Creating a Studying Abroad Experience for Elementary Teacher Candidates

2017 ◽  
pp. 111-132 ◽  
Author(s):  
Audra Parker ◽  
Kelley E. Webb ◽  
Eleanor Vernon Wilson
Keyword(s):  
Student Teaching ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teaching Experiences ◽  
Design And Implementation ◽  
Studying Abroad ◽  
Key Features ◽  
Elementary Teacher Candidates ◽  
The Impact ◽  
Diverse Cultures

Study abroad experiences provide teacher candidates with opportunities to explore teaching and learning while immersed in diverse international and intercultural settings. International pre-service teaching experiences range from short trips to expose teacher candidates to diverse cultures to extensive internships in which teacher candidates complete their student teaching. In this chapter, the authors created a 4-week intensive field experience for teacher candidates and studied the key features of program design and implementation as well as the impact of participation on teacher candidates' professional development.

scholarly journals The Impact of External Contextual Factors on Teaching Candidates

2021 ◽  
Vol 11 (3) ◽  
pp. 55-74
Author(s):  
Alexander S. Butler
Keyword(s):  
Student Teaching ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Contextual Factors ◽  
Portfolio Assessment ◽  
Teaching Context ◽  
Stimulated Recall ◽  
The Face ◽  
Beliefs About Teaching ◽  
The Impact

The formation of a teacher’s identity is considered a dynamic process influenced by internal and external contextual factors. This article explores the impact that external contextual factors have on teacher candidates’ identities by presenting the findings of an empirical qualitative study that investigated the relationship between teacher candidates’ beliefs and their demonstrations and representations of teaching and learning on a nationally standardised portfolio assessment. Metaphor analysis and stimulated recall were used to explore this relationship. The study found that teacher candidates’ teaching demonstrations while student teaching and representations of teaching found in a nationally standardised portfolio assessment were severely constrained by cooperating teachers and scripted curriculums. However, the study also found that candidates could articulate the differences between their beliefs about teaching and learning and their demonstrations and representations of teaching and learning. Candidates routinely made suggestions in the portfolio assessment to align their future teaching more closely to their metaphors for teaching. The study concluded that candidates did not change their beliefs but took up temporary teaching identities based on these findings. They found ways to navigate the assessment and their (teaching) context while remaining committed to their teaching identity and beliefs about good teaching. This article suggests how education system contexts impact the formation of teacher candidates’ identities and what teacher education programmes need to do to strengthen candidates’ identities in the face of negative external influences.

scholarly journals The role of leadership in developing and sustaining teachers' professional learning

2011 ◽  
Vol 25 (4) ◽  
pp. 149-155 ◽  
Author(s):  
Fiona King
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Prominent Feature ◽  
Disadvantaged Schools ◽  
Key Features ◽  
The Impact ◽  
Education Discourse ◽  
Specific Contribution

A prominent feature of education discourse relating to teachers' practice has been the call for increased emphasis on professional development (PD). This paper is part of a wider project which explored the impact of a collaborative PD initiative on teachers' teaching and learning in five urban disadvantaged schools in Ireland. It focused on the impact of PD and critically on sustainability from which emerged important issues of leadership. This article focuses on the specific contribution that leadership made to the sustainability of the practices in the schools. It aims to identify three key features of how principals contribute to sustaining PD practices.

What’s sex got to do with it? The preparation of elementary male teacher candidates

2016 ◽  
Vol 10 (1) ◽  
pp. 2-18 ◽  
Author(s):  
Shartriya Stewart ◽  
Letoynia Coombs ◽  
Betty Burston
Keyword(s):  
Student Teaching ◽  
Teacher Candidates ◽  
College Of Education ◽  
Female Teacher ◽  
Student Records ◽  
University Supervisors ◽  
Content Type ◽  
Teacher Training Programs ◽  
Male Teacher ◽  
Elementary Teacher Candidates

Purpose This paper examines the experiences and outcomes of male teacher candidates in the College of Education at a large university in California. Design/methodology/approach This mixed methods study highlights findings from the preliminary analysis of student records as well as qualitative observation notes from their university supervisors and master teachers during their student teaching placements. Comments from student teaching assistance plans and remediation tools from the College of Education, Field Placement Office were also used. It also included the quantitative analysis of enrollment data as well as mid- and final student teaching evaluations for one semester. This multiple data triangulation process was used to illuminate the unique challenges and successes of male teacher candidates and the variables that influence their outcomes. Findings There were significant statistical differences (p < 0.05) between the male and female teacher candidates across each key measure used. Male teacher candidates scored lower in the areas of mathematics, assessment, planning and student engagement during instruction. Practical implications This study offers strategies that teachers’ trainers may use to recruit, retain and more effectively support the needs of their male elementary teacher candidates. Originality/value Few studies have examined both qualitative and quantitative data to determine pedagogical factors that impact male teacher candidates’ challenges and/or successes during their student teaching experiences. Moreover, few studies have explored how teacher training programs can more effectively support the needs of this population. This study is designed to fill that void.

scholarly journals Pre-service Teachers and Self-Efficacy: A Study in Contrast

2017 ◽  
Vol 8 (2) ◽  
pp. 66-76 ◽  
Author(s):  
Tori Colson ◽  
Kelly Sparks ◽  
Gina Berridge ◽  
Renee Frimming ◽  
Clarissa Willis
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Student Teaching ◽  
Effective Teachers ◽  
Teacher Candidates ◽  
Classroom Behavior ◽  
Diverse Classroom ◽  
Highly Effective Teachers ◽  
Sense Of Efficacy ◽  
The Impact

