scholarly journals ENHANCING THE ROLE OF FIELD EXPERIENCE SUPERVISORS: TOWARD MULTICULTURAL EQUITY IN A TEACHER PREPARATION PROGRAM

2021 ◽  
pp. 24-36
Author(s):  
Lisa VASQUEZ
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Field Experience ◽  
Historical Context ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Multicultural Society ◽  
Preparation Programs ◽  
Program Leaders

The current state of education embodies increasing public demands and policy mandates for teacher accountability in all classrooms, pre-kindergarten through Grade 12. Leaders expect increased academic performance to meet grade-level curriculum standards within a multicultural society. Teacher preparation programs are tasked to create and manage field experiences that guide practice within diverse learning communities. Teacher candidates interact with the cultural, social, and historical context of schools, of professional colleagues, and of the pupils they teach. In addition, teacher candidates should be prepared to develop practices that are intentional, personalized, differentiated, and purposeful for the pupils within their classrooms. This paper offers a case study of one university’s re-design of field experience supervision in its teacher preparation programs. The curriculum designers sought to ensure support for teacher candidates based on each student’s individual needs, while fostering systemic change responsive to ideas of race, gender, and other areas of intersectionality in a multicultural society. The field supervisor was the key to connect the practical, field-based experiences with the vision and mission of the university. Thus, program leaders identified the need to invest in the professional development of field supervisors in a way that brought the vision and mission to life—from words to action. The resulting framework included a multi-faceted approach of coaching / mentoring, professional development, and reflective discourse with colleagues.

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

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.

scholarly journals Teacher Candidates Perceptions of a Course Assignment Designed to Support a Teacher Performance Assessment

2018 ◽  
Vol 8 (2) ◽  
pp. 58 ◽  
Author(s):  
Carmen Sherry Brown
Keyword(s):  
Teacher Preparation ◽  
Performance Assessment ◽  
Teacher Candidates ◽  
Classroom Teacher ◽  
Teacher Performance ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Teacher Performance Assessment ◽  
Knowledge And Skills

To guide and support teacher candidates in developing the knowledge and skills they need in the classroom, teacher preparation programs must prepare students in acquiring the experience and expertise needed to demonstrate mastery of general knowledge in the specific subject or content area. In addition, teacher preparation programs must support candidates in maintaining knowledge of professional preparation and education competence that will guide student development. Therefore, faculty in teacher preparation programs are critical in supporting pre-service teachers in acquiring and developing the knowledge and skills in order to be effective and efficient in the classroom and to meet licensure requirements. To support the alignment of early childhood coursework in a teacher preparation program with a Teacher Performance Assessment (edTPA), the purpose of this study was to determine the efficacy of a redesigned course assignment that was intended to support the edTPA. The findings indicated that there are opportunities for candidates to develop their practice through course assignments that are aligned with the language and expectations of the edTPA.

Trajectories of Teacher Identity Development across Institutional Contexts: Constructing a Narrative Approach

2011 ◽  
Vol 113 (9) ◽  
pp. 1863-1905
Author(s):  
Gail Richmond ◽  
Mary M. Juzwik ◽  
Michael D. Steele
Keyword(s):  
Teacher Preparation ◽  
Identity Development ◽  
Teacher Identity ◽  
Teacher Candidates ◽  
Third Party ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Narrative Approach ◽  
Preparation Programs ◽  
Third Person

