How the Match Gets Made: Exploring Student Teacher Placements across Teacher Education Programs, Districts, and Schools

2021 ◽  
pp. e20200014
Author(s):  
Elise St. John ◽  
Dan Goldhaber ◽  
John Krieg ◽  
Roddy Theobald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Education Programs ◽  
K 12

Emerging research finds connections between teacher candidates’ student teaching placements and their future career paths and effectiveness. Yet relatively little is known about the factors that influence these placements and how teacher education programs (TEPs) and K-12 school systems match teacher candidates to mentor teachers. In our study of this process in Washington state, we find that TEPs and K-12 systems share overarching goals related to successful student teacher placements and developing a highly effective teacher workforce. However, distinct accountabilities and day-to-day demands also sometimes lead them to prioritize other objectives. In addition, we identified informational asymmetries, which left TEPs questioning how mentor teachers were selected, and districts and schools with limited information with which to make intentional matches between teacher candidates and mentor teachers. The findings from this study inform both practice and research in teacher education and human resources. First, they illuminate practices that appear to contribute to informational gaps and institutional disadvantages in the placement of student teachers. Additionally, they raise questions about what constitutes an effective mentor teacher and provide researchers and policymakers with better insight into the professional realities of teacher educators and K-12 educators, as well as those of district human resource (HR) coordinators, which is important given their differing accountabilities and distinctive positionings in the education of teacher candidates.

Liminal States of Disorienting Dilemmas: Two Case Studies of English Teacher Candidates

2020 ◽  
Vol 18 (3) ◽  
pp. 231-250
Author(s):  
Matthew L. McConn ◽  
Donna Geetter
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Case Studies ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Teacher Education Programs ◽  
English Teacher ◽  
Education Programs ◽  
Theoretical Frameworks ◽  
Beliefs About Teaching

Research has shown that progressive methods taught in teacher education programs have little impact on traditional approaches teacher candidates encounter during their internship semester. To understand how to better address this disconnect with regard to preparing teacher candidates, the study reported here used instrumental case studies to examine two secondary English teacher candidates’ beliefs about teaching literature before, during, and after their student teaching semester. Through theoretical frameworks on learning processes, the researchers discovered discrepancies within the student teachers’ stated beliefs, lesson plans, videos of teaching, and their responses to interview questions. These discrepancies reveal both unexamined assumptions and a state of liminality, reflecting the process of transformation in their learning. The researchers suggest that education programs look at potential implications that are inherent in a state of liminality with regard to pedagogical content knowledge to better prepare teacher candidates for their experience in teacher education programs.

Perceptions of Teacher Education Candidates to Digital and Learning Technologies

2016 ◽  
pp. 451-472
Author(s):  
Prince Hycy Bull ◽  
Gerrelyn Chunn Patterson ◽  
Mahmud A. Mansaray ◽  
Yolanda L. Dunston
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Self Efficacy ◽  
Learning Technologies ◽  
The Self ◽  
Digital Content ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Education Candidates ◽  
K 12

The proliferation of learning technologies and new laws supporting digital content in K-12 education have forced teacher education programs to redefine how candidates are prepared to teach with digital content. In preparing teacher education candidates, technological knowledge is just as important as content and pedagogical knowledge. How do teacher education programs ensure that candidates are adequately prepared to teach with learning technologies and digital content? The answer to this question lies not only in the empirical knowledge of how technology is infused in the teacher education curriculum and used during student teaching, but also in the self-efficacy and the self-assessment of candidates' technological skills. Using Bandura's (1977) self-efficacy theory as a guiding framework, this study seeks to address how prepared teacher candidates are to teach with learning technologies and digital content. Findings from the study show positive efficacy of candidates to digital content and learning technologies.

Perceptions of Teacher Education Candidates to Digital and Learning Technologies

2018 ◽  
pp. 797-817
Author(s):  
Prince Hycy Bull ◽  
Gerrelyn Chunn Patterson ◽  
Mahmud A. Mansaray ◽  
Yolanda L. Dunston
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Self Efficacy ◽  
Learning Technologies ◽  
The Self ◽  
Digital Content ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Education Candidates ◽  
K 12

The proliferation of learning technologies and new laws supporting digital content in K-12 education have forced teacher education programs to redefine how candidates are prepared to teach with digital content. In preparing teacher education candidates, technological knowledge is just as important as content and pedagogical knowledge. How do teacher education programs ensure that candidates are adequately prepared to teach with learning technologies and digital content? The answer to this question lies not only in the empirical knowledge of how technology is infused in the teacher education curriculum and used during student teaching, but also in the self-efficacy and the self-assessment of candidates' technological skills. Using Bandura's (1977) self-efficacy theory as a guiding framework, this study seeks to address how prepared teacher candidates are to teach with learning technologies and digital content. Findings from the study show positive efficacy of candidates to digital content and learning technologies.

