Examining Clinical Teaching Observation Scores as a Measure of Preservice Teacher Quality

2021 ◽  
pp. 000283122199035
Author(s):  
Brendan Bartanen ◽  
Andrew Kwok
Keyword(s):  
Preservice Teachers ◽  
Clinical Teaching ◽  
Variance Decomposition ◽  
Teacher Education Programs ◽  
Lower Income ◽  
Public School Teachers ◽  
School Teachers ◽  
Decomposition Approach ◽  
K 12 ◽  
Field Supervisors

We draw on rich longitudinal data from one of the largest teacher education programs in Texas to examine the properties of rubric-based observational evaluations of preservice teachers (PSTs) during clinical teaching. Using a variance decomposition approach, we find that little of the variation in observation scores is attributable to actual differences between PSTs. Instead, differences in scores largely reflect differences in the rating standards of field supervisors. Men and PSTs of color receive systematically lower scores, as do PSTs in lower-income and rural placement schools. Finally, higher-scoring PSTs are slightly more likely to become employed as K–12 public school teachers and substantially more likely to be hired at the same school as their clinical teaching placement.

Pronouns and Preferred Names: When Public School Teachers’ Religious Beliefs Conflict With School Directives

2020 ◽  
pp. 0013189X2094319
Author(s):  
Suzanne E. Eckes
Keyword(s):  
Public School ◽  
Religious Beliefs ◽  
School Teacher ◽  
Policy Implications ◽  
Public School Teachers ◽  
School Teachers ◽  
Public School Teacher ◽  
Important Policy ◽  
Transgender Students ◽  
K 12

A 2020 lawsuit involves a public school teacher who refused to address transgender students by their preferred names because of his religious beliefs. This case is particularly significant because it is the first K–12 decision that analyzes this matter. This issue has important policy implications for schools and students.

Field Experience

2019 ◽  
pp. 481-508
Author(s):  
Sean Robert Powell
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teaching ◽  
Field Experience ◽  
Clinical Teaching ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
Early Field Experience ◽  
Departments Of Education ◽  
Potential Benefits

This chapter presents an overview of preservice field experiences in music teacher education. Field experience, also termed fieldwork, early field experience, clinical practice, clinical teaching, extern teaching, or practicum, refers to teaching and/or observation experiences undertaken by preservice teachers within P-12 classrooms or other off-campus settings as part of curricula leading to teacher certification prior to the student teaching semester. Field experience is a common curricular requirement or standard among university teacher education programs, state departments of education, and higher education accrediting agencies. The chapter examines current practices and addresses potential benefits and problems associated with various field experience arrangements. Finally, it explores innovative approaches to field experience, poses questions for consideration, and suggests implications for practice and research.

scholarly journals Contrasting Instructional Technology Adoption in K-12 Education to Promote Digital Equity

2020 ◽  
Vol 15 (3) ◽  
pp. 19-30
Author(s):  
Erik Kormos ◽  
Liliana Julio
Keyword(s):  
Educational Technology ◽  
Teacher Educators ◽  
Teacher Perception ◽  
Urban Setting ◽  
Public School Teachers ◽  
School Teachers ◽  
Digital Equity ◽  
Professional Environment ◽  
Urban Rural ◽  
K 12

This quantitative study examined the frequency of usage and teacher perception of educational technology by K - 12 public school teachers in three geographic settings: urban, rural, and suburban. The objective aimed to uncover any significant relationship between variables in an effort to better understand trends in the professional environment. A survey of 2,200 educators in a Mid-Atlantic state revealed significant differences of perception and usage. The inquiry discovered teachers from urban schools trailed suburban and rural schools in nearly all objectives. Suburban schools reported the highest perception levels of technology effectiveness, trailed consistently by their rural peers. Current teachers, administrators, and teacher educators may utilize this research to personalize technologies for their student population and develop strategies to increase teacher perception of technology, particularly in the urban setting.

Technology Capacity Building for Preservice Teachers through Methods Courses

2011 ◽  
Vol 1 (3) ◽  
pp. 50-62 ◽  
Author(s):  
George Zhou ◽  
Judy Xu
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
School Teachers ◽  
Methods Courses ◽  
Technology Proficiency ◽  
Use Of Technology ◽  
Technology In Teaching

Technology proficiency has widely been considered a necessary quality of school teachers, yet how to help teachers develop this quality remains an unanswered question. While teacher education programs often offer one technology course as a solution to this issue, scholars have recently argued that such technical skill-oriented courses are not sufficient to develop preservice teachers’ ability to use technology in teaching. This paper argues that the use of technology in teaching requires integrated knowledge between technology, pedagogy, and subject content, and this highly blended knowledge is best developed through the methods courses of a teacher education program. The key message is that preservice teachers need to be consistently exposed to technology and regularly be required to practice it in many aspects of instruction.

