Mediating the Sources and Benefits of Teacher Self-Efficacy for Systemic Transformative Meaning-Making

2016 ◽  
pp. 321-341
Author(s):  
Nancy P. Gallavan
Keyword(s):  
Personal Growth ◽  
Self Efficacy ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Meaning Making ◽  
Whole Child ◽  
Teacher Capacity ◽  
Preparation Programs ◽  
Teaching Learning ◽  
Progressive Education Movement

Educating the whole child, the basis of U.S. education and the progressive education movement, is imperative for teacher candidates to understand and implement their work associated with teaching, learning, and schooling P-12 learners. Thus, educating the whole teacher candidate is essential for teacher educators to emphasize and facilitate in their work in teacher preparation to optimize candidates' knowledge, skills, and dispositions. Recognizing candidates' immediate concerns and their pre-existing conditions, teacher educators strive to build teacher capacity. Framing teacher candidates' personal growth, professional development, pedagogical expertise, and political astuteness on the four sources of self-efficacy leads to a life-long journey of critical consciousness and systemic transformative meaning-making. From this research, teacher candidates provide insights and inspirations beneficial for both teacher educators and teacher candidates to improve their practices and increase their self-efficacy evident in their educator preparation programs and future P-12 classrooms.

scholarly journals Debriefing Digital Simulations: Exploring Designs that Support Teacher Educators in Using Teacher Candidate Performance Data

2019 ◽  
Author(s):  
Meredith Moore ◽  
Kevin Ng ◽  
YJ Kim ◽  
Kevin Robinson ◽  
Meredith Thompson ◽  
...  
Keyword(s):  
Teacher Candidates ◽  
Teacher Educators ◽  
Meaning Making ◽  
Digital Simulation ◽  
Teacher Candidate ◽  
Preparation Programs ◽  
Professional Activities ◽  
Support Teacher ◽  
Digital Simulations ◽  
Candidate Performance

Teacher preparation programs are beginning to embrace new ways for teacher candidates to practice enacting complex professional activities, such as digital simulations. It can be challenging for teacher educators to support teacher candidates in learning through these experiences when the records of practice are stored in audio or video files. This article discusses a portal being developed through design-based research to allow teacher educators to access and efficiently process records of teacher candidates’ performance from a digital simulation. A pilot study was conducted to see how two teacher educators used a prototyped portal to plan and facilitate a post-simulation debriefing with five teacher candidates, and to identify additional opportunities to foster teacher candidate learning. Findings suggest that accessing short transcripts of teacher candidate performance supported teacher educators in planning a debriefing that was grounded in clear learning objectives and responsive to teacher candidates’ needs, while using the data from the portal to make practice public during the debriefing created opportunities for targeted feedback and supported meaning-making.

Preparing Globally Competent Educators Through Critically Engaging in Service-Learning

2021 ◽  
pp. 940-962
Author(s):  
Tonya Huber ◽  
Elizabeth R. Sanmiguel ◽  
Lorena P. Cestou ◽  
Mayra L. Hernandez
Keyword(s):  
Service Learning ◽  
Teacher Candidates ◽  
Cultural Awareness ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Self Reflection ◽  
International Service Learning ◽  
International Service ◽  
Theoretical Inquiry

As teacher-preparation programs educate and evaluate candidates to become globally competent instructional leaders, special attention should be given to international service-learning. Immersing teacher candidates in real-world experiences beyond their comfort zone is a cornerstone of this theoretical inquiry, including self-reflection strategies grounded on Paulo Freire's liberatory pedagogy for social justice. The research team reviews self- and cultural-awareness experiences, dispositions, and profiles of university teacher candidates, during a semester of curriculum studies affording opportunities to engage in local, local to global, and/or global/international service-learning. The discoveries will inform teacher educators as they develop and strengthen critical inquiry and service-learning components of their own courses.

Multimodal Composition for Teacher Candidates

2016 ◽  
pp. 1252-1272
Author(s):  
Dana L. Grisham ◽  
Linda Smetana
Keyword(s):  
Teacher Preparation ◽  
Graduate Students ◽  
21St Century ◽  
Literacy Instruction ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Multimodal Composition ◽  
Preparation Programs ◽  
K 12