Perceptions of Teacher Education Candidates to Digital and Learning Technologies

2016 ◽  
pp. 62-82
Author(s):  
Prince Hycy Bull ◽  
Gerrelyn Chunn Patterson ◽  
Mahmud A. Mansaray ◽  
Yolanda L. Dunston
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Self Efficacy ◽  
Learning Technologies ◽  
The Self ◽  
Digital Content ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Education Candidates ◽  
K 12

The proliferation of learning technologies and new laws supporting digital content in K-12 education have forced teacher education programs to redefine how candidates are prepared to teach with digital content. In preparing teacher education candidates, technological knowledge is just as important as content and pedagogical knowledge. How do teacher education programs ensure that candidates are adequately prepared to teach with learning technologies and digital content? The answer to this question lies not only in the empirical knowledge of how technology is infused in the teacher education curriculum and used during student teaching, but also in the self-efficacy and the self-assessment of candidates' technological skills. Using Bandura's (1977) self-efficacy theory as a guiding framework, this study seeks to address how prepared teacher candidates are to teach with learning technologies and digital content. Findings from the study show positive efficacy of candidates to digital content and learning technologies.

Affordances of a Cyclical and Content-Specific Model of Collaborative Mentoring

2018 ◽  
pp. 117-141
Author(s):  
Danielle E. Dani ◽  
Allyson Hallman-Thrasher ◽  
Lisa M. Harrison ◽  
Kristin Diki ◽  
Mathew Felton-Koestler ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Field Experiences ◽  
Specific Model ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
University Courses ◽  
Clinical Educators ◽  
Collaborative Mentoring

One of the challenges of field-based teacher education is the perennial divide between university courses and field experiences. Collaborative mentoring is proposed as an approach to bridge this divide. The purpose of this chapter is to explore the affordances that a content-specific model of collaborative mentoring provides for achieving greater coherence within teacher education programs and nurturing stronger systems of partnerships between universities and schools. The chapter reports on research examining the benefits and challenges reported by teacher candidates, mentor teachers, and clinical educators who participated in the model.

Teacher Candidate Apprenticeships: Assessing the Who and Where of Student Teaching

2019 ◽  
Vol 71 (2) ◽  
pp. 218-232 ◽  
Author(s):  
John M. Krieg ◽  
Dan Goldhaber ◽  
Roddy Theobald
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Teacher Turnover ◽  
Cooperating Teachers ◽  
Value Added ◽  
Washington State ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Race Ethnicity

We use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching (“cooperating teachers”) and the schools in which student teaching occurs. We find that, all else equal, teachers with more experience, higher degree levels, and higher value added in math are more likely to serve as cooperating teachers, as are schools with lower levels of historical teacher turnover but with more open positions the following year. We also find that teacher candidates are more likely to be placed with cooperating teachers of the same gender and race/ethnicity, and are more likely to work with cooperating teachers and in schools with administrators who graduated from the candidate’s TEP.

scholarly journals Introducing the Co-teaching Model in Teacher Education Clinical Practice

2014 ◽  
Vol 3 (1) ◽  
pp. 7-20
Author(s):  
Lisa D. Murley ◽  
Rebecca R Stobaugh ◽  
Charles S Evans
Keyword(s):  
Teacher Education ◽  
Clinical Practice ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
Teaching Model ◽  
Teaching Models ◽  
Regulatory Changes

With national and state regulatory changes related to clinical practice within teacher education programs a reality, one university examined the outcomes of co-teaching model trainings required for stakeholders, both higher education faculty and P-12 educators. The training participants indicated the co-teaching model could increase student teacher preparedness while also positively impacting P-12 student learning. Nearly a year after the co-teaching training, one university surveyed student teachers on their co-teaching experience prior to and during student teaching. While there were increase mean scores of all the co-teaching models, results pointed to questions of whether teacher candidates were engaged in lower-level impact co-teaching models, which involved teacher candidates observing and assisting.

