scholarly journals The Role of Field Experiences in the Professional Socialization of Early Career Literacy Teachers

2014 ◽  
Vol 8 (1) ◽  
pp. 173-191 ◽  
Author(s):  
Katrina Bartow Jacobs
Keyword(s):  
Teacher Preparation ◽  
Professional Socialization ◽  
Field Experiences ◽  
Pedagogical Knowledge ◽  
Early Career ◽  
Teacher Preparation Program ◽  
Literacy Teachers ◽  
Professional Identities ◽  
Development Of Students

Scholarship on field experiences often addresses issues of integration with coursework and the development of students’ pedagogical knowledge, with less focus on their role in the development of teachers’ professional identities. Drawing on data from a yearlong qualitative study, this article addresses a central concern for students in a literacy teacher preparation program—fieldwork as a lonely venture. This research suggests that traditional field experiences explicitly and implicitly perpetuate images of teaching as a solitary act. These findings highlight the need to reconceptualize field experiences as sites of inquiry in order to disrupt narratives of isolation within teacher education.

An Untapped Resource

2021 ◽  
pp. 206-226
Author(s):  
Traci Almeida ◽  
Maureen P. Hall
Keyword(s):  
Teacher Preparation ◽  
Teacher Retention ◽  
Teacher Leadership ◽  
Instructional Effectiveness ◽  
Early Career ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
University Partnership ◽  
Untapped Resource

This chapter showcases a teacher preparation program (TPP) targeting early career, in-service teachers who are most vulnerable to early attrition and was created to support district efforts to retain and develop an effective workforce. The chapter focuses and puts a spotlight on the role of the instructional consultant, which is the most innovative aspect of this district-based teacher preparation program. These instructional consultants are embedded in the design and delivery of program coursework. This instructional consultant role was innovated to provide a conduit for teacher leadership in this ongoing partnership. This chapter recounts how this partnership began, how instructional consultants have become a conduit for leveraging and growing teacher leadership for all stakeholders involved in this school-university partnership, and the ongoing impact of this program in terms of teacher retention and improving instructional effectiveness.

How to Thrive During Your Field Experiences

2014 ◽  
Vol 93 (1) ◽  
pp. 6-7
Author(s):  
Connie Schaffer ◽  
Kelly Welsh
Keyword(s):  
Teacher Preparation ◽  
Field Experiences ◽  
Teacher Preparation Program ◽  
Preparation Program

Field experiences are part of every accredited teacher preparation program. These seven tips will help students get the most out of the experience.

Preparing Urban Educators to Address Diversity and Equity through Field-Based Teacher Education

2016 ◽  
pp. 437-461 ◽  
Author(s):  
Adam S. Kennedy ◽  
Amy J. Heineke
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Education Program ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Iterative Design ◽  
Design And Implementation ◽  
Urban Educators ◽  
Urban Contexts

This chapter presents a case for field-based teacher preparation through mutually beneficial community partnerships in diverse urban contexts. Such models are a response to calls for change in teacher education, as well as to current policies and research on the central role of field experiences. Extant research is shared on partnerships as a key context for developing programs with depth, effectiveness, and sustainability. Next, information is presented about the development and implementation of one field-based teacher education program designed around mutually beneficial partnerships to prepare effective urban educators. Key themes and practices are demonstrated through data-based vignettes of collaborative field experiences with urban educators. These cases involve unique preparation experiences, stakeholders, and roles, but also serve as illustrations of the ways in which partnerships aimed at achieving mutual benefit must undergo continuous evaluation and redesign. Recommendations for iterative design and implementation of field-based models are offered.