This chapter reports on a study conducted by two teacher educators in literacy instruction and provides examples of the ways teacher educators can “distribute” technology-rich writing instruction across their coursework. Using the TPACK model, 21 graduate students in a preservice course on curriculum planned, taught, and reflected on generative technology lessons with real students in real classrooms. Data collected included the lessons and reflections, ePoster presentations, and other writings by students on the topic. Findings indicate that graduate students chose a diverse array of technology tools, and planned carefully, matching tools with desired learning outcomes. Although graduate students initially felt “pushed” by the assignment, post lesson reflections showed positive changes in attitude and appreciation for the motivation and engagement of their K-12 students with the technology lessons. Graduate students also derived a more realistic picture of planning for instruction. Implications involve the necessity of supporting 21st century literacies in teacher preparation programs. Examples of lessons and tools used are included.

scholarly journals An examination of cross-cultural experiences on developing culturally responsive teacher candidates

2019 ◽  
Vol 1 ◽  
pp. 13 ◽  
Author(s):  
Nakeshia N. Williams ◽  
Brian K. Williams ◽  
Stephanie Jones-Fosu ◽  
Tyrette Carter
Keyword(s):  
Teacher Preparation ◽  
Personal Growth ◽  
Teacher Candidates ◽  
New Teachers ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Cross Cultural ◽  
Teacher Preparation Programs ◽  
Preparation Programs

As the P-12 student landscape continues to grow in cultural and linguistic diversity, teacher preparation programs have yet to adequately prepare teacher candidates’ teaching and learning skills in meeting the academic and socio-emotional needs of diverse student demographics. This article examines teacher candidates’ cultural competence and cultural responsiveness to enhance candidates’ educator preparation and stimulate candidates’ personal growth development as developing culturally and linguistically responsive new teachers. While many teacher preparation programs require one multicultural or diversity education course, the authors examine a Minority Serving Institution’s integration of a cultural immersion experience for teacher candidates as one way of supporting their development as culturally and linguistically sustaining pedagogues. This paper aims at supporting school districts’ need of culturally competent new teachers who have the content knowledge and pedagogy to teach and support culturally and linguistically diverse children. Recognizing this need, this qualitative analysis highlights the importance of and a need for cultural and linguistic competence among teacher candidates. Findings from this study provides a means by which universities can implement cross-cultural coursework and field-based experiences to prepare culturally responsive teacher candidates.

Overcoming Barriers to Clinical Partnerships

2018 ◽  
pp. 142-165
Author(s):  
Derek Decker ◽  
Jennifer Roth ◽  
Donna Cooner
Keyword(s):  
Teacher Candidates ◽  
Teacher Educators ◽  
Professional Development School ◽  
A Priori ◽  
Future Research ◽  
Preparation Programs ◽  
Educator Preparation ◽  
School Based ◽  
Key Stakeholders

The Council for the Accreditation of Educator Preparation (CAEP) set forth a set of new standards that demand excellence to produce educators who raise P-12 student achievement. This pilot multi-case study describes perspectives and across-case themes of the lived experiences of national key stakeholders in educator preparation programs and their professional development school (PDS) partnership system. CAEP's five guiding principles of Standard 2: Clinical Partnerships and Practice as a priori codes describe experiences and perspectives of three key stakeholders of the university's clinical partnership. The three key stakeholders include (1) university-based teacher educators, (2) school-based teacher educators, and (3) teacher candidates. The researchers discuss results and implications for practice and offer avenues for future research.

Redesigning Teacher Education in the Context of Multiple Reform Initiatives

2016 ◽  
pp. 1-17 ◽  
Author(s):  
Jessica DeMink-Carthew ◽  
Maria E Hyler ◽  
Linda Valli
Keyword(s):  
Teacher Education ◽  
Conceptual Framework ◽  
Education Program ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Reform Initiatives ◽  
Preparation Programs ◽  
Reform Strategies ◽  
Local Teacher

Numerous teacher educators are revising their programs by focusing on high-leverage practices (HLPs). Concurrently, edTPA has been adopted by a number of states as a way to assess teacher candidates' readiness to teach. There is considerable conceptual congruence in these reform strategies. Both are practice-based, focusing on the authentic work of teaching. Nonetheless, the origins of these strategies, language, and materials are not seamless. HLPs, and ways of teaching them, are generated by local teacher educators themselves; edTPA was developed on a national scale with one purpose being to provide a common assessment of readiness to teach. This chapter illustrates the collective efforts of one teacher education program to productively handle the challenges that emerge in this dual reform climate while simultaneously meeting accreditation association requirements, including a conceptual framework for educator preparation programs. A model is subsequently presented for meaningful integration of edTPA, HLPs, and institutional conceptual frameworks.

