scholarly journals Debriefing Digital Simulations: Exploring Designs that Support Teacher Educators in Using Teacher Candidate Performance Data

2019 ◽  
Author(s):  
Meredith Moore ◽  
Kevin Ng ◽  
YJ Kim ◽  
Kevin Robinson ◽  
Meredith Thompson ◽  
...  
Keyword(s):  
Teacher Candidates ◽  
Teacher Educators ◽  
Meaning Making ◽  
Digital Simulation ◽  
Teacher Candidate ◽  
Preparation Programs ◽  
Professional Activities ◽  
Support Teacher ◽  
Digital Simulations ◽  
Candidate Performance

Teacher preparation programs are beginning to embrace new ways for teacher candidates to practice enacting complex professional activities, such as digital simulations. It can be challenging for teacher educators to support teacher candidates in learning through these experiences when the records of practice are stored in audio or video files. This article discusses a portal being developed through design-based research to allow teacher educators to access and efficiently process records of teacher candidates’ performance from a digital simulation. A pilot study was conducted to see how two teacher educators used a prototyped portal to plan and facilitate a post-simulation debriefing with five teacher candidates, and to identify additional opportunities to foster teacher candidate learning. Findings suggest that accessing short transcripts of teacher candidate performance supported teacher educators in planning a debriefing that was grounded in clear learning objectives and responsive to teacher candidates’ needs, while using the data from the portal to make practice public during the debriefing created opportunities for targeted feedback and supported meaning-making.

Representing Student Voice in an Approximation of Practice: Using Planted Errors in Coached Rehearsals to Support Teacher Candidate Learning

2020 ◽  
Vol 9 (1) ◽  
pp. 23-49
Author(s):  
Matthew P. Campbell ◽  
Erin E. Baldinger, ◽  
Foster Graif
Keyword(s):  
Student Voice ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Secondary Mathematics ◽  
Teacher Candidate ◽  
Class Discussion ◽  
Design Considerations ◽  
Reduced Complexity ◽  
Whole Class Discussion ◽  
Support Teacher

Approximations of practice provide opportunities for teacher candidates (TCs) to engage in the work of teaching in situations of reduced complexity. A problem of practice for teacher educators relates to how to represent student voice in approximations to engage TCs with interactive practices in meaningful ways. In this article, we share an analysis of our use of “planted errors” in coached rehearsals with secondary mathematics TCs focused on the practice of responding to errors in whole-class discussion. We highlight how different iterations of the planted errors affect the authenticity of how student voice was represented in the rehearsals and the resulting opportunities for TC learning. We offer design considerations for coached rehearsals and other approximations of practice.

Mediating the Sources and Benefits of Teacher Self-Efficacy for Systemic Transformative Meaning-Making

2016 ◽  
pp. 321-341
Author(s):  
Nancy P. Gallavan
Keyword(s):  
Personal Growth ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Meaning Making ◽  
Whole Child ◽  
Teacher Capacity ◽  
Preparation Programs ◽  
Teaching Learning ◽  
Progressive Education Movement

Educating the whole child, the basis of U.S. education and the progressive education movement, is imperative for teacher candidates to understand and implement their work associated with teaching, learning, and schooling P-12 learners. Thus, educating the whole teacher candidate is essential for teacher educators to emphasize and facilitate in their work in teacher preparation to optimize candidates' knowledge, skills, and dispositions. Recognizing candidates' immediate concerns and their pre-existing conditions, teacher educators strive to build teacher capacity. Framing teacher candidates' personal growth, professional development, pedagogical expertise, and political astuteness on the four sources of self-efficacy leads to a life-long journey of critical consciousness and systemic transformative meaning-making. From this research, teacher candidates provide insights and inspirations beneficial for both teacher educators and teacher candidates to improve their practices and increase their self-efficacy evident in their educator preparation programs and future P-12 classrooms.

