Voices from the Field

An essential component of teacher preparation is clinical practice that allows teacher candidates (TCs) to observe, reflect upon, test their ideas, and adjust and improve their methods in classrooms. Weaknesses in the structure and organization between coursework and clinical practice in teacher preparation programs often present barriers from fully achieving these goals. University–school partnerships have the potential to overcome these challenges and create spaces for mutually beneficial learning opportunities for all stakeholders. In this article, we identify six levels to illustrate the continua of work with schools in the preparation of TCs that describe how a program might move from current partnership practice to the kinds of partnership practice described by McDonald and colleagues and the Council for the Accreditation of Educator Preparation (CAEP). While developing partnerships with schools is work that has inherent challenges, the potential of this work to meaningfully transform the preparation of teachers is crucial.

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The PDSA Overhaul

Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-3068-8.ch006 ◽

2017 ◽

pp. 87-105

Author(s):

Joy N. Stapleton ◽

Kristen C. Cuthrell ◽

Christina M. Tschida ◽

Elizabeth A. Fogarty

Keyword(s):

Teacher Preparation ◽

Elementary Education ◽

Student Teaching ◽

Teaching Experience ◽

Teacher Preparation Program ◽

Teacher Preparation Programs ◽

Preparation Programs ◽

Pdsa Cycle ◽

Challenges And Opportunities

This chapter describes how faculty in a large, rural teacher preparation program adopted a model for change built upon the tenets of improvement science and the PDSA cycle. Using PDSA in teacher preparation allows programs to pilot the innovations and test refinements quickly. Data are collected and analyzed as the innovations are implemented so changes can be made on an ongoing basis and the innovations can become increasingly effective. A case study surrounding critical reform areas for teacher preparation will be described to show how elementary education faculty moved through multiple PDSA cycles while reforming teacher candidate support in the year-long student teaching experience. The considerations, challenges, and opportunities for using the PDSA cycle in teacher preparation programs will also be presented. This case study can serve as a model for other teacher preparation programs looking to use disciplined inquiry to drive program improvement.

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A Rational and Manageable Value-Added Model for Teacher Preparation Programs

Educational Policy ◽

10.1177/0895904816673741 ◽

2016 ◽

Vol 32 (5) ◽

pp. 728-750 ◽

Cited By ~ 2

Author(s):

Michael P. Brady ◽

Katie Miller ◽

Jazarae McCormick ◽

Lawrence A. Heiser

Keyword(s):

Teacher Preparation ◽

Student Teaching ◽

Teacher Candidates ◽

Value Added ◽

Teacher Preparation Programs ◽

Full Time ◽

Preparation Programs ◽

Grade Point ◽

Value Added Model ◽

K 12

Educators struggle with “value-added” teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates’ lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates’ grade point averages (GPAs). Results indicated that teacher candidates’ lessons are a viable value-added model (VAM) alternative for TPPs.

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Using Mobile Technology for Student Teaching Observations of Special Education Candidates

Advancing Higher Education with Mobile Learning Technologies - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-6284-1.ch006 ◽

2015 ◽

pp. 114-127

Author(s):

Josh Harrower ◽

Cathi Draper Rodríguez

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Student Teaching ◽

Mobile Technology ◽

Video Conferencing ◽

Teacher Preparation Programs ◽

Teacher Education Programs ◽

Education Programs ◽

Preparation Programs ◽

Pre Service Teacher

Student teacher supervision has been an important part of teacher preparation almost since the inception of teacher education programs. The goal of this type of supervision is to strengthen the skills of the pre-service teacher. Providing this type of observation can be difficult for teacher preparation programs and university faculty. Many factors, including large numbers of students in teacher education programs and student placements in remote schools, contribute to this. In order to make the most effective use of faculty and pre-service teacher time, other options for providing this support need to be explored. The rapidly developing field of mobile technology (e.g., iPads, iPhones, Smart Phones) can be used to facilitate student teaching observations. This chapter discusses how teacher preparation programs can implement candidate field supervision using video conferencing via mobile technology to increase the ability to conduct observations in schools and in a more efficient manner. It also explores the security of video conferencing applications and the issues related to using video conferencing in special education classrooms, where student confidentiality is heightened.

