scholarly journals Enhancing Educational Technology Confidence among Teacher Candidates: Benefits of and Lessons Learned from a 1:1 Device University-Elementary School Partnership

10.28945/4129 ◽  
2018 ◽  
Vol 17 ◽  
pp. 423-440
Author(s):  
Gregory M Francom ◽  
Andria L Moon
Keyword(s):  
Educational Technology ◽  
Teacher Preparation ◽  
Technology Use ◽  
Teacher Candidates ◽  
Outcome Expectations ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
Social Outcome ◽  
Preparation Program ◽  
University Partnership

Aim/Purpose: This study describes and evaluates a teacher preparation program that combines a school-university partnership and a 1:1 device initiative. Background: This educational design research report combines a 1:1 technology device experience with a school-university partnership to enhance teacher preparation for educational technology use. Methodology: This is a mixed-methods educational design research study. Interview responses share benefits and lessons learned from the program experience. Survey responses give information about educational technology confidence among teacher candidates who took part in this program. Contribution: This study provides a description of a unique teacher preparation program designed to enhance educational technology confidence among teacher candidates and shares lessons learned from this experience in light of collected data. Findings: Teacher candidates’ social outcome expectations for using technology were increased. Qualitative data indicate that the program also benefitted elementary school teachers by enhancing educational technology confidence and providing extra help. Recommendations for Practitioners: University teacher candidates should be given more embedded technology-focused classroom experiences. Smaller university class sizes are necessary to support these types of experiences. Recommendation for Researchers: Future studies could more deeply investigate how school-university partnership programs with technology affect teacher candidates’ social outcome expectations and educational technology confidence. Impact on Society: Approaches to teacher preparation similar to the one presented in this study can enhance students’ social outcome expectations for using technology. Future Research: Future studies could investigate various educational technology initiatives’ effects on teacher candidates’ educational technology confidence and share teacher preparation program designs aimed at enhancing educational technology use.

scholarly journals Implementing Action Research in a Teacher Preparation Program: Opportunities and Limitations

2021 ◽  
Vol 21 (2) ◽  
pp. 47-71
Author(s):  
Glenda L. Black
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Action Research ◽  
Professional Learning ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Problem Solving Skills

Action research has the potential to reconstruct schools into professional learning communities that are able to identify educational issues and develop appropriate solutions for 21st century learning. Increasingly, teacher education programs are providing action research experiences to encourage analytical thinking and problem-solving skills (Darling-Hammond, 2009, 2012). The purpose of this study was to critically examine the experiences of the teacher educator and teacher candidates involved in the implementation of an action research component over four years in a revised consecutive initial teacher preparation program. A case study design using action research methodology was used in the research, which provided the tools to explore a complex phenomenon within its context: the implementation of an action research assignment in a core course in a teacher preparation program. The perceptions of the faculty teaching the course and the teacher candidates (n=544) in each of the four years provided insight into challenges, benefits, and lessons learned.  The discussion centers on the implementation of action research in a compulsory course in a teacher education program; identifying opportunities and limitations settled into four main categories: structural incongruence, reflection, growth, and recommendations.

Learning to Teach

2018 ◽  
pp. 587-612
Author(s):  
Gabrièle Abowd Damico ◽  
Lawrence J. Ruich ◽  
John M. Andrésen ◽  
Gretchen Butera
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Field Experience ◽  
Teacher Candidate ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
University Supervisor ◽  
Evaluative Feedback ◽  
Triadic Relationship

This chapter describes an approach to field experience that provides the opportunity for a long-term relationship between a teacher candidate and their supervising teacher in a teacher preparation program called Community of Teachers (CoT). CoT emphasizes the importance of this relationship in several ways. The program empowers teacher candidates and their mentors to choose one another. In addition, the length of the field experience provides an opportunity for teacher candidates to more deeply engage in the process of becoming a teacher within the context of a classroom and a school that they come to know well. A triadic relationship between the teacher candidate, supervising teacher, and university supervisor provides the opportunity for support as well as evaluative feedback for the teacher candidate. Benefits also accrue to the supervising teacher.

scholarly journals Transition to Teaching

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
R. Lance Potter ◽  
A. Suzie Henning ◽  
Tara L. Haskins
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
First Year ◽  
Teaching Program ◽  
Application Process ◽  
Teacher Shortages ◽  
Students First ◽  
Competency Based

This article describes lessons learned from the first-year implementation of a Grow Your Own teacher preparation alternative route program, Transition to Teaching. Implemented in a rural area in Washington State facing significant teacher shortages, the Transition to Teaching program reaches potential teachers who may not have access to a four-year college and a high-quality, competency-based teacher preparation program. The Transition to Teaching program fulfills the priority assigned by the state to recruiting and retaining teachers from underrepresented groups. Beginning with describing the design of the program and the application process, we discuss students’ first-year experiences, lessons learned, and solutions developed. Content, strategies, access, and efficiencies are highlighted and advice for new programs is provided. In the end, we prove programs comparable to Transition to Teaching require clear collaboration and coordination as well as oversight to ensure teacher candidates are successful.

