scholarly journals What’s in a Grade? Teacher Candidates’ Experiences of Grading in Higher Education: A Phenomenographic Study

2021 ◽  
Vol 11 (8) ◽  
pp. 422
Author(s):  
Cormac McGrath ◽  
Ylva Ståhle ◽  
Lena Geijer
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Candidates ◽  
Grading Practices ◽  
Grade Teacher ◽  
Grading Systems ◽  
Phenomenographic Study

This study explores teacher candidates’ experiences of grading in higher education. A phenomenographic approach was adopted and four qualitatively different categories were identified. Grading was experienced as: self-identification, motivation, personal interpretation and academic enculturation. The results indicate that teacher candidates accept existing grading systems but have difficulty interpreting and explaining them, illustrating areas of importance in teacher education and argues that if teacher candidates do not perceive genuine differences in the performance of assessing by grade descriptors, there is a risk that they may develop an insufficient understanding of grading practices.

Project EXCEL

2018 ◽  
pp. 78-96 ◽  
Author(s):  
Annette Deborah Miles ◽  
Ebony Terrell Shockley
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Candidates ◽  
Metropolitan Areas ◽  
District Of Columbia ◽  
Institutions Of Higher Education ◽  
Collaborative Partnership

This chapter outlines the initial findings of Project EXCEL, a collaborative partnership that explores how institutions of higher education (IHEs) can better serve surrounding communities and schools seeking to enhance and diversify the teacher education population. The possibilities for teachers, teacher candidates, and partnerships in the District of Columbia, Maryland, and the surrounding metropolitan areas show the next steps for Project EXCEL. The findings serve as an opportunity for other IHEs to consider for partnerships and recruitment.

scholarly journals Enhancing Conditions for Aboriginal Learners in Higher Education: The Experiences of Nishnawbe Aski Teacher Candidates in a Teacher Education Program

2013 ◽  
Vol 23 (1) ◽  
Author(s):  
Julian Kitchen ◽  
John Hodson
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Education Program ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Community Based ◽  
Northwestern Ontario ◽  
Program Characteristics

This article studies a community-based Indigenous teacher education program in Northwestern Ontario in Canada. This program, the result of a partnership between the Northern Nishnawbe Education Council and Brock University, was designed to prepare Nishnawbe Aski teachers able to teacher through a Two Worlds Orientation: unique Indigenous understandings combined with Western educational principles. The program characteristics and structure are outlined. The strengths of the program, as identified byteacher candidates and teacher educators, are explored. Impediments to success are also considered.

scholarly journals Evidenciação do estado da arte do tema gestão de docentes em instituições de ensino superior

2015 ◽  
pp. 114-136
Author(s):  
Leonardo Ensslin ◽  
Ademar Dutra ◽  
Maurício Andrade de Lima ◽  
Caroline Carneiro ◽  
Leonardo Corrêa Chaves
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Web Of Science ◽  
University Teachers ◽  
Ebsco Host ◽  
University Performance ◽  
The Impact

O objetivo desta pesquisa é aprofundar o conhecimento dos pesquisadores sobre o tema Gestão de Docentes em Instituições de Ensino Superior, com o intuito de conhecer as mais relevantes produções científicas internacionais sobre o assunto, seus autores, periódicos e palavras-chave. Para tanto, foi elaborado um Portfólio Bibliográfico, utilizando-se como instrumento de intervenção o ProKnow-C que, após pesquisa nas bases Scopus, Web of Science, ScienceDirect, ASSIA e Ebsco host, e o processo de filtragem realizado com o auxílio do instrumento de intervenção, resultou em 18 artigos finais. A partir deste portfólio foi possível evidenciar que o periódico mais presente na literatura é o Teaching and Teacher Education. O artigo mais citado é o The impact of training of university teachers on their Os autores com mais destaque são: Lindblom-Ylänne, S., Nevgi, A. e Trigwell, K. e, as palavras-chave mais presentes são: Teacher, University, Performance, Evalu, Management, Assess e Higher Education.

Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs

2021 ◽  
Author(s):  
Amanda Kibler ◽  
René Pyatt ◽  
Jason Greenberg Motamedi ◽  
Ozen Guven
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Relevant Literature ◽  
Action Learning ◽  
Teacher Education Programs ◽  
Language And Literacy ◽  
Education Programs ◽  
Grow Your Own ◽  
Mentoring Practices ◽  
Instructional Competencies

Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

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.

