Cyber-Place Learning in an Online Teacher Preparation Program

Preparation Programs ◽

Teaching Preparation

Learning and technology skills required for the 21st century can be developed through online pre-service teaching preparation programs. This chapter is an exploratory look at the implications of learner-centered and place-based approaches. These approaches to teaching and learning are collaborative and distributed through online learning. In this chapter, it is the author’s intent to offer guidelines for transference of classroom best practices to a cyber-place learning environment that will align with teacher preparation programs. The main objective is to improve access to advanced educational experiences by allowing students and instructors to participate in remote learning communities that foster skills needed for the 21st century. Online learning communities provide collaboration that is flexible and convenient and opportunities for individuals who may not otherwise have their voices heard.

Virtual Mentors

Pedagogical Applications and Social Effects of Mobile Technology Integration ◽

10.4018/978-1-4666-2985-1.ch015 ◽

2013 ◽

pp. 258-276 ◽

Cited By ~ 2

Author(s):

Marialice B. F. X. Curran ◽

Regina G. Chatel

Keyword(s):

Social Media ◽

Teacher Preparation ◽

21St Century ◽

Teaching And Learning ◽

Role Model ◽

Collaborative Partnerships ◽

Preparation Programs ◽

Virtual Mentoring ◽

Traditional Mentoring

Social media has the potential to revolutionize teaching, learning, and collaborative partnerships in teacher preparation programs. Traditional mentoring has been conducted in person, via mail, telephone, e-mail, conferences, and typical daily interactions. However, the emergence of social media has led to an exciting development called the iMentor Model, virtual mentoring via social media. Through the iMentor Model, teacher candidates observed 21st century teaching methods that they were not always able to observe locally. The traditional mentor is an advisor, a coach, a facilitator, or a role model. An iMentor demonstrates these qualities as well as embracing multiple social networking platforms in teaching and learning. iMentors model three components of the Saint Joseph College School of Education Conceptual Framework (2010): Rigorous of Mind, Compassionate of Heart, and an Agent of Change in their teaching. This chapter discusses how the use of iMentors brings teacher preparation into the 21st century.

Handbook of Research on Professional Development for Quality Teaching and Learning - Advances in Higher Education and Professional Development ◽

Multi-Semester Community Building in Higher Education

10.4018/978-1-5225-0204-3.ch017 ◽

2016 ◽

pp. 342-365

Author(s):

S. Michael Putman ◽

Laura K. Handler

Keyword(s):

Teacher Preparation ◽

Teaching And Learning ◽

Descriptive Analysis ◽

Teacher Educator ◽

Relationship Building ◽

Preparation Programs ◽

Impact Theory ◽

Organizational Features

Within the current educational context, teacher preparation programs are under increasing pressure to demonstrate their effectiveness in producing teachers that impact P-12 student learning. As a result, programs must investigate organizational features that are powerful for preparing preservice candidates to enter the classroom. This research examined how the practice of having one teacher educator instruct courses over multiple semesters to the same group of students can be used to support the development of teacher candidates. This descriptive analysis presents the findings from one university teacher preparation program and what was learned about the potential for the partnership to be a powerful way to structure teacher learning. Implications are discussed as considerations for how this alternate form of organization can facilitate relationship-building, impact theory to practice connections and improve efficacy for teaching and learning.

Advances in Early Childhood and K-12 Education - Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning ◽

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

10.4018/978-1-5225-8009-6.ch006 ◽

2019 ◽

pp. 134-153

Author(s):

Tina Lane Heafner

Keyword(s):

Teacher Preparation ◽

Teacher Candidates ◽

Performance Outcomes ◽

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.