Elementary Teacher Candidates' Perspectives on the Teaching and Learning of English Learners

2018 ◽  
pp. 23-41
Author(s):  
Stefanie D. Livers ◽  
Liang-Yin. Lin
Keyword(s):  
Teacher Preparation ◽  
English Learners ◽  
Elementary Teacher ◽  
Teacher Candidates ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Preparation Programs ◽  
Successful Teachers ◽  
Research Institution ◽  
Elementary Teacher Candidates

Research suggests that K-12 teacher candidates are not prepared to meet the needs of English Learners (ELs) (O'Neal, Ringler, & Rodriguez, 2008), and that their belief systems about teaching impact their ability to learn best practices for instruction (Nosich, 2009). In order to be successful teachers of ELs, teacher candidates must be adequately prepared to meet the needs of diverse learners by making targeted changes to instruction. It is essential that teacher preparation programs include opportunities to develop knowledge and skills. The goal of this study was to evaluate one preparation program's effect on knowledge, beliefs and attitudes, and self-efficacy of teacher candidates in regard to teaching ELs. The study examined perceptions, experience and knowledge of ELs and the effectiveness of a teacher preparation program in changing teacher candidates' beliefs about ELs. This exploratory study builds on previous research from a four-phase elementary teacher preparation program at a research institution.

An Untapped Resource

2021 ◽  
pp. 206-226
Author(s):  
Traci Almeida ◽  
Maureen P. Hall
Keyword(s):  
Teacher Preparation ◽  
Teacher Retention ◽  
Teacher Leadership ◽  
Instructional Effectiveness ◽  
Early Career ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
University Partnership ◽  
Untapped Resource

This chapter showcases a teacher preparation program (TPP) targeting early career, in-service teachers who are most vulnerable to early attrition and was created to support district efforts to retain and develop an effective workforce. The chapter focuses and puts a spotlight on the role of the instructional consultant, which is the most innovative aspect of this district-based teacher preparation program. These instructional consultants are embedded in the design and delivery of program coursework. This instructional consultant role was innovated to provide a conduit for teacher leadership in this ongoing partnership. This chapter recounts how this partnership began, how instructional consultants have become a conduit for leveraging and growing teacher leadership for all stakeholders involved in this school-university partnership, and the ongoing impact of this program in terms of teacher retention and improving instructional effectiveness.

Bug-in-Ear Coaching for Teacher Candidates: What, Why, and How to Get Started

2019 ◽  
Vol 55 (3) ◽  
pp. 178-184
Author(s):  
Kelley Regan ◽  
Margaret P. Weiss
Keyword(s):  
Teacher Preparation ◽  
Real Time ◽  
Performance Feedback ◽  
Teacher Candidates ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Teaching Behavior

Practice-based opportunities are provided throughout a teacher preparation program. During these opportunities, teachers demonstrate learned skills and strategies and receive performance feedback. Real-time feedback is delivered when the teaching behavior is occurring, allowing for more immediate and, typically, more targeted performance feedback. A technology-enabled practice for providing real-time feedback is bug-in-ear (BIE) coaching. This article provides a step-by-step guide for BIE coaching.

From Digital Distraction to Digital Direction: Implementing Interactive Agendas in the 1:1 Classroom Environment

2020 ◽  
pp. 004723952098226
Author(s):  
Sarah E. Bryans-Bongey
Keyword(s):  
Teacher Preparation ◽  
Student Satisfaction ◽  
Classroom Environment ◽  
Technology Use ◽  
Management System ◽  
Viable Alternative ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Web Based ◽  
College Course

This study was conducted in the context of a college course involving students enrolled in the university’s teacher-preparation program. In an effort to facilitate in-class activities and promote student satisfaction, the instructor developed web-based agendas for students to access via their laptop computers. The research spans two semesters in which the interactive agendas were provided for all class sessions. The agendas were posted in the learning management system and were actively used by 60 students during class. They formed a gateway to various cloud-based materials including databases, Google documents, forms, and slides. Students used the daily agendas to engage in target content and collaborate with one another during class. Based on positive responses from participants and the observed productivity among students, findings suggest interactive agendas may be a viable alternative to hardware/devices, software, and policy-based attempts to control or limit student technology use in the 1:1 classroom.

Curated Conversations

2021 ◽  
pp. 257-275
Author(s):  
Jessica A. Manzone ◽  
Rebecca J. Peeples
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Teacher Preparation Program ◽  
Student Interest ◽  
Transfer Of Knowledge ◽  
Preparation Program ◽  
Professional Educators ◽  
Practical Strategy ◽  
K 12

The transfer of knowledge and skills to the K-12 classroom is a central objective for any teacher preparation program. This chapter highlights how the skill of developing critical conversations around diverse literature can be woven into the coursework of any teacher preparation program. Theories such as Rings of Culture, Authentic Text, and Implicit Learning anchor this chapter. This chapter provides a practical strategy for building the capacity in teacher candidates necessary to transfer the authentic application of diverse literature to promote social justice and action to the K-12 classroom. The authors articulate how the high-leverage practice of developing Curated Conversations can be used to create environments that foster student voice, student choice, and student interest in any classroom. When modeled for teacher candidates, this strategy can become internalized into their practice and promote the development of professional educators committed to social justice and action.

Implementing an Online Educational Technology Course in a Teacher Preparation Program

2010 ◽  
pp. 30-44
Author(s):  
Heejung An ◽  
Hilary Wilder
Keyword(s):  
Educational Technology ◽  
Technology Integration ◽  
Teacher Preparation ◽  
Teacher Knowledge ◽  
Teacher Educators ◽  
Detailed Account ◽  
Teacher Preparation Program ◽  
Teaching With Technology ◽  
Preparation Program ◽  
Face To Face

To positively foster teacher knowledge, skills and beliefs regarding technology integration, a teacher preparation program at a university in New Jersey, USA carried out the process of revising a face-to-face technology skill based course into a fully online one in which the focus changed to “teaching with technology.” This chapter provides a detailed account of how the course was revised, and describes the challenges the authors faced. The solutions that came to the fore during this process are also provided. The chapter concludes with recommendations for other teacher educators who might be offering online educational technology courses to candidates of a similar population.

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