scholarly journals Transforming Clinical Practice in Teacher Education through Pre-Service Co-Teaching and Coaching

2014 ◽  
Vol 2 (2) ◽  
pp. 39-62 ◽  
Author(s):  
Toni S. Strieker ◽  
Maria Shaheen ◽  
Daphne Hubbard ◽  
Lee Digiovanni ◽  
Woong Lim
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Clinical Practice ◽  
Classroom Management ◽  
Differentiated Instruction ◽  
Teacher Development ◽  
Teacher Education Program ◽  
National Level ◽  
Teaching Models ◽  
Performance Based Assessment

Teacher preparation programs on a national level have been called to change, focusing on clinical practice as a primary focus of teacher education rather than course work. Concurrently, performance based assessment is becoming the tool to measure candidate capacity to plan and instruct. This study highlights one teacher education program and the Pre-Service Co-Teaching Model (PSCT), which utilizes instruction in co-teaching models, co-teaching internships, and instructional coaching as a means for teacher development. Forty-three pairs of co-teachers and 14 coaches participated in this study. Each coach, collaborating teacher, and teacher candidate participated in professional development to better understand co-teaching models, as well as coaching techniques. Each co-teaching pair had a coach to observe and debrief the implementation of co-teaching models in classrooms for the purpose of planning, assessment, and instruction. Goal setting, conference notes, coaching reflections, as well as focus group interviews served as data. Analysis indicated that co-teaching strategies from the professional development were used primarily to facilitate differentiated instruction as well as classroom management. Analysis also indicated that coaches had a tendency to be more prescriptive regarding classroom management and have a more open-ended conversation when the focus was on differentiated instruction.

scholarly journals Reflection in alignment to professional standards: What did the student teachers highlight?

2022 ◽  
Vol 6 (1) ◽  
pp. 67-81
Author(s):  
Ping Liu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Classroom Management ◽  
Student Teachers ◽  
Learning Community ◽  
Student Teaching ◽  
Teacher Education Program ◽  
School Context ◽  
Teaching Profession ◽  
Elementary Student

This study investigates the professional development of elementary student teachers in a teacher education program. Student teaching is a process for pre-service teachers to apply learning in an authentic school context, and one critical aspect of professional development is through reflection. The participants were primarily examined through their weekly reflections on teaching and learning experiences over an eight-week period. Using the state Standards for the Teaching Profession as a framework, the student teachers chose to reflect on topics they were most interested in exploring. Results indicated that the participants gave predominant attention to classroom management; the standards that received the least reflection were organizing curriculum and planning instruction. Analysis of the reflection journals also revealed how the student teachers grew as individuals and in interaction with others in a learning community. Based on the results, implications for teacher education are proposed. Limitations are also discussed.

“When Things Get Messy”: New Models for Clinically Rich and Culturally Responsive Teacher Education

2021 ◽  
Vol 123 (4) ◽  
pp. 1-26
Author(s):  
Alice Ginsberg ◽  
Marybeth Gasman ◽  
Andrés Castro Samayoa
Keyword(s):  
Teacher Education ◽  
Clinical Practice ◽  
Teacher Education Program ◽  
Research Question ◽  
Student Assessment ◽  
Classroom Teachers ◽  
Mutual Respect ◽  
School Site ◽  
School Partnerships ◽  
University School Partnerships

