How Pre-Service and First-Year Teachers Utilize Informal Learning in a Work Context

First Year ◽

Clinical Experiences ◽

Preparation Programs ◽

Hands On ◽

K 12

Pre-service candidates enroll in teacher preparation programs to learn the knowledge, skills, and abilities that teachers must possess. Throughout their education program, they apply their classroom learning to clinical experiences, those experiences that pre-service candidates have with K-12 students. These clinical experiences provide a hands-on approach to what the day-to-day mechanics will be once they become a teacher of record. Succeeding graduation and receiving a teaching degree, pre-service candidates still have more to learn as they make the transition from pre-service candidate to a novice teacher. This chapter focuses on the informal learning that pre-service candidates and novice teachers receive when they conduct student teaching and become a teacher of record. Background knowledge of the trajectory of learning starting with teacher education programs and ending with the first years of teaching is provided along with issues, controversies, and problems that affect pre-service candidates and novice teachers' competencies to fulfill the duties of teaching.

A Rational and Manageable Value-Added Model for Teacher Preparation Programs

Educational Policy ◽

10.1177/0895904816673741 ◽

2016 ◽

Vol 32 (5) ◽

pp. 728-750 ◽

Cited By ~ 2

Author(s):

Michael P. Brady ◽

Katie Miller ◽

Jazarae McCormick ◽

Lawrence A. Heiser

Keyword(s):

Teacher Preparation ◽

Student Teaching ◽

Teacher Candidates ◽

Value Added ◽

Full Time ◽

Preparation Programs ◽

Grade Point ◽

Value Added Model ◽

K 12

Educators struggle with “value-added” teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates’ lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates’ grade point averages (GPAs). Results indicated that teacher candidates’ lessons are a viable value-added model (VAM) alternative for TPPs.

Advancing Higher Education with Mobile Learning Technologies - Advances in Higher Education and Professional Development ◽

Using Mobile Technology for Student Teaching Observations of Special Education Candidates

10.4018/978-1-4666-6284-1.ch006 ◽

2015 ◽

pp. 114-127

Author(s):

Josh Harrower ◽

Cathi Draper Rodríguez

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Student Teaching ◽

Mobile Technology ◽

Video Conferencing ◽

Education Programs ◽

Preparation Programs ◽

Pre Service Teacher

Student teacher supervision has been an important part of teacher preparation almost since the inception of teacher education programs. The goal of this type of supervision is to strengthen the skills of the pre-service teacher. Providing this type of observation can be difficult for teacher preparation programs and university faculty. Many factors, including large numbers of students in teacher education programs and student placements in remote schools, contribute to this. In order to make the most effective use of faculty and pre-service teacher time, other options for providing this support need to be explored. The rapidly developing field of mobile technology (e.g., iPads, iPhones, Smart Phones) can be used to facilitate student teaching observations. This chapter discusses how teacher preparation programs can implement candidate field supervision using video conferencing via mobile technology to increase the ability to conduct observations in schools and in a more efficient manner. It also explores the security of video conferencing applications and the issues related to using video conferencing in special education classrooms, where student confidentiality is heightened.

Using Mobile Technology for Student Teaching Observations of Special Education Candidates

Special and Gifted Education ◽

10.4018/978-1-5225-0034-6.ch031 ◽

2016 ◽

pp. 726-739

Author(s):

Josh Harrower ◽

Cathi Draper Rodríguez

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Student Teaching ◽

Mobile Technology ◽

Video Conferencing ◽

Education Programs ◽

Preparation Programs ◽

Pre Service Teacher

Student teacher supervision has been an important part of teacher preparation almost since the inception of teacher education programs. The goal of this type of supervision is to strengthen the skills of the pre-service teacher. Providing this type of observation can be difficult for teacher preparation programs and university faculty. Many factors, including large numbers of students in teacher education programs and student placements in remote schools, contribute to this. In order to make the most effective use of faculty and pre-service teacher time, other options for providing this support need to be explored. The rapidly developing field of mobile technology (e.g., iPads, iPhones, Smart Phones) can be used to facilitate student teaching observations. This chapter discusses how teacher preparation programs can implement candidate field supervision using video conferencing via mobile technology to increase the ability to conduct observations in schools and in a more efficient manner. It also explores the security of video conferencing applications and the issues related to using video conferencing in special education classrooms, where student confidentiality is heightened.

