on the impact of using untethered lecture capture (ULC) as an instructional technology in a teacher preparation course, both on learning experiences as students and confidence using technology as teachers. Results found statistically significant (p < .05) increases in confidence using technology as a teaching tool. Additionally, Darling-Hammond et al.'s (2018) Teacher Preparation for Deeper Learning framework was utilized to analyze qualitative data to explore the impact of ULC on preservice teacher learning. Challenges and recommendations for effective implementation of ULC, based on participant feedback, are provided. This study contributes to research on using technology in teacher preparation programs to enhance the teaching and learning process for preservice educators and is grounded in the TPACK model (Mistra & Koehler, 2009).

Teacher Professional Dispositions: Much Assemblage Required

2019 ◽  
Vol 121 (11) ◽  
pp. 1-28
Author(s):  
Kathryn Strom ◽  
Jason Margolis ◽  
Nihat Polat
Keyword(s):  
Teacher Preparation ◽  
Teaching And Learning ◽  
Assessment Tools ◽  
Teacher Preparation Programs ◽  
Teacher Dispositions ◽  
Complex Nature ◽  
Preparation Programs ◽  
Professional Dispositions ◽  
State Education ◽  
Nature Of Teaching

Background/Context Despite noted difficulties with defining and assessing teacher dispositions, U.S. state education departments and national accreditation agencies have included dispositions in mandates and standards both for determining teacher quality and for assessing the quality of the teacher preparation programs that certify them. Thus, there remains a significant impetus to specify dispositions to assess, identify what “good” dispositions look like in practice, and determine the best way to measure them. Purpose The purpose of this paper is twofold. First, we aim to problematize the construct of “teacher dispositions” through a critical synthesis of literature and a discussion of a rhizomatic perspective to generate a (re)conceptualization that is more closely aligned with the immensely complex nature of teaching and learning. Second, we draw on samples of university-generated teacher disposition assessment tools to provide concrete examples that “put to work” this complex perspective on dispositions. Research Design To apply ideas introduced in our rhizomatic framework focused on multiple, dynamic assemblages, we conducted a qualitative textual analysis of a sample of 16 widely available assessment tools used by university-based teacher preparation programs to measure teachers’ professional dispositions. Findings and Conclusions Overall, the vast majority of disposition criteria included in the tools reviewed were temporal and relational, seeking to assess the interactions of the teacher candidate amidst a variety of potential circumstances as well as material and discursive factors. This reveals a paradox, however, since, despite their more contextual phrasing, these criteria ultimately seek to assess an individual and are high-stakes only for that teacher. Yet, we suggest that the results of this review may be an indication that the field is moving toward a more multifaceted vision of teaching that can better take into account the dynamic, situated, and relational nature of teaching activity. We also suggest the language accounting for some of the complexity of teaching in the disposition assessment tools we reviewed may be an entry point into a more dynamic, vital materialist vision of the profession.

scholarly journals Expanding EAL expertise: Taking a multilingual stance

2019 ◽  
Vol 28 (1) ◽  
pp. 5-20
Author(s):  
Ester J. De Jong
Keyword(s):  
United States ◽  
Teacher Preparation ◽  
Preservice Teacher ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Mainstream Teachers ◽  
Preservice Teacher Preparation

English as an Additional Language (EAL) students are increasingly taught by non-specialist, mainstream teachers. This trend calls for a reconceptualization of teacher education to explicitly and purposefully include linguistically and culturally responsive pedagogy in their curriculum. In the United States, several frameworks have been proposed to address this need, although much still needs to be learned about actual practice in preservice teacher preparation programs. In this article, I caution against the monolingual bias in preservice teacher preparation and argue for the mandate for developing a multilingual stance for all teachers of EAL students.

