Teacher Education in Online Contexts

2013 ◽  
pp. 216-243 ◽  
Author(s):  
Salika A. Lawrence
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Online Courses ◽  
Independent Learning ◽  
Technology Literacy ◽  
Primary Role ◽  
Online Instructors ◽  
Multiple Resources ◽  
K 12 ◽  
Information And Technology

Teacher candidates in online courses engage in authentic learning to foster 21st-century practices similar to those of their K–12 students, namely information and technology literacy and media production. This chapter describes instructional practices used in six online literacy courses for pre-service and in-service teacher candidates. The instructor assumed multiple roles during online instruction, including pedagogue, technologist, and evaluator. Although the course designs were highly structured, the instructor incorporated multiple resources to support diverse learners, to foster independent learning, to promote critical thinking and reflection on how instructional strategies can be used in K–12 classrooms, and to facilitate small group collaboration through authentic problem-solving tasks. Online courses for teacher education programs can serve as a vehicle for supporting candidates’ information and technology skills. Online instructors can assume the primary role of pedagogue to help candidates connect their content area with best practices in literacy and technology.

A Model for Effective Delivery of Online Instruction

2013 ◽  
pp. 571-580
Author(s):  
Lynn Romeo ◽  
Mary Brennan ◽  
Terri Rothman Peters ◽  
Donna Mitchell
Keyword(s):  
Social Media ◽  
Teacher Education ◽  
Online Instruction ◽  
Teacher Candidates ◽  
Online Courses ◽  
University Faculty ◽  
Evaluation Tool ◽  
Effective Delivery ◽  
K 12 ◽  
Research Based Practices

Current students who have become digital natives are used to engaging in the use of multiple types of technology and social media. It is extremely important that university faculty in teacher education who teach online courses use research-based practices that increase the achievement of their teacher candidates and model instruction that can be used to engage K-12 students. This chapter discusses an online evaluation tool that was developed to assess students’ perceptions of the effectiveness of the online courses and how the results were used to construct a model for best practices in online instruction that engages learners in an asynchronous environment.

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.

Teacher Candidates' Perceptions of Technology Used to Support Literacy Practices

2017 ◽  
pp. 1950-1973
Author(s):  
Donna Glenn Wake
Keyword(s):  
Teacher Education ◽  
Literacy Development ◽  
Teacher Candidates ◽  
Digital Storytelling ◽  
Literacy Practices ◽  
Teacher Education Candidates ◽  
K 12 ◽  
Student Inquiry

This study explores teacher education candidates' perceptions of technologies used to support K-12 student literacy development. Candidates selected technologies for future adoption based on impressions of each technology's ability to support student literacy development. Technologies included broad-based applications (blogs, wikis, podcasts, digital storytelling) as well as more specific applications (Prezi, Glogster, Voicethread). Results indicate that candidates selected first those technologies they saw as useful in presenting content in a teacher-directed paradigm. They then considered technologies that allowed for student authoring and manipulation representing more student inquiry-based approaches. Data were disaggregated for secondary versus elementary candidate populations.

Online Faculty Proficiency and Peer Coaching

2011 ◽  
pp. 126-134
Author(s):  
Jason D. Baker ◽  
Shauna Tonkin
Keyword(s):  
Student Teaching ◽  
Online Courses ◽  
Teaching Experience ◽  
Years Of Experience ◽  
Training Environment ◽  
Online Instructors ◽  
Face To Face ◽  
Pedagogical Training ◽  
Face To Face Instruction ◽  
K 12

By the time someone becomes a teacher, regardless of whether he or she enters the K-12 school system, higher education arena, or corporate training environment, he or she has literally had decades of experience with face-to-face instruction. While new teachers vary in their pedagogical training and student teaching experience, they still benefit from a lifetime of experience as students themselves. Accordingly, most of today’s teachers have a fairly common set of experiences and expectations to draw from when planning and evaluating traditional instruction. This is not so when the educational environment is shifted from the four-walled classroom to the online Internet environment. According to Bork (2002), the results of a survey of university instructors revealed that experienced online instructors had taught between four and seven online courses either partially or fully online. While not an insignificant number, it pales in comparison to the teaching experience of the same respondents (e.g., 36% having more than 20 years of experience and 34% with 10-20 years of experience), as well as the nonteaching history that such instructors invariably had.