Background/Context Teacher preparation programs are built on knowledge, practices, habits of mind, and professional standards that teacher educators (TEs) intend teachers to possess. Some foundations are explicitly manifest in standards, mission statements, and policies, whereas others are embedded in coursework, field experiences, and social contexts that influence teacher candidates’ (TCs’) developing teacher identities. Purpose/Objective/Research Question/Focus of Study This study conceptualizes the process of working with TCs whose identity development trajectories pose troubling problems. We explore the question, How can TEs make informed, responsible, and compassionate decisions about intern identity development? To do so, we offer narrative accounts of three secondary teacher candidates moving along identity trajectories with varying degrees and types of difficulty. Our inquiry traced the construction of first-, second-, and third-person narratives of TCs who experienced “problems” in a large teacher preparation program. Research Design This study employed a narrative design. We define narrative as the temporal sequencing of events, told from an interpreted point of view. We use (a) narratives that persons tell about themselves, (b) narratives told to the identified person, and (c) narratives told about the identified person by a third party to a third party to plot TCs’ identity trajectories. The narratives we present focus on TCs as told by, to, or about university staff, mentor teachers, and TCs themselves. We constructed composite narratives about each of three TCs’ identity development using notes from face-to-face meetings, e-mail correspondence, course assignments, memos, TC evaluations, TC journals, and university course observation notes. Findings/Results Two of the three narrative accounts represent TCs who ultimately were not successful in completing the program. Kirk's narratives reveal a TC who was unwilling or unable to integrate second- and third-person narratives into his own identity trajectory. Sally's narratives portray a TC who constructed varied, sometimes conflicting, first-person narratives in opposition to the second- and third-person narratives constructed by others about her. Suzannah's narratives detail how ideological differences with a mentor teacher caused conflicts that were ultimately resolved by a change in mentor and the alignment of narratives from different sources. Conclusions/Recommendations This narrative approach can help TEs understand TCs’ identity development as they move through the complex terrain of teacher preparation, anticipate issues that may arise, and better support TCs on this journey. We argue that teacher preparation programs, as knowledge communities in which identity is shaped, should do explicit work that frames becoming a teacher as the negotiation among multiple, sometimes conflicting, narratives. We recommend designing opportunities for TCs to examine, reflect on, and integrate narratives from multiple sources.

A Situative Perspective on a Collaborative Model for Integrating Technology into Teaching

2005 ◽  
Vol 32 (4) ◽  
pp. 315-328 ◽  
Author(s):  
Cheryl A. Franklin ◽  
Deidre B. Sessoms
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Technology Use ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Integration Of Technology ◽  
Situative Perspective ◽  
Professional Development Model ◽  
Technology In Instruction

This article describes a collaborative professional development model in which faculty in a College of Education partnered with a local school district to design and implement a year-long project in an effort to increase effective integration of technology in instruction by K-8 classroom teachers, university teacher preparation faculty, pre-service teachers and novice teachers graduating from that teacher preparation program. A brief description of the project, its accomplishments and dilemmas, analysis of the project design and experiences of participants through the lens of situative professional development are presented. Lessons for structuring professional development such that subsequent improvements in technology use within partnership schools and teacher preparation programs can occur are discussed.

The Effects of Formative Supports in Online and Face-to-Face Teacher Preparation Programs

2019 ◽  
pp. 134-153
Author(s):  
Tina Lane Heafner
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Performance Outcomes ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Face To Face ◽  
Delivery Modes ◽  
Teaching Preparation

Using a widely accepted measure of teacher candidates' performance, edTPA, this chapter examines the role of formative supports in supporting candidate-learning outcomes in a graduate teacher preparation program. The chapter compares performance outcomes for two program tracks: online and face-to-face. Authors conclude formative supports impact the preparation of teacher candidates in both online and face-to-face contexts. Online program delivery modes support greater candidate independence and self-efficacy in teaching preparation skills whereas face-to-face programs create contexts in which candidates are more dependent upon instructors and formative supports to ensure teaching success.

scholarly journals The Early Findings of an Urban Education Teacher Preparation Program

2013 ◽  
Vol 2 (1) ◽  
pp. 29-44
Author(s):  
Alice W. Terry ◽  
Catherine Head
Keyword(s):  
Urban Education ◽  
Public Schools ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Professional Development School ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Program ◽  
Preparation Programs ◽  
Diverse Classrooms

A university near a major city in Georgia and a large, urban school district established a Professional Development School (PDS) in which the majority of junior and senior-level pre-service teacher coursework and fieldwork took place at seven urban, high-needs public schools.  The purpose of this study was to provide preliminary feedback to the middle grades teacher preparation program concerning the UE (Urban Education) program in preparation for the second cohort of UE interns and the second year of study with the first cohort.  What emerged from the study was evidence that the program, for its participating teacher candidates, leads to commitment, strengthens self-efficacy, and fosters early development of teacher efficacy, but which ultimately evolves into teacher candidate overconfidence.  As pressure continues to mount concerning the quality of education in America, teacher preparation programs must improve their programs in order to better prepare teachers for diverse classrooms.  This study relates one such effort toward that end.