The Promises and Realities of Implementing a Coteaching Model of Student Teaching

2018 ◽  
Vol 70 (3) ◽  
pp. 265-279 ◽  
Author(s):  
Elizabeth Soslau ◽  
Jennifer Gallo-Fox ◽  
Kathryn Scantlebury
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Situated Learning ◽  
Teacher Candidates ◽  
Necessary Conditions ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teaching Expertise ◽  
Clinical Educators ◽  
Pupil Learning

Within a sociocultural framework, we use situated learning theory to explore the use of a coteaching approach during student teaching. Coteaching is a model for learning to teach where clinical educators and teacher candidates teach alongside one another and share responsibility for pupil learning. Teacher education programs have adopted this model for student teaching because there is evidence that coteaching supports pupil learning and coteacher learning. This study of coteaching in three teacher education programs, within the same university, examined opportunities afforded for teacher candidates’ development of growth competence, adaptive teaching expertise, and collaborative expertise. Data analysis from the nested, cross-case qualitative study enabled us to examine opportunities for candidate learning afforded by coteaching during student teaching, posit recommendations on using coteaching, explain the necessary conditions, and discuss the model’s current limitations.

scholarly journals Diversity in Coherence: Strengths and Opportunities of Three Programs

2017 ◽  
Vol 70 (3) ◽  
pp. 192-205 ◽  
Author(s):  
Esther T. Canrinus ◽  
Kirsti Klette ◽  
Karen Hammerness
Keyword(s):  
United States ◽  
Teacher Education ◽  
Student Teachers ◽  
Survey Data ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Field Placement ◽  
Potential Improvement

Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. Our study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different countries (Norway, Finland, United States [California]) and compares these candidates’ perceptions of the coherence of their teacher education programs. Candidates from a program that has explicitly been working on constructing a coherent program over a period of 15 years do report significantly more coherence, yet, across the programs, there remains room for improvement regarding the coherence between field placement and campus courses. We conclude with the suggestion that potential improvement of program coherence lies within greater communication and collaboration between the various stakeholders within teacher education.

scholarly journals I Want to Become a Teacher because…? Student-Teachers Change in Attitudes of Becoming Teachers in Austria and Kosovo

2022 ◽  
Vol 2022 ◽  
pp. 1-11
Author(s):  
Fjolla Kaçaniku ◽  
Irene Maderbacher ◽  
Franz Erhard ◽  
Blerim Saqipi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Attitudes ◽  
Student Teacher ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teaching Career

The motivation for career choice motivation of student-teachers is a well-studied topic with a representative theoretical basis in teacher education research that has a long-standing tradition in the international research landscape. However, in understanding the pressing questions of why young people choose to become teachers, only a few longitudinal and comparative studies have been carried out that focus on the development of motivation for choosing a teaching career. This longitudinal study reports on the effects of time within initial teacher education and how it influences student-teacher attitudes and motives about the teaching profession. This article is a product of a larger study that aims at addressing the existing literature gap by examining student-teacher change in attitudes of becoming teachers in Austria and Kosovo starting from initial teacher education, during early stages of their teaching career as novice teachers, and to more advanced stages of their teaching career. This is a panel study located within a longitudinal design. In this study, a questionnaire and student-teacher reflection texts were used as instruments. Data were collected in three phases during which 673 student-teachers participated in face-to-face administered questionnaire as follows: 341 (phase 1), 185 (phase 2), and 147 (phase 3), as well as 19 student-teacher reflections. Questionnaire data were analysed using the general linear model (GLM) with repeated measures test, whereas the reflection text data were analysed using thematic analysis. The findings in this longitudinal study provide evidence that student-teacher attitudes and motives for becoming teachers can change over time during the initial teacher education in Austria and Kosovo, and they can be influenced by in-school experiences during teaching practice. The study concludes that motives for choosing a teaching career are primarily intrinsic, are not time-stable, and change over the course of studies. The study findings have clear implications for initial teacher education programs in addressing changes in student-teachers’ attitudes of becoming teachers. The insights gained from the findings of this study lead to recommendations that initial teacher education programs should strengthen teaching practice to better manage the preparation of students and teachers and their entry into the teaching profession.

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