Enablers of Doubt

2015 ◽  
Vol 658 (1) ◽  
pp. 253-270 ◽  
Author(s):  
Michael B. Berkman ◽  
Eric Plutzer
Keyword(s):  
High School ◽  
Preservice Teachers ◽  
Science And Religion ◽  
High School Biology ◽  
Public School Teachers ◽  
School Teachers ◽  
Biology Teachers ◽  
Pedagogical Strategies ◽  
Cast Doubt ◽  
Using Data

Evolution deniers do not need to establish their own scientific position but merely cast doubt on some aspect of evolution or obtain a small amount of legitimacy for creationism or intelligent design to sow sufficient doubt in the mainstream. This doubt is one of three pillars, along with demands for equal time and the incompatibility of science and religion, that Eugenie Scott has argued define contemporary anti-evolution efforts. High school biology teachers play a crucial role in whether a high school biology course reinforces the scientific consensus or whether it confers legitimacy on creationist perspectives with pedagogical strategies consistent with the three pillars. As we have shown elsewhere, many public school teachers do contribute to public opinion on evolution. But where do these norms come from? This article begins to answer this question, using data from our 2007 National Survey of High School Biology Teachers and new data from a series of focus groups with preservice teachers. We find that, as early as in the preservice college years, teachers develop attitudes and pedagogical coping mechanisms that lead to support for the anti-evolution movement.

Mathematics Anxiety and Mathematical Self-Concept: Considerations in Preparing Elementary-School Teachers

2009 ◽  
Vol 37 (5) ◽  
pp. 631-643 ◽  
Author(s):  
Mine Isiksal ◽  
Joanne M. Curran ◽  
Yusuf Koc ◽  
Cengiz S. Askun
Keyword(s):  
Preservice Teachers ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Educational System ◽  
Mathematics Anxiety ◽  
Negative Relationship ◽  
Self Concept ◽  
Teacher Education Programs ◽  
School Teachers ◽  
Mathematical Anxiety

The purpose of this study was to explore the effects of type of educational system and years spent in teacher education programs on preservice teachers' mathematics anxiety and mathematical self-concept scores. The sample consisted of 234 American and 276 Turkish early childhood and elementary school preservice teachers. The Abbreviated Mathematics Anxiety Scale (AMAS; Hopko, 2003) was used to measure how anxious preservice teachers feel during a specific mathematics related event. In order to measure the mathematical self-concept of preservice teachers, the Experience with Mathematics Questionnaire (EMQ; Gourgey, 1982) was used. Regarding the effect of the educational system, results revealed that while the American preservice teachers had significantly higher anxiety scores, Turkish preservice teachers had significantly higher self-concept scores. Results supported previous findings emphasizing the negative relationship between mathematical anxiety and mathematical self-concept.

A Statistic’s Five Years: A Story of Teacher Attrition

2017 ◽  
Vol 24 (8) ◽  
pp. 583-591
Author(s):  
Rebecca Raine Raab
Keyword(s):  
Public Schools ◽  
Public School ◽  
Teacher Attrition ◽  
Teacher Educators ◽  
Department Of Education ◽  
First Year ◽  
Public School Teachers ◽  
School Teachers ◽  
K 12

The author is one of the almost 50% of beginning U.S. public school teachers who leave the profession within 5 years (Ingersol, 2003; Scherff, 2008). The first year she left teaching, 2012-2013, she became part of the 7% who exited the profession that year (U.S. Department of Education, 2014). Teacher educators use attrition statistics often without knowing the stories behind the numbers. Rebecca is a statistic, and this is her story in five poems, which span 5 years teaching in public schools. She uses poetry to explore her statistical meaning, following the footsteps of others who use poetry and narrative to explore their own stories (Limes-Taylor, 2014; Pelias, 2011; Spry, 2011). She also writes this for those teachers, like herself, who loved their students, but could no longer remain within the K-12 system.

Multicultural Curricular Frameworks for Preservice Teachers

2014 ◽  
pp. 247-264
Author(s):  
Anita Rao Mysore
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Culturally Responsive Curriculum ◽  
Social Justice Orientation ◽  
Immigrant Studies ◽  
The Us ◽  
K 12

One in four children in the US has a parent who is an immigrant. Studies indicate that by and large such students are at-risk for learning and their increasing numbers continue to significantly impact the labor force and the future of the country in multiple facets. Additionally, teachers shoulder a huge responsibility in educating immigrant learners, and their performance is a function of how well teacher education programs prepare them for their work. In contemporary scenario, the performance of teachers depends on how their teacher education programs prepare them for multicultural Pre K-12 classes. To this end, a social justice orientation is useful for teachers working in multicultural classrooms because it allows teachers to strive for equity by employing culturally responsive curriculum. The chapter author presents multicultural frameworks and models with a social justice orientation that could assist preservice teachers to become more effective in their instructional practices.

Multicultural Curricular Frameworks for Preservice Teachers

2016 ◽  
pp. 431-450
Author(s):  
Anita Rao Mysore
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Culturally Responsive Curriculum ◽  
Social Justice Orientation ◽  
Immigrant Studies ◽  
The Us ◽  
K 12

One in four children in the US has a parent who is an immigrant. Studies indicate that by and large such students are at-risk for learning and their increasing numbers continue to significantly impact the labor force and the future of the country in multiple facets. Additionally, teachers shoulder a huge responsibility in educating immigrant learners, and their performance is a function of how well teacher education programs prepare them for their work. In contemporary scenario, the performance of teachers depends on how their teacher education programs prepare them for multicultural Pre K-12 classes. To this end, a social justice orientation is useful for teachers working in multicultural classrooms because it allows teachers to strive for equity by employing culturally responsive curriculum. The chapter author presents multicultural frameworks and models with a social justice orientation that could assist preservice teachers to become more effective in their instructional practices.

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