scholarly journals A Longitudinal Case Study of a School- University Partnership for Training Teachers

2018 ◽  
Vol 3 (1) ◽  
pp. 42-56
Author(s):  
Susan M. Tracz ◽  
Paul Beare ◽  
Colleen Torgerson
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Focus Groups ◽  
Student Teachers ◽  
Student Teacher ◽  
Emotional Support ◽  
Longitudinal Case Study ◽  
University Partnerships ◽  
University Partnership

Changing teacher preparation to establish school-university partnerships can help candidates develop teacher identities and exceptional skills by providing supportive experiences in challenging situations. Focus groups and interviews were conducted with student teachers, teachers, principals, and program directors from a school-university partnership at its inception and seven years later. Five themes emerged: 1) change from individualistic to collective perspectives, 2) family-like, emotional support, and collaboration, 3) intensive student-teacher initiation, 4) professional development and reward systems, and 5) interconnectedness and accountability to multiple persons and supervisors.

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

scholarly journals Master's Students' Challenges, Achievements, and Professional Development

2014 ◽  
Author(s):  
Janet Richards
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Focus Groups ◽  
Social Participation ◽  
Data Sources ◽  
Master's Students ◽  
Comparison Methods ◽  
Embedded Case Study ◽  
E Mail

Few inquiries have investigated master's students in education as they mentor preservice teachers. In this embedded case study I explored the professional development of 15 master's students as they mentored 35 preservice teachers for eight weeks in a summer literacy camp. Data sources were e-mail exchanges, written reports, and transcriptions from focus groups and in-class conversations. I analyzed the data through constant comparison methods and discovered that the mentors were initially frustrated with their mentoring responsibilities and had little empathy for the preservice teachers. By the end of the camp, they recognized the benefits of mentoring and gained confidence as mentors. Learning occurred for both the mentors and the preservice teachers. Implications include the power of social participation in authentic contexts.

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 Sustainability of Professional Development: A Longitudinal Case Study of an Early Career ESL Teacher’s Agency and Identity

2021 ◽  
Vol 13 (16) ◽  
pp. 9025
Author(s):  
Jing Huang
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Early Career ◽  
Teacher Agency ◽  
Full Time ◽  
Longitudinal Case Study ◽  
School Contexts

This paper reports on a longitudinal case study of a Hong Kong early career ESL (English as a second language) secondary teacher, Joyce (pseudonym), who experienced different stages of personal–professional development over seven–eight years (August 2013–December 2020), as follows: (1) entering, and engaging, in teaching for five–six years, upon graduation from a local teacher education BA degree program in summer 2013; (2) resigning from her full-time teaching position and leaving the teaching profession, in response to an “insulting” classroom revisit in her third school; (3) working in an NGO for a short time, after “recovery” from the “insulting” event; and (4) weighing possibilities for resuming teaching, after leaving the NGO in 2019. Drawing on multiple data that were collected over seven–eight years, including interviews, informal communications, and autobiography, this study aimed to examine the issues of teacher attrition and sustainable professional development, in relation to teacher agency and teacher identity, in Hong Kong secondary school contexts. The findings revealed that school and social contexts intertwined with personal experiences, culminating in Joyce’s leaving or staying in the teaching profession. Through focusing on Joyce’s long-term experiences of becoming and being an ESL teacher, the findings shed light on the affordances for, and constraints upon, teacher agency and teacher identity in school contexts.

scholarly journals Comparing the school-university partnership practices in Education College and University: Student teachers' perspectives 

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Khin Khin Thant Sin
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Teacher Educators ◽  
University Partnerships ◽  
College And University ◽  
Education College ◽  
University Partnership ◽  
Main Components ◽  
Support Teacher ◽  
Teachers Perspectives