Are We Preparing or Training Teachers? Developing Professional Judgment in and Beyond Teacher Preparation Programs

Journal of Teacher Education ◽

10.1177/0022487117702584 ◽

2017 ◽

Vol 69 (1) ◽

pp. 7-21 ◽

Cited By ~ 3

Author(s):

Roya Q. Scales ◽

Thomas DeVere Wolsey ◽

Susan Lenski ◽

Linda Smetana ◽

Karen K. Yoder ◽

...

Keyword(s):

Teacher Preparation ◽

Novice Teachers ◽

Student Teaching ◽

Case Reports ◽

Positioning Theory ◽

Professional Judgment ◽

Preparation Programs ◽

Three Phase ◽

Multiple Case

This three phase longitudinal multiple-case study, framed by positioning theory, investigated how four novice teachers learned to use professional judgment in their literacy instruction. Data sources from coursework, student teaching, and novice teaching were included. Interviews, observations, researchers’ observational notes, and school and classroom demographics were compiled and analyzed to create case reports. Findings indicated while they differed in their use of professional judgment as novice teachers, participants learned this skill in student teaching rather than in coursework, which caused us to question whether teacher preparation programs are preparing teachers to use professional judgment or training them for technical compliance.

edTPA Local Evaluation

Pre-Service and In-Service Teacher Education ◽

10.4018/978-1-5225-7305-0.ch077 ◽

2018 ◽

pp. 1673-1688

Author(s):

John Louis Seelke ◽

Kelly Mills

Keyword(s):

Teacher Preparation ◽

Student Teaching ◽

Teacher Candidates ◽

National Board Certified ◽

Performance Assessments ◽

Mentor Teachers ◽

First Year ◽

Preparation Programs ◽

National Board

Numerous teacher preparation programs now require teacher candidates to complete teacher performance assessments (TPA) to determine their readiness for the classroom. One of the newest assessments, edTPA, has been used by over 700 teacher preparation programs, with 12 states setting policy tying the successful completion of edTPA to teacher licensure. While edTPA is considered an educative tool for teacher candidates, it has also become a tool for teacher preparation programs to improve and change, as well as engage with their district partners on teacher practice. This chapter will describe one university's story of edTPA local evaluation, including its decisions to use local mentor teachers and local National Board Certified (NBC) teachers to assess the edTPA. It will reveal how bringing partners together through local evaluation can create a common language for teacher preparation, empower actors (mentors, supervisors) to share their voices with university faculty, and help bridge the gap between a pre-service candidate's student teaching year and the first year of induction.

Evaluating Teacher Education Programs through Performance-Based Assessments - Advances in Higher Education and Professional Development ◽

edTPA Local Evaluation

10.4018/978-1-4666-9929-8.ch007 ◽

2016 ◽

pp. 93-108

Author(s):

John Louis Seelke ◽

Kelly Mills

Keyword(s):

Teacher Preparation ◽

Student Teaching ◽

Teacher Candidates ◽

National Board Certified ◽

Performance Assessments ◽

Mentor Teachers ◽

First Year ◽

Preparation Programs ◽

National Board

Numerous teacher preparation programs now require teacher candidates to complete teacher performance assessments (TPA) to determine their readiness for the classroom. One of the newest assessments, edTPA, has been used by over 500 teacher preparation programs, with nine states setting policy tying the successful completion of edTPA to teacher licensure. While edTPA is considered an educative tool for teacher candidates, it has also become a tool for teacher preparation programs to improve and change, as well as engage with their district partners on teacher practice. This chapter will describe one university's story of edTPA local evaluation, including its decisions to use local mentor teachers and local National Board Certified (NBC) teachers to assess the edTPA. It will reveal how bringing partners together through local evaluation can create a common language for teacher preparation, empower actors (mentors, supervisors) to share their voices with university faculty, and help bridge the gap between a pre-service candidate's student teaching year and the first year of induction.

Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments - Advances in Higher Education and Professional Development ◽

Creating a More Thoughtful and Compassionate Schooling Experience

10.4018/978-1-5225-7823-9.ch027 ◽

2019 ◽

pp. 562-582

Author(s):

Chad Miller ◽

Benjamin Lukey

Keyword(s):

Teacher Preparation ◽

Colleges Of Education ◽

Education Programs ◽

Philosophical Thinking ◽

Preparation Programs ◽

Schooling Experience ◽

The Many ◽

K 12

Amidst the many calls for teaching critical thinking in our schools, this chapter argues that what is most important for education is philosophical thinking. The p4c Hawai'i pedagogy offers an approach to further philosophical thinking in schools while reconceptualizing what “philosophizing” entails. This chapter then presents the key elements of p4c Hawai'i pedagogy as a proven way to help develop teachers and classrooms that cultivate philosophical thinking. These elements are presented not only for K-12 classrooms but in the context of redesigning teacher education programs. This chapter is not presenting a program or curriculum but instead highlights key areas of change. Colleges of education must restructure their approach to current teacher preparation programs in order to instill, model, and foster the type of teaching that we wish to produce in our educators.

The Ever-Evolving Educator

Curriculum Design and Classroom Management ◽

10.4018/978-1-4666-8246-7.ch079 ◽

2015 ◽

pp. 1494-1515 ◽

Cited By ~ 1

Author(s):

Jean Larson ◽

Leanna Archambault

Keyword(s):

Online Education ◽

Virtual Schools ◽

Colleges Of Education ◽

Educational Training ◽

Preparation Programs ◽

Teaching Online ◽

Online Teachers ◽

K 12

This chapter reviews the current research on the educational, training, and demographic characteristics of those involved in teaching K-12 online. Although very few colleges of education incorporate any aspect of teaching online into their curricula, the existing online teacher preparation programs are discussed. Past and ongoing research reveals a dramatic disconnect between: (a) the rapidly expanding expectations for and implementation of online education at the K-12 levels and (b) the surprisingly limited extent to which teachers are actually being educated, trained, and otherwise prepared to function in this challenging new educational environment. The implications for teacher education programs and current K-12 virtual schools are clear. Effective online teaching techniques must be defined, empirically proven, and efficiently implemented by both future and current K-12 online teachers.

Advances in Early Childhood and K-12 Education - Exploring the Effectiveness of Online Education in K-12 Environments ◽

The Ever-Evolving Educator

10.4018/978-1-4666-6383-1.ch009 ◽

2015 ◽

pp. 169-190 ◽

Cited By ~ 2

Author(s):

Jean Larson ◽

Leanna Archambault

Keyword(s):

Online Education ◽

Virtual Schools ◽

Colleges Of Education ◽

Educational Training ◽

Preparation Programs ◽

Teaching Online ◽

Online Teachers ◽

K 12

This chapter reviews the current research on the educational, training, and demographic characteristics of those involved in teaching K-12 online. Although very few colleges of education incorporate any aspect of teaching online into their curricula, the existing online teacher preparation programs are discussed. Past and ongoing research reveals a dramatic disconnect between: (a) the rapidly expanding expectations for and implementation of online education at the K-12 levels and (b) the surprisingly limited extent to which teachers are actually being educated, trained, and otherwise prepared to function in this challenging new educational environment. The implications for teacher education programs and current K-12 virtual schools are clear. Effective online teaching techniques must be defined, empirically proven, and efficiently implemented by both future and current K-12 online teachers.