AbstractWith increased emphasis on student achievement in schools, teacher education programs are challenged to meet the demand for highly effective teachers. Ensuring that pre-service teachers feel confident in their ability to teach, prompted one Midwestern University to implement an extended student teaching placement. The idea behind this endeavor was two fold; first to provide future teachers a more robust and diverse classroom experience; and secondly to provide more opportunities for students to get experience in high-risk school settings. There is very limited research on the impact of year-long student teaching on a teacher’s sense of efficacy. The purpose of this study was to compare the efficacy of teacher candidates placed in a year-long student teaching placement to teacher candidates placed in a traditional one semester (16 week) placement. All teacher candidates completed a 24 questionTeachers’ Sense of Efficacy Scaleas well as nine demographic questions. The survey developed at Ohio State University by Tschannen-Moran and Woolfolk Hoy (2001), measures teacher attitudes towards working with students, student engagement, instructional practices, and classroom management. Specifically, the questions represent essential tasks in teaching such as assessment, differentiating lessons for individual students, dealing with students with learning challenges, repairing student understanding, and encouraging student engagement and interest. The results of the study indicated that pre-service teacher candidates in a year-long student teaching placement were more satisfied with their ability to engage students and manage classroom behavior than their counterparts in a traditional one semester placement.

Low-Cost Videos for Learning Mathematics by Teaching

2020 ◽  
pp. 172-189
Author(s):  
Amélia Caldeira ◽  
S. O. Lopes ◽  
Isabel Perdigão Figueiredo ◽  
Alexandra R. Costa
Keyword(s):  
Teaching And Learning ◽  
Low Cost ◽  
Mathematical Problem ◽  
Teaching Experiences ◽  
Problem Resolution ◽  
Learning Mathematics ◽  
The Subject ◽  
Retention Of Knowledge ◽  
The Impact

Technology plays an important role in everyday life and can be used in education. Video is a source of material that can play an important role in the teaching and learning field. Using videos engages students, aids student retention of knowledge, motivates interest in the subject matter, and illustrates the relevance of many concepts. In this chapter, the authors describe two teaching experiences involving videos, where the students made a video about solving a concrete mathematical problem. In this video, the students should explain the problem resolution to their colleagues (playing the role of teacher). The results of the impact of this kind of project in the students' motivation are also presented.

Experience and Reflection on PBL and Implementation of Interdisciplinary-Level PBL Plan

2019 ◽  
pp. 210-243
Author(s):  
Jingping Song
Keyword(s):  
Teaching Methods ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Learning Goals ◽  
Teaching Staff ◽  
Teaching Philosophy ◽  
Implementation Plan ◽  
Participatory Learning ◽  
Design And Implementation ◽  
The Impact

This chapter introduces the author's own teaching practices, teaching philosophy, and teaching challenges by traditional ways in Northeastern University of China at first. Then it presents the author's experience by participatory learning of PBL in UNESCO center of Aalborg University in Denmark. And the impact and guidance of the course on author's teaching philosophy, challenges, and skills are also given in this chapter. To apply PBL teaching methods, the author proposes future teaching plans with PBL. Moreover, design and implementation of interdisciplinary-level PBL plan is presented. And the implementation plan is expounded by six aspects: students, teaching staff, learning goals, contents, teaching and learning methods, and assessment. Finally, a case is put forward by the implementation plan.

“The edTPA took away from my student teaching experience”: The impact of the edTPA on student teaching experiences

2018 ◽  
Vol 20 (3) ◽  
pp. 309-312
Author(s):  
Minsun Shin
Keyword(s):  
Early Childhood ◽  
Performance Assessment ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Performance ◽  
Teaching Experience ◽  
Teaching Experiences ◽  
Teacher Performance Assessment ◽  
The Impact

This colloquium brings forward the “inside” voices of early childhood student teachers in order to critically examine the impact of the edTPA (Educative Teacher Performance Assessment) on student teaching experiences, especially the “educative” function that the edTPA claims.

scholarly journals Mixed Method Evaluation of a Graduate Student Teaching and Learning Internship Program

2021 ◽  
Vol 9 ◽  
Author(s):  
Meredith Tavener ◽  
Tazeen Majeed ◽  
Tanmay Bagade ◽  
Natasha Weaver ◽  
Penny Reeves ◽  
...  
Keyword(s):  
Student Teaching ◽  
Curriculum Design ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Analysis Data ◽  
Method Evaluation ◽  
Cost Offset ◽  
Learning Competencies ◽  
Pedagogy And Curriculum ◽  
The Impact

In recognition of the need to better prepare doctoral candidates with teaching and learning competencies, we devised an innovative internship program in the form of a structured apprenticeship and trialed it in public health higher education. The paid internship was comprised of: (i) Mentoring from an experienced educator, (ii) Structured program of education in pedagogy and curriculum design, and (iii) Opportunities for applied experience. Eleven interns completed the apprenticeship in its first 2 years. The mixed method evaluation assessed the impact of the internship on knowledge, skills, and confidence of interns throughout the internship, and included a cost-consequence analysis. Data collection included surveys and face-to-face interviews with interns and mentors. Changes in intern knowledge and skills were analyzed by intern self-ratings pre- and post-internship on 11 performance descriptors. All interns indicated improvement in at least one area of teaching. Interviews indicated general satisfaction, however raised incompatibilities between the unstructured nature of mentoring and intern expectations and preferences. The economic analysis calculated a cost-offset associated with intern-delivered teaching activities of $58,820 (AUD, 2019). The total cost of the program was calculated to be $70,561 (comprising mentor investment AUD$20,436, intern investment AUD$15,126, scholarship “top-up” payment of $5,000 paid to each of the 7 interns AUD $35,000). This Internship is associated with positive impacts for interns across a range of domains at a net total investment of $11,741.

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