Virtual Mentors

2013 ◽  
pp. 258-276 ◽  
Author(s):  
Marialice B. F. X. Curran ◽  
Regina G. Chatel
Keyword(s):  
Social Media ◽  
Teacher Preparation ◽  
21St Century ◽  
Teaching And Learning ◽  
Role Model ◽  
Teacher Preparation Programs ◽  
Collaborative Partnerships ◽  
Preparation Programs ◽  
Virtual Mentoring ◽  
Traditional Mentoring

Social media has the potential to revolutionize teaching, learning, and collaborative partnerships in teacher preparation programs. Traditional mentoring has been conducted in person, via mail, telephone, e-mail, conferences, and typical daily interactions. However, the emergence of social media has led to an exciting development called the iMentor Model, virtual mentoring via social media. Through the iMentor Model, teacher candidates observed 21st century teaching methods that they were not always able to observe locally. The traditional mentor is an advisor, a coach, a facilitator, or a role model. An iMentor demonstrates these qualities as well as embracing multiple social networking platforms in teaching and learning. iMentors model three components of the Saint Joseph College School of Education Conceptual Framework (2010): Rigorous of Mind, Compassionate of Heart, and an Agent of Change in their teaching. This chapter discusses how the use of iMentors brings teacher preparation into the 21st century.

scholarly journals A Family Affair: Caring in Teaching and Implications for Teacher and Researcher Preparation

2017 ◽  
Vol 26 (2) ◽  
Author(s):  
James A. Bernauer ◽  
Mary Pat Bernauer ◽  
Patrick J. Bernauer
Keyword(s):  
Teacher Preparation ◽  
College Student ◽  
Educational Research ◽  
Prior Knowledge ◽  
Student Motivation ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Profound Influence ◽  
The Impact ◽  
Ultimate Purpose

The purpose of this study was to explore how perceptions of remembered instances ofteacher caring in K-College impacted the motivation of a college student. Implicationsfor teacher preparation programs and educational research were then drawn from theseperceptions. The first part of the title “A Family Affair” stems from the fact that theauthors are members of the same family – Father, Mother, and Son. Both the father andmother had prior knowledge of some (not all) of the instances of caring and non-caringdescribed by their son and thus shared a privileged insider position that offered uniqueinsights while cooperative peer checking was used both during and after the interview tohelp promote the trustworthiness of findings. It was found that the degree of caringshown by teachers had a profound influence on the participant’s willingness to put fortheffort especially in those courses that were not his favorite subjects which suggests that astrong connection exists between caring and student motivation. An importantimplication of this study is that teachers and those responsible for teacher preparationprograms would benefit by being aware of the impact of caring on students’ engagementand attitude toward learning. If the ultimate purpose of educational research is tocontribute to effective teaching, then the “soft variable” of caring should be consideredan important component of researcher preparation. It is hoped that readers will find thisstudy to be transferable to the degree that it resonates with their own experience asteachers, students, and parents, and which we refer to as “experiential validity”.

scholarly journals An examination of cross-cultural experiences on developing culturally responsive teacher candidates

2019 ◽  
Vol 1 ◽  
pp. 13 ◽  
Author(s):  
Nakeshia N. Williams ◽  
Brian K. Williams ◽  
Stephanie Jones-Fosu ◽  
Tyrette Carter
Keyword(s):  
Teacher Preparation ◽  
Personal Growth ◽  
Teacher Candidates ◽  
New Teachers ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Cross Cultural ◽  
Teacher Preparation Programs ◽  
Preparation Programs

As the P-12 student landscape continues to grow in cultural and linguistic diversity, teacher preparation programs have yet to adequately prepare teacher candidates’ teaching and learning skills in meeting the academic and socio-emotional needs of diverse student demographics. This article examines teacher candidates’ cultural competence and cultural responsiveness to enhance candidates’ educator preparation and stimulate candidates’ personal growth development as developing culturally and linguistically responsive new teachers. While many teacher preparation programs require one multicultural or diversity education course, the authors examine a Minority Serving Institution’s integration of a cultural immersion experience for teacher candidates as one way of supporting their development as culturally and linguistically sustaining pedagogues. This paper aims at supporting school districts’ need of culturally competent new teachers who have the content knowledge and pedagogy to teach and support culturally and linguistically diverse children. Recognizing this need, this qualitative analysis highlights the importance of and a need for cultural and linguistic competence among teacher candidates. Findings from this study provides a means by which universities can implement cross-cultural coursework and field-based experiences to prepare culturally responsive teacher candidates.