Background/Context Many teacher education programs are trying to build partnerships with local schools to create ongoing opportunities for their candidates to observe and practice in authentic settings. Prior research on university–school partnerships, however, has found that the structure and design of these partnerships have a huge impact on whether they turn out to be mutually beneficial, meaningful, and sustainable. One of the most commonly cited challenges is the lack of regular communication, respect, and trust between university professors and PK–12 classroom teachers and administrators. Purpose/Objective/Research Question This article focuses on Blocks, an initiative in the teacher education program at New Mexico State University (NMSU). Candidates spend their entire day at a single elementary school site, alternating between coursework and clinical practice. Research Design We conducted qualitative interviews and focus groups with teacher education professors, teacher candidates, and classroom teachers and administrators in the Blocks program to understand the core components and strategies that buoyed its success, as well as the major challenges and opportunities inherent in such a transformative model. Findings Given that NMSU is a Hispanic-serving institution that already prioritized university–school–community relationships, we were also interested in how the Blocks model might be replicated in teacher preparation programs at predominantly White institutions. Key findings include that (1) Blocks is a nonhierarchical model based on mutual respect and full collaboration, wherein professors and classroom teachers are both viewed as having equally valuable knowledge about teaching and learning, and both parties share ownership of the success of the program; (2) candidates’ coursework and clinical practice are not simply held at the same site, but are strategically sequenced and integrated to raise real-time questions of practice and provide candidates with a more cohesive and authentic preparation for becoming teachers of record; and (3) candidates do more than “observe” or “student teach”; they are given meaningful, progressive, and scaffolded opportunities to be involved in lesson planning, coteaching, student assessment, parent conferences, and extracurricular activities, all of which help them develop stronger teacher dispositions and identities. Conclusions/Recommendations Key recommendations for teacher education include the importance of intentionality and mutual respect when designing and forging university– school partnerships, including ensuring that all participants have a clearly defined role and a valued voice in the process; that clear communication and opportunities for self-reflection are strategically built into the collaborative process; and that faculty are rewarded for work that takes place in community settings.

scholarly journals Using avatars to address teacher self-efficacy

2021 ◽  
Vol 5 (1) ◽  
pp. 15-35
Author(s):  
Chancey Bosch ◽  
Trevor Ellis
Keyword(s):  
Teacher Education ◽  
Classroom Management ◽  
Student Teaching ◽  
Self Efficacy ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Technology Enhanced Learning ◽  
Teacher Self Efficacy ◽  
The Relationship ◽  
Enhanced Learning

Technology-enhanced learning continues to provide opportunities for increased interventions in educational programing. For teacher education programs, novelty pales in comparison to providing meaningful instruction and enduring outcomes. The use of avatars has provided integration of research evidence that increases intended behaviors; however, research is lacking on teacher self-efficacy change via an avatar experience. The purpose of this study is to examine the relationship between teacher self-efficacy and avatar use in a teacher education program. A relational study using both parametric and non-parametric designs for four different samples indicated a significant relationship between avatar intervention and teacher self-efficacy in classroom management, instructional strategies, and student engagement. The sample from a student teaching course, which had a limited number of participants, provided mixed results. More studies need to include experimental designs and isolation of variabilities in the avatar model.

scholarly journals College Students’ Attitude Toward and Learning of Differentiated Instruction in Products

2014 ◽  
Vol 1 (2) ◽  
pp. 26-37
Author(s):  
Chin-Wen Chien
Keyword(s):  
College Students ◽  
Teacher Education ◽  
Differentiated Instruction ◽  
Instructional Strategies ◽  
Positive Attitude ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
English Class ◽  
The University

Teachers should adjust their curriculum and instructional practice to meet the needs of individual learners, because one size does not fit all (Kaplan, Rogers, &Webster, 2008; Tomlinson, 2003). This study focuses on the implementation of differentiated instruction in products, “tiered assignments,” in a Children’s English class in a teacher education program in Taiwan. The study concludes that 52 college students held a positive attitude toward these tiered assignments and that they learned theories and instructional strategies not only from lectures and tasks in the university classes but also from completing different choices. Another important finding is that participants’ choice of completing these assignments is based on the level of easy of the assignments. Two suggestions are made to effectively implement differentiated instruction in products in teacher education programs in terms of explicitly modeling and explaining differentiated instruction in products and designing tiered assignments based on the levels of challenge as well as learners’ readiness, interests and profiles.

The Systematic Development of Teaching Skills: A Sequence of Planned Pedagogical Experiences

1988 ◽  
Vol 8 (1) ◽  
pp. 73-86 ◽  
Author(s):  
Andrew C. Taggart
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Classroom Management ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Teaching Experience ◽  
Teaching Skills ◽  
Physical Education Teacher Education

Clinical and field experiences in physical education teacher education programs have gradually been added to the student teaching experience to allow student teachers more opportunities to develop teaching skills. The quality of these experiences appears to depend largely on the many contextual variables the student teachers confront rather than the successful performance of the teaching skills being practiced. If beginning physical education teachers are to share in a pedagogy developed from research in classroom management, instructional time, and teaching strategies, and if teaching skills are to be developed specific to these areas, then repeated supervised practice in a variety of settings is needed. The teacher education program described contains a sequentially arranged pattern of nine clinical and field experiences culminating in the final student teaching experience. The essential features of the pedagogical experiences are detailed, emphasizing time engaged in practice teaching, teaching skill focus, supervisory/data collection focus, and pupil teacher ratio.

