Supporting Pre-service Mathematics Teacher Development through Transformative Community Engagement

2019 ◽  
pp. 445-449
Author(s):  
Catherine Paolucci
Keyword(s):  
Transformative Learning ◽  
Community Engagement ◽  
Teacher Development ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Future Research ◽  
Preparation Programs ◽  
Key Aspects

Opportunities for field-based transformative learning are a critical part of mathematics teacher education, yet several factors limit the extent to which teacher preparation programs can offer them. This paper discusses the value of transformative learning for pre-service mathematics teachers and presents an example of an international community engagement program that was specifically designed to support transformative learning for pre-service teachers in both the United States and South Africa. It highlights evidence of key aspects of transformative learning in the reflections of both the pre-service teachers and the students in the program and discusses the implications of this for future research and program development.

Instructor-Learner Partnership in Preparing Teacher Candidates to Teach Secondary School Students

2021 ◽  
pp. 127-158
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
The United States ◽  
Project Based Learning ◽  
Teacher Preparation Programs ◽  
Future Research ◽  
School Students ◽  
Preparation Programs ◽  
Fieldwork Experience ◽  
Psychology Course

Teacher preparation programs in the United States are expected to educate preservice teacher candidates through instructor-learner partnerships. Collaborative learning, project-based learning, and authentic assessment therefore are vital for preparing teacher candidates to teach in 7-12 grades. This chapter shares instances of instructor-learner partnership from an undergraduate educational psychology course via course-based and field-based assignments. First, an overview of constructivism is presented as foundational theory anchoring instructor-learner partnership in the teacher preparation course. Next, instructor-learner partnership is illustrated within a simulation task, technology-enhanced project, and fieldwork experience. Finally, instructor-learner partnership in formative assessment of course-based and field-based activities are illustrated. The chapter concludes with recommendations for inculcating instructor-learner partnership in teacher education courses, and directions for future research pertinent to instructor-learner partnership in teacher preparation programs.

Mathematics Teacher Education and edTPA

2016 ◽  
pp. 182-201
Author(s):  
Dianne S. McCarthy ◽  
Barbara A. Burns
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Teaching Profession ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
National Board ◽  
Successful Teachers ◽  
Teaching Standards ◽  
Professional Teaching

The development of the educative teacher performance assessment (edTPA) might be considered as beginning over a century ago as mathematics, mathematics teacher education, and the teaching profession strove to improve student learning. Professional teaching organizations such as the National Council of Teachers of Mathematics, the National Board of Professional Teaching Standards, industry, and government agencies have been seeking ways to improve teaching, to differentiate among teacher candidates to predict who will be successful teachers and who will not, and to raise the level of student achievement of all students. Along with these goals is the aspiration of recognizing teaching as a profession. To achieve this, complex assessment is necessary. Assessment of teachers, students and teacher preparation programs is necessary. edTPA could lead the way.

Designing an Inclusive Culturally Competent Classroom for Immigrant Deaf Students in the United States

2021 ◽  
pp. 180-197
Author(s):  
Millicent Malinda Musyoka ◽  
Sulaiman O. Adeoye
Keyword(s):  
United States ◽  
Immigrant Students ◽  
Deaf Education ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Background Information ◽  
Future Research ◽  
Culturally Competent ◽  
Deaf Students ◽  
Preparation Programs

The population of the United States (U.S.) is changing rapidly across such categories as race, language, culture, and socioeconomics. This growing diversity extends to people who are Deaf and Hard of Hearing (D/HH). The change indicates an increase in the number of immigrant students who are both hearing and D/HH. Today teachers are expected to serve a diverse population of D/HH students, thereby necessitating culturally competent classrooms. However, and in most cases, when educators consider a culturally competent classroom, one cultural group omitted among students, in general, is that of D/HH students and worst D/HH immigrant students. One reason for the neglect of immigrant D/HH students in U.S. classrooms is that most teachers have limited knowledge, skills and resources in designing inclusive culturally competent classrooms that support immigrant D/HH students. This apparent neglect necessitates this chapter. This chapter provides teachers with information and guidelines they will need to create culturally competent and inclusive classrooms with a particular focus on D/HH immigrant students. The chapter begins with brief background information about D/HH immigrant students and a conceptual framework that provides a lens to issues discussed in the chapter. Next, the chapter discusses the process of designing culturally competent classrooms for D/HH immigrant students. The chapter concludes with recommendations for future research and implications for practice not only for deaf education teachers but also for mainstream education teachers, deaf education teacher preparation programs, and researchers—among other professionals who interact and work with D/HH immigrant students.