Today's Demands on Education

2019 ◽  
pp. 42-68
Author(s):  
Linda M. Brown
Keyword(s):  
Teacher Preparation ◽  
Student Learning ◽  
Effective Schools ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Learning Needs ◽  
Quality Teachers ◽  
Preparation Programs ◽  
Instruction And Learning

The concerns are growing when it comes to today's demands on education. This chapter will explain how demands on teachers are critical to student success. It is imperative that teacher preparation programs are preparing quality teachers who will contribute to effective schools and student learning. The scholarship of teaching and learning needs to accompany teacher education so that teacher educators can understand and communicate the complexity of instruction and learning. Teachers as professionals need to be able to make informed and accountable deliberations about how they will engage in their practice to increase student learning. Reflective practice needs to begin early in teacher preparation programs and continue throughout the preserves teachers' programs.

Preparing to Teach with Flipped Classroom in Teacher Preparation Programs

2015 ◽  
pp. 1461-1481 ◽  
Author(s):  
Beverly B. Ray ◽  
Angiline Powell
Keyword(s):  
Higher Education ◽  
Teacher Preparation ◽  
Best Practices ◽  
Preservice Teacher ◽  
Flipped Classroom ◽  
Theoretical Foundation ◽  
Meaningful Learning ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Preservice Teacher Preparation

The chapter outlines best practices in the use of Flipped Classroom to promote active and meaningful learning in higher education, specifically preservice teacher preparation courses. The theoretical foundation supporting the use of Flipped Classroom is reviewed as well as issues related to its use. Recommendations as to how to integrate Flipped Classroom are examined as well. Linkage to the goals of teacher preparation programs are made to assure the reader's understanding of the recommendations that follow.

Programmatic Role of Education Libraries in Informatics to Support Preservice Teacher Preparation Programs

2010 ◽  
Vol 112 (10) ◽  
pp. 2603-2622
Author(s):  
Lesley Farmer
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Preservice Teacher ◽  
Postsecondary Education ◽  
Research Question ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Preservice Teacher Preparation ◽  
Efficient Program ◽  
Apply Informatics

Background/Context The management, processing, and transformation of information constitute central tasks in education. Education informatics intersects the theories and practices of both informatics and education. In particular, informatics aids in the systematic incorporation of technology as educational stakeholders represent, process, and communicate information effectively. The systematic study of those informational structures and interactions, particularly the application of technology to discovering and communicating education information—education informatics—is less prevalent. Purpose/Objective/Research Question/Focus of Study As education librarians seek to collaborate with preservice teacher preparation programs, they need to apply informatics principles to optimize the library's ultimate impact on student achievement. Specifically, education librarians need to examine several levels of information processing systems: student, faculty, program, institution, and government entities. Furthermore, education librarians need to identify the conditions or environments of these information systems because the infrastructure, available resources, and knowledge base all impact student learning. Setting The settings for this study were preservice teacher preparation programs and academic libraries. Population/Participants/Subjects The participants were preservice teachers, teacher preparation faculty, and librarians. Research Design This is a secondary analytic essay. Conclusions/Recommendations With the burden that teacher preparation faculty have in offering a well-rounded and time-efficient program, postsecondary education libraries and their staff can support efforts to address informatics, leveraging their contributions of resources and informatics expertise. Academic librarians have in-depth training in informatics in that they look at information systematically. Particularly in those institutions where librarians are assigned subjects in which to specialize, they can link their professional skill to content-area needs.

Meaningful Practice

2016 ◽  
Vol 40 (1) ◽  
pp. 26-50 ◽  
Author(s):  
Melanie Rees Dawson ◽  
Benjamin Lignugaris/Kraft
Keyword(s):  
Teacher Preparation ◽  
Student Behavior ◽  
Special Educators ◽  
Virtual Classroom ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Repeated Practice ◽  
Practice Opportunities ◽  
Target Skills ◽  
The Impact

Novice teachers need to develop foundation teaching skills to effectively address student behavior and academics in the classroom. The TLE TeachLivE™ simulation laboratory (TLE) is a virtual classroom used to supplement traditional didactic instruction and field experiences in teacher preparation programs. In this study, repeated practice and structured feedback were provided to preservice special educators in TLE to improve their delivery of specific praise, praise around, and error correction. Their weekly performance was observed in TLE during simplified teaching scenarios in intervention and during more complex teaching scenarios following intervention. In addition, their generalization of target skills to their own classrooms was measured weekly. Overall, teachers improved delivery of the target skills in the virtual classroom. They generalized performance to real classroom settings with varying levels of proficiency. Implications for teacher preparation are discussed, including the impact of aligning simulated practice opportunities and authentic teaching environments.

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