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Developing Critical Dispositions in Teacher Education Programs

Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-7823-9.ch006 ◽

2019 ◽

pp. 106-124

Author(s):

Jarrett D. Moore

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Teacher Educators ◽

Teacher Preparation Programs ◽

Teacher Education Programs ◽

American Education ◽

Education Programs ◽

Preparation Programs ◽

Self Reflection ◽

Purpose Of Education

This chapter advocates for the (re)framing of critical thinking from a skill to a disposition and proposes a framework whereby teacher education programs can create space for pre-service teachers to develop a critical disposition. By studying the context of American education and schooling and their corporate interest, pre-service teachers along with teacher educators can start to unravel the discourse and power inherent in American education. Understanding how these concepts lead to hegemony can begin the process of creating a counterhegemonic movement among American educators that includes the reclaiming of the purpose of education, raising pertinent epistemological question, and practicing critical self-reflection. The final part of the new framework for developing critical dispositions is a reintroduction of broader theoretical concerns into teacher preparation programs.

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Home-School Pathways

Handbook of Research on Leadership and Advocacy for Children and Families in Rural Poverty - Advances in Human Services and Public Health ◽

10.4018/978-1-7998-2787-0.ch018 ◽

2020 ◽

pp. 382-401

Author(s):

Kathy Renita Fox

Keyword(s):

Academic Success ◽

Teacher Preparation ◽

Rural Communities ◽

Community Engagement ◽

Home School ◽

Teacher Preparation Programs ◽

Preparation Programs ◽

School Partnerships ◽

School Communities ◽

Diverse Cultures

Teachers who are informed about the children, families, and communities where they teach are better prepared to share resources and advocate for gaps in literacy and other services in rural communities. Despite the importance of home-school partnerships for children's academic success, aspects of parent involvement and community engagement are often omitted from teacher preparation programs. As a result, many new teachers do not feel adequately prepared to work with families. A variety of strategies are needed for teachers to successfully engage families from diverse cultures and in communities where they teach but not live. Included in this chapter are practices that university teacher preparation programs can initiate to better train teachers to look for engagement opportunities in their school communities.

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Multimodal Composition for Teacher Candidates

Special and Gifted Education ◽

10.4018/978-1-5225-0034-6.ch055 ◽

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.

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Using Mobile Technology for Student Teaching Observations of Special Education Candidates

Special and Gifted Education ◽

10.4018/978-1-5225-0034-6.ch031 ◽

2016 ◽

pp. 726-739

Author(s):

Josh Harrower ◽

Cathi Draper Rodríguez

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Student Teaching ◽

Mobile Technology ◽

Video Conferencing ◽

Teacher Preparation Programs ◽

Teacher Education Programs ◽

Education Programs ◽

Preparation Programs ◽

Pre Service Teacher

Student teacher supervision has been an important part of teacher preparation almost since the inception of teacher education programs. The goal of this type of supervision is to strengthen the skills of the pre-service teacher. Providing this type of observation can be difficult for teacher preparation programs and university faculty. Many factors, including large numbers of students in teacher education programs and student placements in remote schools, contribute to this. In order to make the most effective use of faculty and pre-service teacher time, other options for providing this support need to be explored. The rapidly developing field of mobile technology (e.g., iPads, iPhones, Smart Phones) can be used to facilitate student teaching observations. This chapter discusses how teacher preparation programs can implement candidate field supervision using video conferencing via mobile technology to increase the ability to conduct observations in schools and in a more efficient manner. It also explores the security of video conferencing applications and the issues related to using video conferencing in special education classrooms, where student confidentiality is heightened.

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Are We Preparing or Training Teachers? Developing Professional Judgment in and Beyond Teacher Preparation Programs

Journal of Teacher Education ◽

10.1177/0022487117702584 ◽

2017 ◽

Vol 69 (1) ◽

pp. 7-21 ◽

Cited By ~ 3

Author(s):

Roya Q. Scales ◽

Thomas DeVere Wolsey ◽

Susan Lenski ◽

Linda Smetana ◽

Karen K. Yoder ◽

...

Keyword(s):

Teacher Preparation ◽

Novice Teachers ◽

Student Teaching ◽

Case Reports ◽

Positioning Theory ◽

Teacher Preparation Programs ◽

Professional Judgment ◽

Preparation Programs ◽

Three Phase ◽

Multiple Case

This three phase longitudinal multiple-case study, framed by positioning theory, investigated how four novice teachers learned to use professional judgment in their literacy instruction. Data sources from coursework, student teaching, and novice teaching were included. Interviews, observations, researchers’ observational notes, and school and classroom demographics were compiled and analyzed to create case reports. Findings indicated while they differed in their use of professional judgment as novice teachers, participants learned this skill in student teaching rather than in coursework, which caused us to question whether teacher preparation programs are preparing teachers to use professional judgment or training them for technical compliance.

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