Singapore’s Teacher Education Model for the 21st Century (TE21)

Implementing Deeper Learning and 21st Education Reforms ◽

10.1007/978-3-030-57039-2_3 ◽

2020 ◽

pp. 59-77

Author(s):

Durgesh Rajandiran

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

21St Century ◽

Driving Forces ◽

Local Context ◽

Preparation Programs ◽

Government Documents ◽

Education Model

Abstract Singapore introduced the Teacher Education Model for the 21st Century (TE21) in 2009 as a framework to propose a set of 21st century competencies that Singaporean teachers should be equipped with. The introduction of TE21 catalyzed the reform of existing programs and the implementation of new initiatives in initial teacher preparation programs and lifelong teacher professional development. This chapter first examines the local and international driving forces that led to the conceptualization of TE21 since Singapore’s independence. Then, the recommendations of TE21 are scrutinized along with the implementation of two new initiatives in the initial teacher preparation program. The findings are twofold. First, we find that Singapore has extensively performed a comparative review of global 21st century recommendations over four decades to customize an education system for their local context. Second, by synthesizing information sourced from interviews, government documents, and quantitative data, we find that the progress towards developing a cadre of 21st century teachers and producing holistic students in Singapore is largely successful. However, students are found to be at the receiving end of a generational cultural clash between them and their parents’ beliefs about the core of education.

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

Research Anthology on Developing Effective Online Learning Courses ◽

10.4018/978-1-7998-8047-9.ch090 ◽

2021 ◽

pp. 1803-1822

Author(s):

Tina Lane Heafner

Keyword(s):

Teacher Preparation ◽

Teacher Candidates ◽

Performance Outcomes ◽

Preparation Programs ◽

Face To Face ◽

Delivery Modes ◽

Teaching Preparation

Teacher Professional Dispositions: Much Assemblage Required

Teachers College Record ◽

10.1177/016146811912101104 ◽

2019 ◽

Vol 121 (11) ◽

pp. 1-28

Author(s):

Kathryn Strom ◽

Jason Margolis ◽

Nihat Polat

Keyword(s):

Teacher Preparation ◽

Teaching And Learning ◽

Assessment Tools ◽

Teacher Dispositions ◽

Complex Nature ◽

Preparation Programs ◽

Professional Dispositions ◽

State Education ◽

Nature Of Teaching

Background/Context Despite noted difficulties with defining and assessing teacher dispositions, U.S. state education departments and national accreditation agencies have included dispositions in mandates and standards both for determining teacher quality and for assessing the quality of the teacher preparation programs that certify them. Thus, there remains a significant impetus to specify dispositions to assess, identify what “good” dispositions look like in practice, and determine the best way to measure them. Purpose The purpose of this paper is twofold. First, we aim to problematize the construct of “teacher dispositions” through a critical synthesis of literature and a discussion of a rhizomatic perspective to generate a (re)conceptualization that is more closely aligned with the immensely complex nature of teaching and learning. Second, we draw on samples of university-generated teacher disposition assessment tools to provide concrete examples that “put to work” this complex perspective on dispositions. Research Design To apply ideas introduced in our rhizomatic framework focused on multiple, dynamic assemblages, we conducted a qualitative textual analysis of a sample of 16 widely available assessment tools used by university-based teacher preparation programs to measure teachers’ professional dispositions. Findings and Conclusions Overall, the vast majority of disposition criteria included in the tools reviewed were temporal and relational, seeking to assess the interactions of the teacher candidate amidst a variety of potential circumstances as well as material and discursive factors. This reveals a paradox, however, since, despite their more contextual phrasing, these criteria ultimately seek to assess an individual and are high-stakes only for that teacher. Yet, we suggest that the results of this review may be an indication that the field is moving toward a more multifaceted vision of teaching that can better take into account the dynamic, situated, and relational nature of teaching activity. We also suggest the language accounting for some of the complexity of teaching in the disposition assessment tools we reviewed may be an entry point into a more dynamic, vital materialist vision of the profession.

ENHANCING THE ROLE OF FIELD EXPERIENCE SUPERVISORS: TOWARD MULTICULTURAL EQUITY IN A TEACHER PREPARATION PROGRAM

International Journal of Multiculturalism ◽

10.30546/2708-3136.2021.2.1.24 ◽

2021 ◽

pp. 24-36

Author(s):

Lisa VASQUEZ

Keyword(s):

