Effectively Managing Bias in Teacher Preparation

Preparation Programs ◽

Underserved Students ◽

System A ◽

Social Justice Teaching ◽

K 12

This is the call for teacher preparation programs to actively incorporate an emphasis on social justice education and the development of teachers committed to creating equitable schools. Education in today's multicultural, pluralistic society must be actively concentrated on and successful at creating more just and unbiased schools for underserved students. Similar to Ladson-Billings' argument for a redefining of ‘good teaching,' there must be a redefinition of that which constitutes social justice teaching. It is the role of today's teacher preparation programs to equip teachers with the essential skills necessary to develop students, manage bias, and create a culture of equity for all. Particularly as it relates to the education, understanding, cultivation, and development of all students in the K-12 school system, a required component of every teacher preparation program must be an increased focus on teaching that is comprehensive, socially just, and impartial.

Beyond Damage-Centered Teacher Education: Humanizing Pedagogy for Teacher Educators and Preservice Teachers

Teachers College Record ◽

10.1177/016146811912100605 ◽

2019 ◽

Vol 121 (6) ◽

pp. 1-28

Author(s):

Dorinda J. Carter Andrews ◽

Tashal Brown ◽

Bernadette M. Castillo ◽

Davena Jackson ◽

Vivek Vellanki

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Social Justice ◽

Teacher Preparation ◽

Critical Consciousness ◽

Teacher Educators ◽

Preparation Programs ◽

K 12 ◽

Humanizing Pedagogy

Background/Context In our best efforts to increase preservice teachers’ critical consciousness regarding the historical and contemporary inequities in the P–12 educational system and equip them to embody pedagogies and practices that counter those inequities, teacher educators often provide curricular and field experiences that reinforce the deficit mindsets that students bring to the teacher education classroom. For many social justice-oriented teacher educators, our best intentions to create humanizing experiences for future teachers can have harmful results that negatively impact preservice teachers’ ability to successfully teach culturally diverse students in a multitude of learning contexts. Purpose/Objective/Research Question/Focus of Study In this article, we propose a humanizing pedagogy for teacher education that is informed by our experiences as K–12 teachers and teacher educators in a university-based teacher preparation program. We focus on the general questions, How can university-based teacher preparation programs embody and enact a humanizing pedagogy? and What role can curriculum play in advancing a humanizing pedagogy in university-based teacher preparation programs? Research Design In this conceptual article, we theorize a humanizing pedagogy for teacher education and propose a process of becoming asset-, equity-, and social justice-oriented teachers. This humanizing pedagogy represents a strengths-based approach to teaching and learning in the teacher preparation classroom. Conclusions/Recommendations We propose core tenets of a humanizing pedagogy for teacher education that represent an individual and collective effort toward critical consciousness for preservice teachers and also for teacher educators. If university-based teacher education programs are committed to cultivating the development of asset-, equity-, and social justice-oriented preservice teachers, the commitments to critical self-reflection, resisting binaries, and enacting ontological and epistemological plurality need to be foundational to program structure, curricula alignment, and instructional practice.

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.

The Role Of Student Performance Reviews In A Teacher Preparation Program: Can This Teacher Candidate Be Saved?

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v2i8.1852 ◽

2005 ◽

Vol 2 (8) ◽

Author(s):

Nina G. Dorsch ◽

Diane H. Jackman

Keyword(s):

Teacher Preparation ◽

Student Performance ◽

Teacher Candidates ◽

Preparation Program ◽

Preparation Programs ◽

Performance Review ◽

Performance Reviews

Teacher preparation programs assess students’ knowledge, skills, and dispositions throughout the program. When concerns about student performance arise, the Student Performance Review is a vehicle for “saving” teacher candidates.

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

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.

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.

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.