scholarly journals Gender Discrepancies in Online English Learning in Vietnam Amidst the COVID-19 Pandemic

2021 ◽  
Vol 9 (5) ◽  
pp. 7-27
Author(s):  
Dao Thi Hong Van ◽  
Ha Hoang Quoc Thi
Keyword(s):  
Teacher Preparation ◽  
Elementary Education ◽  
Situated Learning ◽  
Teacher Candidates ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Engagement Strategies ◽  
The Pacific ◽  
Gender Discrepancies

The following research reports on a collaborative effort between two university field supervisors for an elementary teacher preparation program in the Pacific southwest. Utilizing practitioner inquiry and situated learning as conceptual frameworks, the authors qualitatively examine the experiences ten elementary education teacher candidates have with promoting student engagement during emergency response teaching because of the COVID-19 pandemic. An interpretive phenomenological analysis of 20 lesson reflections and supervisor observation notes reveals teacher candidates (TCs) need more support with questioning, feedback and formative assessment, and technology tools to keep students engaged when teaching at a distance. Recommendations suggest a need for teacher preparation programs to provide TCs with opportunities to practice engagement strategies in distance education settings.

scholarly journals The Role Of Student Performance Reviews In A Teacher Preparation Program: Can This Teacher Candidate Be Saved?

2005 ◽  
Vol 2 (8) ◽  
Author(s):  
Nina G. Dorsch ◽  
Diane H. Jackman
Keyword(s):  
Teacher Preparation ◽  
Student Performance ◽  
Teacher Candidates ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Program ◽  
Preparation Programs ◽  
Performance Review ◽  
Performance Reviews

Teacher preparation programs assess students’ knowledge, skills, and dispositions throughout the program.  When concerns about student performance arise, the Student Performance Review is a vehicle for “saving” teacher candidates.

scholarly journals Teaching during a Pandemic: Elementary Candidates’ Experiences with Engagement in Distance Education

2021 ◽  
Vol 9 (4) ◽  
pp. 7-22
Author(s):  
Monica Gonzalez Smith ◽  
Nicole Schlaack
Keyword(s):  
Distance Education ◽  
Teacher Preparation ◽  
Elementary Education ◽  
Situated Learning ◽  
Teacher Candidates ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Engagement Strategies ◽  
The Pacific

The following research reports on a collaborative effort between two university field supervisors for an elementary teacher preparation program in the Pacific southwest. Utilizing practitioner inquiry and situated learning as conceptual frameworks, the authors qualitatively examine the experiences ten elementary education teacher candidates have with promoting student engagement during emergency response teaching because of the COVID-19 pandemic. An interpretive phenomenological analysis of 20 lesson reflections and supervisor observation notes reveals teacher candidates (TCs) need more support with questioning, feedback and formative assessment, and technology tools to keep students engaged when teaching at a distance. Recommendations suggest a need for teacher preparation programs to provide TCs with opportunities to practice engagement strategies in distance education settings.

The Effects of Formative Supports in Online and Face-to-Face Teacher Preparation Programs

2021 ◽  
pp. 1803-1822
Author(s):  
Tina Lane Heafner
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Performance Outcomes ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Face To Face ◽  
Delivery Modes ◽  
Teaching Preparation

Using a widely accepted measure of teacher candidates' performance, edTPA, this chapter examines the role of formative supports in supporting candidate-learning outcomes in a graduate teacher preparation program. The chapter compares performance outcomes for two program tracks: online and face-to-face. Authors conclude formative supports impact the preparation of teacher candidates in both online and face-to-face contexts. Online program delivery modes support greater candidate independence and self-efficacy in teaching preparation skills whereas face-to-face programs create contexts in which candidates are more dependent upon instructors and formative supports to ensure teaching success.

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