Digital Media Literacy Practices for 5th Year Pre-Service Teachers in a PDS Model

2014 ◽  
pp. 107-127 ◽  
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Digital Media ◽  
Media Literacy ◽  
Education Program ◽  
Literacy Practices ◽  
Teacher Education Program ◽  
Definition Of ◽  
Digital Media Literacy ◽  
Media Practices

To examine digital media literacy practices in a teacher education program, this chapter first elaborates on a broader definition of literacy than reading and writing, suggesting media literacy as a more relevant teacher education curricular focus than technology integration. A five-year, dual-degree teacher education program, which uses a Professional Development School model, provides the context for digital media literacy practices. Three elective courses demonstrate how digital media can be used by pre-service teachers to engage students and model media practices in their public school placement. The courses, which were offered to pre-service teachers in their fifth year in the teacher education program, included Book Writing and Online Publishing, Project-Based Learning, and Teaching with Visuals. The chapter provides recommendations on implementing digital media practices within teacher education courses for pre-service teachers and professional development for teachers in public schools.

Exploratory Practice in Continuing Professional Development

2017 ◽  
pp. 61-85 ◽  
Author(s):  
Ines K. Miller ◽  
Maria Isabel A. Cunha
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Teacher Development ◽  
Continuing Professional Development ◽  
Educational Practice ◽  
Language Teacher ◽  
Public And Private ◽  
Professional Activities ◽  
Recent Trends

This chapter is constructed as a reflective professional narrative coming from the context of public and private continuing professional development in Rio de Janeiro, Brazil. The authors start the text by making explicit their involvement and alignment with the rationale of Exploratory Practice, within the broader horizon of language Teacher Development (Allwright, 2001). The text establishes a theoretical dialogue with Reflective Practice, Action Research and Exploratory Action Research, considering them as recent trends in teacher education and other possible modes of Practitioner Research (Allwright & Hanks, 2009). The authors expand on Exploratory Practice as a paradigm that foregrounds inclusivity, ethics and criticality. Examples of Potentially Exploitable Pedagogic/Professional Activities (PEPAs) and Potentially Exploitable Reflexive Activities (PERAs) will be shared by showing that they result from integrating the ‘work for understanding' with regular pedagogic activities or broader educational practice.

scholarly journals Teachers’ Views on the Utility of the Teacher’s File

2018 ◽  
Vol 6 (05) ◽  
Author(s):  
Enos Moeti Makhele
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Teacher Development ◽  
Basic Education ◽  
Management Tool ◽  
Learning Assessment ◽  
Experiential Learning Theory ◽  
Professional Teacher ◽  
Research Findings ◽  
Teaching Learning

In 2010, the Department of Basic Education instructed its teachers to maintain a teacher's file. This article reports on a research project which described teachers’ views on the utility of the teacher’s file and its relationship to skill of reflection related continuous professional teacher development (CPTD). The research described the meaning and the sense teachers attached to maintaining this file in the light of assumptions and principles of the experiential learning theory (ELT).  It also probed ideas related to how the file could be improved and developed into a resource that contributes to the professional development of teachers in terms of teaching, learning and assessment (TLA). The study utilized interviews and document study as tools to collect data which were later analyzed and interpreted to arrive at the research findings and recommendations. The study found that all teachers regarded the teachers' file as an administrative tool which had nothing to do with their own professional development. They regarded it as a management tool which was meant to monitor them. The study found that to acquire more meaning to the teacher, the file must be enhanced to include more teacher advancement related matters. In view of the teachers' feelings that the file was purely administrative, the Department of Basic Education could review its current format and render it relevant to the professional development of the teacher. The aspects of professional development must include specific areas such as teaching, learning, assessment, classroom management and administration.

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