Collaboration and networking between universities and schools are the main components to support teacher education in this 21st century. This article investigated into the current practices of the school-university partnership (SUP) in two teacher training institutes in Myanmar. The aim of the article is to understand current collaboration practices between university, college, and schools. A qualitative method was conducted in this study through focus group, formal and informal interviews. The teacher educators’ demonstrations of teaching are observed. The interview results showed that there is a lack of a strong partnership between partners, focusing more on administrative purposes, rather than the training of student teachers. Observation showed that school-university partnerships would be more effective in teacher training if the school teachers and teacher educators collaborate in the demonstrative teaching for student teachers.

scholarly journals From Sharks to "The Big Ugly"

2019 ◽  
Vol 40 (3) ◽  
Author(s):  
Kristin Rearden ◽  
Joy Bertling
Keyword(s):  
Professional Development ◽  
Rural Setting ◽  
Longitudinal Case Study ◽  
Art Educators ◽  
Elementary Art ◽  
Teacher Professional ◽  
Based Instruction ◽  
Curricular Materials ◽  
K 12

This longitudinal case study explored one rural elementary art teacher’s praxis for two years after she participated in professional development sessions on place-based education (PBE). These sessions focused specifically on PBE within the discipline of art for K-12 art educators in a geographically-large southeastern school district. Through surveys, observations, interviews, and document analysis of curricular materials, the researchers investigated the teacher’s experiences with PBE as she taught art in a rural area of the district. Her curricular decisions transitioned from a focus on art reflecting her personal knowledge base to art that built on students’ expressions of, experiences in, and knowledge of, their rural setting. Implications for teacher professional development focused on rural education include strategies for promoting the contextualization of content and communicating the benefits of transitioning from place-neutral to place-based instruction.

Teaching About Teaching - A Strategy

1978 ◽  
Vol 5 (1&2) ◽  
pp. 81-90
Author(s):  
Ruby King
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teacher ◽  
Main Concern ◽  
Educative Process ◽  
To Come ◽  
Supporting Materials ◽  
Actual Teaching

Central to the educative process is the transaction which takes place between the learner and the teacher. The main concern, therefore, of teacher education programmes is to improve the quality of future transactions by help­ing teachers (in-service and in-training) to understand the learner, the dynamics of learning, and their own roles in the transaction. The case study presented in this article is based on the premise that student-teachers will continue to grope in the dark until they have developed the necessary understandings and insights. It is imperative that our student-teachers receive such help as will enable them to reach the stage where teaching becomes a deliberate meaningful act. This breakthrough can be quickly effected when the student-teacher is made to come to grips with the realities of life in the classroom directly through actual teaching, and indirectly through appropriate room directly through actual teaching, and indirectly through appropriate supporting materials in the local idiom, which reflect circumstances and experiences with which he is familar.

scholarly journals Valuing the local within the global: A discourse analysis of professional development in a U.S.-Kurdish transnational university partnership

2022 ◽  
Vol 6 (1) ◽  
pp. 47-66
Author(s):  
Thomas A. Highley ◽  
Connie Theado
Keyword(s):  
Professional Development ◽  
Discourse Analysis ◽  
Social Equity ◽  
New Literacy ◽  
University Partnerships ◽  
New Literacy Studies ◽  
Linguistic Markers ◽  
Language Choices ◽  
The Social ◽  
University Partnership

In an effort to support higher education in developing countries, partnerships between U.S. and international universities have surged, raising questions concerning the social equity of such linkages. Using a New Literacy Studies approach to discourse analysis, online transcripts from one such university partnership were analyzed to determine how language was used to negotiate a more equitable partnership through the adaptation of the social context of professional development activities. Discourse analysis of three relevant linguistic markers in the data suggests that cultural perspectives on professional development influenced the language choices made by university partners, reshaping the power structure toward greater social equity, and aiding in the completion of joint professional development goals. Findings underscore the importance of drawing on local knowledges in planning for and conducting transnational university partnerships.

Sign in / Sign up

Export Citation Format

Share Document