Professional Development ◽

Teacher Preparation ◽

Teacher Candidates ◽

Field Experience ◽

Historical Context ◽

Multicultural Society ◽

Preparation Programs ◽

Program Leaders

The current state of education embodies increasing public demands and policy mandates for teacher accountability in all classrooms, pre-kindergarten through Grade 12. Leaders expect increased academic performance to meet grade-level curriculum standards within a multicultural society. Teacher preparation programs are tasked to create and manage field experiences that guide practice within diverse learning communities. Teacher candidates interact with the cultural, social, and historical context of schools, of professional colleagues, and of the pupils they teach. In addition, teacher candidates should be prepared to develop practices that are intentional, personalized, differentiated, and purposeful for the pupils within their classrooms. This paper offers a case study of one university’s re-design of field experience supervision in its teacher preparation programs. The curriculum designers sought to ensure support for teacher candidates based on each student’s individual needs, while fostering systemic change responsive to ideas of race, gender, and other areas of intersectionality in a multicultural society. The field supervisor was the key to connect the practical, field-based experiences with the vision and mission of the university. Thus, program leaders identified the need to invest in the professional development of field supervisors in a way that brought the vision and mission to life—from words to action. The resulting framework included a multi-faceted approach of coaching / mentoring, professional development, and reflective discourse with colleagues.

Andragogical and Pedagogical Methods for Curriculum and Program Development - Advances in Educational Technologies and Instructional Design ◽

Traditional Teacher Evaluation Models

10.4018/978-1-4666-5872-1.ch017 ◽

2014 ◽

pp. 342-361

Author(s):

Katina M. Leland ◽

Amy L. Sedivy-Benton

Keyword(s):

Teacher Preparation ◽

The United States ◽

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.

Common Core Mathematics Standards and Implementing Digital Technologies - Advances in Educational Technologies and Instructional Design ◽

TPACK Pathways that Facilitate CCSS Implementation for Secondary Mathematics Teacher Candidates

10.4018/978-1-4666-4086-3.ch024 ◽

2013 ◽

pp. 353-369

Author(s):

Nathan Borchelt ◽

Axelle Faughn ◽

Kathy Jaqua ◽

Kate Best

Keyword(s):

Teacher Preparation ◽

Common Core ◽

Common Core State Standards ◽

State Standards ◽

Core State ◽

Preparation Programs ◽

The Common ◽

Secondary Mathematics Teacher

Implementation of the Common Core State Standards in Mathematics has provided teacher educators a great opportunity to reexamine whether teacher preparation programs adequately provide the experiences to develop the base of knowledge and 21st century skills necessary to be effective teachers. The Mathematics TPACK Framework provides a roadmap for a series of pathways to integrate three knowledge components that are essential in teacher development: content knowledge, pedagogical knowledge, and technological knowledge. In this chapter, the authors examine how a teacher preparation program has evolved to integrate meaningful uses of digital technologies in content and pedagogy that are relevant to the teaching and learning of mathematics through the lens of implementing the Common Core State Standards.

Strategic Leadership in PK-12 Settings - Advances in Educational Marketing, Administration, and Leadership ◽

Leveraging P-12/University Partnerships to Better Prepare Pre-Service Teachers

10.4018/978-1-5225-9242-6.ch011 ◽

2020 ◽

pp. 163-182

Author(s):

James Falco ◽

Meredith Riddle ◽

Gregory Duffy ◽

Tracy Mulvaney ◽

Lauren Niecz

Keyword(s):

Professional Development ◽

Teacher Education ◽

Teacher Preparation ◽

Teacher Education Programs ◽

Preparation Programs ◽

University Partnerships ◽

Primary Responsibility ◽

To Receive

The primary responsibility for training pre-service teachers previously fell solely on the shoulders of university teacher-preparation programs, with a short field experience component in partner P-12 districts. As research continues to support the value of increased clinical practice in P-12 schools when training pre-service teachers, the responsibility is becoming shared equally between university teacher education programs and P-12 school districts. This chapter describes three innovative programs implemented by P-12 schools through strong partnerships with Monmouth University's teacher education and Provisional Teacher Preparation program. These strong partnerships afford students the opportunity to receive direct instruction in P-12 settings with the support of curriculum, mentors and professional development. The partnership with Lafayette Mills School (the last of three initiatives discussed) was also awarded, along with the university's other PDSs, the National Association of Professional Development Schools Distinguished Partnership award in 2017.