Preparing Globally Competent Educators Through Critically Engaging in Service-Learning

2021 ◽  
pp. 940-962
Author(s):  
Tonya Huber ◽  
Elizabeth R. Sanmiguel ◽  
Lorena P. Cestou ◽  
Mayra L. Hernandez
Keyword(s):  
Service Learning ◽  
Teacher Candidates ◽  
Cultural Awareness ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Self Reflection ◽  
International Service Learning ◽  
International Service ◽  
Theoretical Inquiry

As teacher-preparation programs educate and evaluate candidates to become globally competent instructional leaders, special attention should be given to international service-learning. Immersing teacher candidates in real-world experiences beyond their comfort zone is a cornerstone of this theoretical inquiry, including self-reflection strategies grounded on Paulo Freire's liberatory pedagogy for social justice. The research team reviews self- and cultural-awareness experiences, dispositions, and profiles of university teacher candidates, during a semester of curriculum studies affording opportunities to engage in local, local to global, and/or global/international service-learning. The discoveries will inform teacher educators as they develop and strengthen critical inquiry and service-learning components of their own courses.

Supporting Teacher Candidates as Social Justice Change-Makers

2021 ◽  
pp. 398-421
Author(s):  
Anne Homza ◽  
Tiffeni J. Fontno
Keyword(s):  
Social Justice ◽  
Children's Literature ◽  
Teacher Candidates ◽  
Critical Consciousness ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Children’S Literature ◽  
Shared Goal ◽  
Support Teacher ◽  
Future Work

Critical consciousness, teacher agency, intellectual freedom, and equity-informed practices are vital aspects of a collaboration between a faculty member and an educational librarian, whose shared goal is to support teacher candidates' capacity to use diverse children's literature to teach for social justice. In this chapter, teacher educator Homza and head librarian Fontno share ways to help teacher candidates use diverse children's literature to develop their own critical consciousness, explore issues of equity, and teach for social justice in their future classrooms. Grounding their work in conceptual frameworks, the authors discuss their positionalities, how the literature collection is built, and course activities that use diverse children's literature. Teacher candidates' reflections suggest that these efforts have an impact on their critical consciousness and capacity to engage in the challenging work of transformative pedagogy. The authors share implications for other teacher educators and librarians and questions to explore in future work.

Guiding Online Graduate Special Education Candidates Through E-Performance Assessments and edTPA

2022 ◽  
pp. 1021-1036
Author(s):  
Charmion Rush ◽  
Karena J. Cooper-Duffy
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Special Education Teachers ◽  
Teacher Candidates ◽  
Teacher Candidate ◽  
Performance Assessments ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Online Teacher ◽  
Field Supervisors

As online teacher preparation programs continue to grow, guiding the process for edTPA candidates can pose varying challenges. As such, teacher preparation programs must be equipped to provide guidance to online candidates as they complete the actionable items required for edTPA. Provided from the field supervisors' perspective, this chapter outlines the current process Western Carolina University has in place to provide effective clinical and teacher candidate experiences for students in their online program. The purpose of this chapter provides guided structure for graduate special education teachers pursing initial licensure through an online masters' program. This chapter will include 1) the challenges of guiding online students through the e-portfolio process, 2) an exploration of the provided structure for the teacher candidates to fulfill the requirements of edTPA, as well as 3) recommendations for teacher preparation programs and teacher candidate readiness in the practice and application of e-performance assessments and edTPA.

Multimodal Composition for Teacher Candidates

2016 ◽  
pp. 1252-1272
Author(s):  
Dana L. Grisham ◽  
Linda Smetana
Keyword(s):  
Teacher Preparation ◽  
Graduate Students ◽  
21St Century ◽  
Literacy Instruction ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Multimodal Composition ◽  
Preparation Programs ◽  
K 12

This chapter reports on a study conducted by two teacher educators in literacy instruction and provides examples of the ways teacher educators can “distribute” technology-rich writing instruction across their coursework. Using the TPACK model, 21 graduate students in a preservice course on curriculum planned, taught, and reflected on generative technology lessons with real students in real classrooms. Data collected included the lessons and reflections, ePoster presentations, and other writings by students on the topic. Findings indicate that graduate students chose a diverse array of technology tools, and planned carefully, matching tools with desired learning outcomes. Although graduate students initially felt “pushed” by the assignment, post lesson reflections showed positive changes in attitude and appreciation for the motivation and engagement of their K-12 students with the technology lessons. Graduate students also derived a more realistic picture of planning for instruction. Implications involve the necessity of supporting 21st century literacies in teacher preparation programs. Examples of lessons and tools used are included.