Preparing 21st Century Teachers

2020 ◽  
pp. 140-162
Author(s):  
Salika A. Lawrence ◽  
Rupam Saran ◽  
Tabora Johnson ◽  
Margareth Lafontant
Keyword(s):  
Teacher Preparation ◽  
21St Century ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Professional Standards ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Digital Devices ◽  
Use Of Technology ◽  
K 12

When teachers use technology and digital tools for academic purposes, they are more apt to introduce it to their K-12 students. This chapter describes methods used by teacher educators to incorporate technology into their courses to help candidates meet professional standards, and methods used by teacher candidates to incorporate technology into their teaching to help P6 students meet technology and 21st century standards. Teacher preparation programs should introduce candidates to different technologies and software programs, provide opportunities for candidates to use the tools, and guide candidates as they develop learning resources in the field using the technology. Three factors impacted candidates' use of technology: their perceptions about their capabilities as users of technology in academic contexts, their experiences using technology, and their access to resources such as digital devices and software. Although some pitfalls occurred with program-wide technology integration, the study offers strategies for addressing these obstacles.

Redesigning Teacher Education in the Context of Multiple Reform Initiatives

2018 ◽  
pp. 153-169
Author(s):  
Jessica DeMink-Carthew ◽  
Maria E Hyler ◽  
Linda Valli
Keyword(s):  
Teacher Education ◽  
Conceptual Framework ◽  
Education Program ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Reform Initiatives ◽  
Preparation Programs ◽  
Reform Strategies ◽  
Local Teacher

Numerous teacher educators are revising their programs by focusing on high-leverage practices (HLPs). Concurrently, edTPA has been adopted by a number of states as a way to assess teacher candidates' readiness to teach. There is considerable conceptual congruence in these reform strategies. Both are practice-based, focusing on the authentic work of teaching. Nonetheless, the origins of these strategies, language, and materials are not seamless. HLPs, and ways of teaching them, are generated by local teacher educators themselves; edTPA was developed on a national scale with one purpose being to provide a common assessment of readiness to teach. This chapter illustrates the collective efforts of one teacher education program to productively handle the challenges that emerge in this dual reform climate while simultaneously meeting accreditation association requirements, including a conceptual framework for educator preparation programs. A model is subsequently presented for meaningful integration of edTPA, HLPs, and institutional conceptual frameworks.

Redesigning Teacher Education in the Context of Multiple Reform Initiatives

2016 ◽  
pp. 491-507
Author(s):  
Jessica DeMink-Carthew ◽  
Maria E Hyler ◽  
Linda Valli
Keyword(s):  
Teacher Education ◽  
Conceptual Framework ◽  
Education Program ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Reform Initiatives ◽  
Preparation Programs ◽  
Reform Strategies ◽  
Local Teacher

Numerous teacher educators are revising their programs by focusing on high-leverage practices (HLPs). Concurrently, edTPA has been adopted by a number of states as a way to assess teacher candidates' readiness to teach. There is considerable conceptual congruence in these reform strategies. Both are practice-based, focusing on the authentic work of teaching. Nonetheless, the origins of these strategies, language, and materials are not seamless. HLPs, and ways of teaching them, are generated by local teacher educators themselves; edTPA was developed on a national scale with one purpose being to provide a common assessment of readiness to teach. This chapter illustrates the collective efforts of one teacher education program to productively handle the challenges that emerge in this dual reform climate while simultaneously meeting accreditation association requirements, including a conceptual framework for educator preparation programs. A model is subsequently presented for meaningful integration of edTPA, HLPs, and institutional conceptual frameworks.

Examining Diverse Perspectives of edTPA Policy Implementation Across States: The Good, the Bad, and the Ugly

2020 ◽  
Vol 72 (1) ◽  
pp. 42-55 ◽  
Author(s):  
Craig De Voto ◽  
Jennifer D. Olson ◽  
Jessica J. Gottlieb
Keyword(s):  
Policy Implementation ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Policy Design ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Teacher Performance Assessment ◽  
Teacher Professionalization ◽  
Policy Tool

Since 2009, the Educative Teacher Performance Assessment (edTPA) has been rapidly implemented as a policy tool for strengthening teacher professionalization across the United States. However, its national assimilation has become a target for both praise and critique among teacher educators. In this article, we examine such diverse perspectives. Highlighting the sensemaking of administrators, faculty, staff, and teacher candidates ( n = 75) across eight teacher preparation programs (TPPs) in two states, we examine how they have responded to varied edTPA policy designs and program contexts. Results show that both policy design and programmatic differences influence how these stakeholders have perceived and implemented edTPA—either as a framework for inquiry or compliance. In the process, we contend that edTPA has many promises and pitfalls as a scalable policy tool for preparing and assessing future teachers.

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