Finding Possibility in Pitfalls: The Role of Permeable Methods Pedagogy in Preservice Teacher Learning

2016 ◽  
Vol 118 (7) ◽  
pp. 1-42
Author(s):  
Heather Hebard
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Candidates ◽  
Teacher Candidate ◽  
Methods Course ◽  
Sense Making ◽  
Opportunities To Learn ◽  
Field Placement ◽  
Pedagogical Tools ◽  
Field Placements

Background/Context Tensions between university-based teacher preparation courses and field placements have long been identified as an obstacle to novices’ uptake of promising instructional practices. This tension is particularly salient for writing instruction, which continues to receive inadequate attention in K–12 classrooms. More scholarship is needed to develop a theory and practice of methods education that accounts for these tensions. Purpose This study investigated how opportunities to learn to teach writing in preservice preparation mediated teacher candidates’ learning. The investigation's aim was to add to our knowledge of how teachers learn and the factors that impact this learning to offer implications for improving teacher education. Participants and Settings Participants included literacy methods course instructors from two post-baccalaureate, university-based, K–8 teacher certification programs and participating candidates enrolled in these courses (N = 20). Settings included methods course meetings and participating candidates’ field placements. Research Design This comparative case study examined opportunities to learn and preservice teachers’ uptake of pedagogical tools across two programs. A cultural–historical theoretical lens helped to identify consequential differences in the nature of activity in preservice teachers’ methods courses and field placement experiences. Data included instructor interviews, methods course observations, teacher candidate focus groups, and field placement observations. Patterns of field and course activity in each program were identified and linked to patterns of appropriation within and across the two cohorts. Findings In one program, methods course activity included opportunities to make sense of the approaches to teaching writing that teacher candidates encountered across past and current experiences. The instructor leveraged points of tension and alignment across settings, prompting teacher candidates to consider affordances and variations of pedagogical tools for particular contexts and goals. This permeable setting supported candidates to develop habits of thinking about pedagogical tools, habits that facilitated uptake of integrated instructional frameworks. In the other program, methods activity focused almost exclusively on the tools and tasks presented in that setting. This circumscribed approach did not support sense-making across settings, which was refected in the fragmented nature of teacher candidates’ pedagogical tool uptake. Conclusions Findings challenge the notion that contradictions in teacher education are necessarily problematic, suggesting instead that they might be leveraged as entry points for sense-making. In addition, permeability is identified as a useful design principle for supporting learning across settings. Finally, a framework of pedagogical tools for subject-matter teaching may provide novices with a strong starting point for teaching and a scaffold for further learning. “I felt at the beginning of the school year that writing was not going to be a strong point for me…. Maybe part of it was the way [my cooperating teacher] modeled it for me; it was just free flowing, kind of … jumping from thing to thing [each day]…. It wasn't like the way [our methods instructor] had modeled for us … [using] four-week units.” –Sheri, teacher candidate, Madrona University

scholarly journals Teacher Education through Art: How to Teach Social Sciences through Artwork –The Student-Teachers’ Views

2018 ◽  
Vol 4 (1) ◽  
pp. 57
Author(s):  
Vasiliki Brinia ◽  
Reni Giannimara ◽  
Paraskevi Psoni ◽  
George Stamatakis
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teaching Method ◽  
Teacher Education Program ◽  
Fine Arts ◽  
Specific Teaching ◽  
Multi Level ◽  
Collaborative Skills ◽  
First Time

The present paper aims at presenting an innovative approach to educating teacher-candidates through the art. More specifically, it aims at exploring the benefits of this approach for student-teachers and for their future teaching of social science subjects. It is an experiential approach, based on a multi-level methodology, developed and implemented through the collaboration of the Teacher Education Program of Athens University of Economics and Business with the Aalto University and the Athens School of Fine Arts. After the completion of the implementation of the specific teaching method, the student-teachers have been interviewed, in order to detect their views on the effectiveness of this method, which has been introduced for the first time in the Teacher Education field in Greece. The results are positive with the interviewees reporting having achieved an in-depth and multi-perspective understanding of the matter in discussion as well as enhanced collaborative skills among other benefits.

Sign in / Sign up

Export Citation Format

Share Document