Teacher Candidates’ Perceptions of Technology Used to Support Literacy Practices

2013 ◽  
pp. 220-242 ◽  
Author(s):  
Donna Glenn Wake
Keyword(s):  
Teacher Education ◽  
Literacy Development ◽  
Teacher Candidates ◽  
Digital Storytelling ◽  
Literacy Practices ◽  
Teacher Education Candidates ◽  
K 12 ◽  
Student Inquiry

This study explores teacher education candidates’ perceptions of technologies used to support K-12 student literacy development. Candidates selected technologies for future adoption based on impressions of each technology’s ability to support student literacy development. Technologies included broad-based applications (blogs, wikis, podcasts, digital storytelling) as well as more specific applications (Prezi, Glogster, Voicethread). Results indicate that candidates selected first those technologies they saw as useful in presenting content in a teacher-directed paradigm. They then considered technologies that allowed for student authoring and manipulation representing more student inquiry-based approaches. Data were disaggregated for secondary versus elementary candidate populations.

scholarly journals “I Can Write in My Language and Switch Back and Forth?”: Elementary Teacher Candidates Experiencing and Enacting Translanguaging Pedagogies in a Literacy Methods Course

2020 ◽  
Vol 69 (1) ◽  
pp. 211-229
Author(s):  
Emily Machado ◽  
Grace Cornell Gonzales
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Dual Language ◽  
Methods Course ◽  
Literacy Methods ◽  
Literacy Teacher ◽  
And Shifts ◽  
Literacy Teacher Education ◽  
K 12

Although existing research examines how pre-K–12 teachers understand everyday translanguaging and enact translanguaging pedagogies in their literacy classrooms, considerably less research explores translanguaging pedagogies in literacy teacher education. Drawing on García, Johnson, and Seltzer’s theorization of translanguaging stance, design, and shifts, we redesigned a university-based literacy methods course to encourage both English-medium and dual-language teacher candidates (TCs) to engage their full linguistic repertoires in writing. In this study, we used qualitative methods to explore how TCs in our course experienced translanguaging pedagogies in coursework and enacted them with students in fieldwork settings. Findings illustrate that TCs experimented with language within our university classroom, drawing on their full linguistic repertoires in course assignments and countering the dominance of English in course activities. They also showcase how TCs began enacting translanguaging pedagogies in their fieldwork placements, planning intentionally for translanguaging in lesson plans, and tapping into the translanguaging corriente in everyday teaching and learning. Ultimately, this study offers insights into the potential of enacting translanguaging pedagogies in preservice literacy teacher education for English-medium and dual-language educators alike.

Meeting the Demand for Online Education

2015 ◽  
pp. 45-65 ◽  
Author(s):  
Jayme Nixon Linton ◽  
Wayne Journell
Keyword(s):  
United States ◽  
Teacher Education ◽  
Online Education ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Online Pedagogy ◽  
Online Instructors ◽  
Induction Program ◽  
K 12

Although K-12 online education is becoming more common in the United States, the research base is still lagging behind. The field's understanding of how K-12 online teachers are being prepared is especially sparse. Given that few teacher education programs include online pedagogy in their teacher training efforts, it becomes incumbent on states to find alternative ways to prepare teachers for virtual instruction. This chapter analyzes a 9-week orientation session that is part of an established, state-run induction program for prospective K-12 online instructors. Although the findings are specific to the program being studied, the authors believe they can serve as a model for educators in other states wishing to develop similar types of induction programs and for teacher education programs that will eventually have to incorporate online pedagogy into their existing programs in order to meet the rising demand for K-12 online instruction in the United States.

scholarly journals Reframing Teacher Education: Preparing Teachers for Inclusive Education

Inclusion ◽  
2014 ◽  
Vol 2 (4) ◽  
pp. 286-300 ◽  
Author(s):  
Jennifer Kurth ◽  
Jean Ann Foley
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Inclusive Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Mentor Teachers ◽  
Traditional Model ◽  
Building Capacity ◽  
Inclusive Settings ◽  
K 12

Abstract Inclusive education is increasingly common in K-12 schools, yet teacher preparation for inclusive education has been lagging. In the present study, interviews of teacher candidates, mentor teachers, university faculty, and fieldwork supervisors were completed to determine experiences of, and preparation for, inclusive education. Results indicate that teacher candidates received very mixed, and often contradictory, messages about inclusive education in their coursework and fieldwork experiences. Recommendations for building capacity for inclusive fieldwork and inclusive teacher preparation are proposed. Further, the need for teacher educators to reframe teacher preparation, from the traditional model of preparing teachers for largely segregated roles to providing the skills and techniques necessary for working and succeeding in inclusive settings, is discussed.

Meeting the Demand for Online Education

2018 ◽  
pp. 511-533
Author(s):  
Jayme Nixon Linton ◽  
Wayne Journell
Keyword(s):  
United States ◽  
Teacher Education ◽  
Online Education ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Online Pedagogy ◽  
Online Instructors ◽  
Induction Program ◽  
K 12

Although K-12 online education is becoming more common in the United States, the research base is still lagging behind. The field's understanding of how K-12 online teachers are being prepared is especially sparse. Given that few teacher education programs include online pedagogy in their teacher training efforts, it becomes incumbent on states to find alternative ways to prepare teachers for virtual instruction. This chapter analyzes a 9-week orientation session that is part of an established, state-run induction program for prospective K-12 online instructors. Although the findings are specific to the program being studied, the authors believe they can serve as a model for educators in other states wishing to develop similar types of induction programs and for teacher education programs that will eventually have to incorporate online pedagogy into their existing programs in order to meet the rising demand for K-12 online instruction in the United States.

Sign in / Sign up

Export Citation Format

Share Document