Overcoming Barriers to Clinical Partnerships

2018 ◽  
pp. 142-165
Author(s):  
Derek Decker ◽  
Jennifer Roth ◽  
Donna Cooner
Keyword(s):  
Teacher Candidates ◽  
Teacher Educators ◽  
Professional Development School ◽  
A Priori ◽  
Future Research ◽  
Preparation Programs ◽  
Educator Preparation ◽  
School Based ◽  
Key Stakeholders

The Council for the Accreditation of Educator Preparation (CAEP) set forth a set of new standards that demand excellence to produce educators who raise P-12 student achievement. This pilot multi-case study describes perspectives and across-case themes of the lived experiences of national key stakeholders in educator preparation programs and their professional development school (PDS) partnership system. CAEP's five guiding principles of Standard 2: Clinical Partnerships and Practice as a priori codes describe experiences and perspectives of three key stakeholders of the university's clinical partnership. The three key stakeholders include (1) university-based teacher educators, (2) school-based teacher educators, and (3) teacher candidates. The researchers discuss results and implications for practice and offer avenues for future research.

Redesigning Teacher Education in the Context of Multiple Reform Initiatives

2016 ◽  
pp. 1-17 ◽  
Author(s):  
Jessica DeMink-Carthew ◽  
Maria E Hyler ◽  
Linda Valli
Keyword(s):  
Teacher Education ◽  
Conceptual Framework ◽  
Education Program ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Reform Initiatives ◽  
Preparation Programs ◽  
Reform Strategies ◽  
Local Teacher

Numerous teacher educators are revising their programs by focusing on high-leverage practices (HLPs). Concurrently, edTPA has been adopted by a number of states as a way to assess teacher candidates' readiness to teach. There is considerable conceptual congruence in these reform strategies. Both are practice-based, focusing on the authentic work of teaching. Nonetheless, the origins of these strategies, language, and materials are not seamless. HLPs, and ways of teaching them, are generated by local teacher educators themselves; edTPA was developed on a national scale with one purpose being to provide a common assessment of readiness to teach. This chapter illustrates the collective efforts of one teacher education program to productively handle the challenges that emerge in this dual reform climate while simultaneously meeting accreditation association requirements, including a conceptual framework for educator preparation programs. A model is subsequently presented for meaningful integration of edTPA, HLPs, and institutional conceptual frameworks.

scholarly journals Supporting Teacher Candidates' Development of Critical Thinking Skills Through Dialogue and Reflection

2021 ◽  
pp. 1445-1468
Author(s):  
Trevor Thomas Stewart
Keyword(s):  
Critical Thinking ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
The United States ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Student Centered ◽  
Support Teacher

This chapter employs a dialogic, sociocultural perspective to describe ways teacher educators can support teacher candidates as they develop the critical thinking skills needed to make the transition from student to teacher in contemporary classrooms in the United States. Data from a longitudinal qualitative study are used to examine the utility of problem-posing seminars and subsequent reflection as tools that can help English teacher candidates embrace the tension they encounter as competing ideologies both complicate and nurture their efforts to enact a student-centered framework for teaching. Specifically, participants' reflections on their efforts to employ dialogic approaches to teaching are explored in the context of standardized curricula and classroom settings. Data suggest that making dialogue and reflection key facets of teacher education programs creates conditions for critical thinking and creativity to flourish.

scholarly journals Collage as a Pedagogical Practice to Support Teacher Candidate Reflection

2021 ◽  
Vol 14 (1) ◽  
pp. 329-345
Author(s):  
Gail Prasad ◽  
The Lions BEd Group
Keyword(s):  
Beginning Teachers ◽  
Teacher Candidates ◽  
Teacher Candidate ◽  
Lessons Learned ◽  
Pedagogical Practice ◽  
Support Teacher

This article reports on collage as a pedagogical practice to support teacher candidate reflection. We outline a multi-step collage-based reflection workshop that was part of a required course on “Inquiries Into Learning.” The summative collage project was designed to help teacher candidates reflect on their vision of learning (hope) and their fears and doubts as beginning teachers. The process and product of their final integrated collage led students to interrogate how their hopes and fears mingle together in practice. Six teacher candidates share their series of collages and GIFs, along with their reflective personal statements. We conclude by highlighting lessons learned through collaging from the perspective of students.

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