Preparing Urban Educators to Address Diversity and Equity through Field-Based Teacher Education

2020 ◽  
pp. 757-781
Author(s):  
Adam S. Kennedy ◽  
Amy J. Heineke
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Education Program ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Iterative Design ◽  
Design And Implementation ◽  
Urban Educators ◽  
Urban Contexts

This chapter presents a case for field-based teacher preparation through mutually beneficial community partnerships in diverse urban contexts. Such models are a response to calls for change in teacher education, as well as to current policies and research on the central role of field experiences. Extant research is shared on partnerships as a key context for developing programs with depth, effectiveness, and sustainability. Next, information is presented about the development and implementation of one field-based teacher education program designed around mutually beneficial partnerships to prepare effective urban educators. Key themes and practices are demonstrated through data-based vignettes of collaborative field experiences with urban educators. These cases involve unique preparation experiences, stakeholders, and roles, but also serve as illustrations of the ways in which partnerships aimed at achieving mutual benefit must undergo continuous evaluation and redesign. Recommendations for iterative design and implementation of field-based models are offered.

scholarly journals Elementary Teacher Education in the Top Performing European TIMSS Countries: A Comparative Study

2018 ◽  
Vol 11 (4) ◽  
pp. 152
Author(s):  
Mohammed Sabrin
Keyword(s):  
Teacher Education ◽  
Elementary Teacher ◽  
English Language ◽  
Field Experiences ◽  
Pedagogical Knowledge ◽  
Elementary Teacher Education ◽  
Kingdom Of Saudi Arabia ◽  
Academic Subject ◽  
Diverse Field

This paper analyzed elementary teacher education (hereafter ‘TED’) programs in the top performing European (TIMSS) countries to help inform future elementary TED policy in the Kingdom of Saudi Arabia. Methodological emphasis revolved around how much emphasis should be placed on general content knowledge (GCK), as opposed to general pedagogical knowledge (GPK), as opposed to methodological pedagogical knowledge (MPK). This study explored these questions while analyzing the elementary TED programs of Germany, Finland, and the U.K. relying mainly on peer-reviewed literature on these topics published between 2000 and 2016 in the English language. Three theoretical frames of reference, aside from TIMSS, were also analyzed during this process: whether the programs were consecutive or concurrent, the model of partnership followed between universities and institutions where field experiences took place, and the overall status and role of teachers in the society as categorized by career-based or position-based. It was found that the top performing European TIMSS countries usually: have consecutive and concurrent options; attract the top academic achievers into their programs; have strict filters for admission; provide very intensive TED experiences to their students focusing on practical and diverse field experiences; enforce students to major in at least one academic subject and place more emphasis on academic subject expertise than pedagogy; have challenging criteria (including exams and portfolios) for graduation from the program; have national accreditation institutes for unifying standards; their sponsor countries enforce various types of induction and professional development once in the field; and lastly these countries offer salaries competitive with other professions that require the same amount of years and training since they are usually career-based positions.

The Effects of Formative Supports in Online and Face-to-Face Teacher Preparation Programs

2019 ◽  
pp. 134-153
Author(s):  
Tina Lane Heafner
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Performance Outcomes ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Face To Face ◽  
Delivery Modes ◽  
Teaching Preparation

Using a widely accepted measure of teacher candidates' performance, edTPA, this chapter examines the role of formative supports in supporting candidate-learning outcomes in a graduate teacher preparation program. The chapter compares performance outcomes for two program tracks: online and face-to-face. Authors conclude formative supports impact the preparation of teacher candidates in both online and face-to-face contexts. Online program delivery modes support greater candidate independence and self-efficacy in teaching preparation skills whereas face-to-face programs create contexts in which candidates are more dependent upon instructors and formative supports to ensure teaching success.

scholarly journals Effectively Managing Bias in Teacher Preparation

2018 ◽  
pp. 146-160
Author(s):  
Natasha N. Johnson
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Underserved Students ◽  
System A ◽  
Social Justice Teaching ◽  
K 12

This is the call for teacher preparation programs to actively incorporate an emphasis on social justice education and the development of teachers committed to creating equitable schools. Education in today's multicultural, pluralistic society must be actively concentrated on and successful at creating more just and unbiased schools for underserved students. Similar to Ladson-Billings' argument for a redefining of ‘good teaching,' there must be a redefinition of that which constitutes social justice teaching. It is the role of today's teacher preparation programs to equip teachers with the essential skills necessary to develop students, manage bias, and create a culture of equity for all. Particularly as it relates to the education, understanding, cultivation, and development of all students in the K-12 school system, a required component of every teacher preparation program must be an increased focus on teaching that is comprehensive, socially just, and impartial.

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