Mathematics Teacher Education and edTPA

2018 ◽  
pp. 149-168
Author(s):  
Dianne S. McCarthy ◽  
Barbara A. Burns
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Teaching Profession ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
National Board ◽  
Successful Teachers ◽  
Teaching Standards ◽  
Professional Teaching

The development of the educative teacher performance assessment (edTPA) might be considered as beginning over a century ago as mathematics, mathematics teacher education, and the teaching profession strove to improve student learning. Professional teaching organizations such as the National Council of Teachers of Mathematics, the National Board of Professional Teaching Standards, industry, and government agencies have been seeking ways to improve teaching, to differentiate among teacher candidates to predict who will be successful teachers and who will not, and to raise the level of student achievement of all students. Along with these goals is the aspiration of recognizing teaching as a profession. To achieve this, complex assessment is necessary. Assessment of teachers, students and teacher preparation programs is necessary. edTPA could lead the way.

scholarly journals Expanding EAL expertise: Taking a multilingual stance

2019 ◽  
Vol 28 (1) ◽  
pp. 5-20
Author(s):  
Ester J. De Jong
Keyword(s):  
United States ◽  
Teacher Preparation ◽  
Preservice Teacher ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Mainstream Teachers ◽  
Preservice Teacher Preparation

English as an Additional Language (EAL) students are increasingly taught by non-specialist, mainstream teachers. This trend calls for a reconceptualization of teacher education to explicitly and purposefully include linguistically and culturally responsive pedagogy in their curriculum. In the United States, several frameworks have been proposed to address this need, although much still needs to be learned about actual practice in preservice teacher preparation programs. In this article, I caution against the monolingual bias in preservice teacher preparation and argue for the mandate for developing a multilingual stance for all teachers of EAL students.

Traditional Teacher Evaluation Models

2014 ◽  
pp. 342-361
Author(s):  
Katina M. Leland ◽  
Amy L. Sedivy-Benton
Keyword(s):  
Teacher Preparation ◽  
The United States ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Focal Points ◽  
Preparation Programs ◽  
Current Trends ◽  
Evaluation Models ◽  
Method Of Evaluation

Student achievement has become one of the main focal points regarding education across the United States. With this intense focus on students, teachers are thrust unwillingly into the spotlight. Teacher practices and student outcomes have become the new norm for evaluation in PK-12 education. That method of evaluation is crossing over into teacher preparation programs as attempts are being made to connect the quality of a teacher preparation program to the performance of those graduates in the classroom. This chapter focuses on the current trends that exist for both pre-service teachers as well as teachers of record. A brief history is examined as well as issues that currently exist within these structures. The chapter concludes with the implications of these practices and suggestions for future trends and recommendations for evaluating teachers at both the pre-service experience level and when they are employed in the classroom.

Technology-Mediated Mathematics Teacher Development

2018 ◽  
pp. 194-222
Author(s):  
Patricio Herbst ◽  
Daniel Chazan ◽  
Vu Minh Chieu ◽  
Amanda Milewski ◽  
Karl W. Kosko ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Development ◽  
Mathematics Teacher ◽  
Design Research ◽  
Teaching Effectiveness ◽  
Mathematics Teacher Education ◽  
Digital Technologies ◽  
Instrumental Genesis ◽  
Online Platform ◽  
Digital Environments

This chapter focuses on how digital technologies provide affordances for Practice-Based Mathematics Teacher Education (PBMTE) and maps needed research on technologically mediated teacher education. The chapter elaborates on Grossman's pedagogies of practice, describing how they can be enacted in digital environments. Using LessonSketch as a prototype of an online platform for PBMTE, the chapter describes what those pedagogies look like when mediated through technology by narrating three cases. The chapter maps needed research by describing how various research approaches including design research, teaching effectiveness, ecological, and instrumental genesis might be used to organize research on environments that support technologically mediated, practice-based mathematics teacher education.

Home-School Pathways

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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