Getting the Dialogue Started

2019 ◽  
pp. 12-21
Author(s):  
Judith A. Bazler ◽  
Letitia Graybill ◽  
Alex Romagnoli
Keyword(s):  
Science Education ◽  
Teacher Preparation ◽  
Literature Review ◽  
Educational Research ◽  
Gifted And Talented ◽  
Teacher Educators ◽  
Gifted Students ◽  
Preparation Programs ◽  
Gifted And Talented Education ◽  
The University

This chapter provides a description of Gifted and Talented Education (GATE) teachers and supports that description through research and a professional discussion between two experienced educators at the university level. A brief literature review is first provided with an emphasis on how established research in the field of “gifted” students informs research on GATE teachers. The chapter then focuses on a professional discussion between two teacher educators who specialize in science education. During the discussion, which is interspersed and framed in educational research, the educators identify the elements of GATE teachers, analyze how GATE teachers are identified, and how to maintain GATE teachers during teacher preparation and as professionals in the field. Finally, implications for education preparation programs are provided.

A Career in Teaching: Comparing Views of Gifted and Talented Adolescents

1997 ◽  
Vol 9 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Neelam Kher-Durlabhji ◽  
Lorna J. Lacina-Gifford ◽  
Richard C. Carter ◽  
Lynn K. Lalande
Keyword(s):  
Career Counseling ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Eighth Graders ◽  
Teaching Profession ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Regular Students ◽  
Gifted Adolescents ◽  
Significant Adults

A key determinant of the quality of teachers graduating from teacher preparation programs is the applicant pool in these programs. Research suggests that gifted students are discouraged from entering the teaching profession. The views of gifted adolescents toward the teaching profession compared to other professions, and the perceived level of support from significant adults for choosing the teaching profession, were analyzed in this study. The views of gifted adolescents were obtained to aid in the design of structured career counseling programs for this population. Survey data to address the above objectives were obtained from three groups of gifted seventh and eighth graders and compared to “regular” students' responses. Top ranked occupations for the gifted groups were scientist or doctor. The regular students' top choices were doctor and lawyer with a scientist ranked low. All groups rated sales and teaching the lowest. A majority of the students indicated that significant adults would encourage or strongly encourage their choice of the teaching profession.

Developing Critical Dispositions in Teacher Education Programs

2019 ◽  
pp. 106-124
Author(s):  
Jarrett D. Moore
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
American Education ◽  
Education Programs ◽  
Preparation Programs ◽  
Self Reflection ◽  
Purpose Of Education

This chapter advocates for the (re)framing of critical thinking from a skill to a disposition and proposes a framework whereby teacher education programs can create space for pre-service teachers to develop a critical disposition. By studying the context of American education and schooling and their corporate interest, pre-service teachers along with teacher educators can start to unravel the discourse and power inherent in American education. Understanding how these concepts lead to hegemony can begin the process of creating a counterhegemonic movement among American educators that includes the reclaiming of the purpose of education, raising pertinent epistemological question, and practicing critical self-reflection. The final part of the new framework for developing critical dispositions is a reintroduction of broader theoretical concerns into teacher preparation programs.

Globalization and Teacher Education

2018 ◽  
pp. 1443-1462
Author(s):  
Esther Ntuli ◽  
Arnold Nyarambi ◽  
Joachim Jack Agamba ◽  
Victor Ntuli
Keyword(s):  
South Africa ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Literature Review ◽  
21St Century ◽  
Teacher Preparation Programs ◽  
African Countries ◽  
Preparation Programs ◽  
Fully Integrated ◽  
Content Preparation

This chapter examines the challenges to 21st century content preparation and pedagogy from the perspective of teaching professionals from different African countries: Cameroon, Ghana, South Africa, Lesotho and Zimbabwe. Specifically, the chapter explores the views and experiences of the participants during and after teacher preparation programs. Findings reveal common challenges, specific 21st century skills that are overlooked, and those not yet fully integrated in teacher preparation programs. The chapter offers suggestions for improvement based on the views of participants, research-based literature review, and best practices in teacher preparation programs.

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 A Family Affair: Caring in Teaching and Implications for Teacher and Researcher Preparation

2017 ◽  
Vol 26 (2) ◽  
Author(s):  
James A. Bernauer ◽  
Mary Pat Bernauer ◽  
Patrick J. Bernauer
Keyword(s):  
Teacher Preparation ◽  
College Student ◽  
Educational Research ◽  
Prior Knowledge ◽  
Student Motivation ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Profound Influence ◽  
The Impact ◽  
Ultimate Purpose

The purpose of this study was to explore how perceptions of remembered instances ofteacher caring in K-College impacted the motivation of a college student. Implicationsfor teacher preparation programs and educational research were then drawn from theseperceptions. The first part of the title “A Family Affair” stems from the fact that theauthors are members of the same family – Father, Mother, and Son. Both the father andmother had prior knowledge of some (not all) of the instances of caring and non-caringdescribed by their son and thus shared a privileged insider position that offered uniqueinsights while cooperative peer checking was used both during and after the interview tohelp promote the trustworthiness of findings. It was found that the degree of caringshown by teachers had a profound influence on the participant’s willingness to put fortheffort especially in those courses that were not his favorite subjects which suggests that astrong connection exists between caring and student motivation. An importantimplication of this study is that teachers and those responsible for teacher preparationprograms would benefit by being aware of the impact of caring on students’ engagementand attitude toward learning. If the ultimate purpose of educational research is tocontribute to effective teaching, then the “soft variable” of caring should be consideredan important component of researcher preparation. It is hoped that readers will find thisstudy to be transferable to the degree that it resonates with their own experience asteachers, students, and parents, and which we refer to as “experiential validity”.

scholarly journals Systematic Identification, Implementation, and Evaluation of High-Leverage Practices in Teacher Preparation

2021 ◽  
Vol 1 (1) ◽  
pp. 4-15
Author(s):  
Andrew Markelz ◽  
Benjamin Riden ◽  
Lawrence Maheady
Keyword(s):  
Decision Making ◽  
Teacher Preparation ◽  
Student Outcomes ◽  
Teacher Educators ◽  
Content Area ◽  
Teacher Preparation Programs ◽  
Exceptional Children ◽  
Preparation Programs ◽  
Is Research ◽  
Systematic Identification

An emphasis on practice-based teacher education has led the Council for Exceptional Children to develop 22 high-leverage practices (HLPs). Each HLP is research based, used frequently in classrooms, and applicable across age, grade, and content area. In this article, we discuss the importance of a systematic process for teacher preparation programs to consider when identifying, implementing, and evaluating HLPs. The extent and quality that HLPs are integrated within preparation programs will affect graduating teacher’s professional readiness and their ability to immediately affect student outcomes. It is our intent that this article supports teacher educators and scholars to continue the conversation around HLPs in teacher preparation. In addition, we encourage preparation programs to consider data-based decision making when identifying, implementing, and evaluating HLPs within program curricula.   

Using Technology to Teach Gifted Students in a Heterogeneous Classroom

2016 ◽  
pp. 1426-1442
Author(s):  
Edward L. Shaw Jr. ◽  
Rebecca M. Giles
Keyword(s):  
General Education ◽  
Gifted And Talented ◽  
Elementary Science ◽  
Teacher Educators ◽  
Gifted Students ◽  
Interactive Whiteboards ◽  
Science Lesson ◽  
Science Content ◽  
Teacher Training Programs ◽  
Talented Students

The answer to educating gifted and talented students in heterogeneous classrooms may lie, at least partially, in using instructional technology to motivate learning and enrich lessons. This case study explores one aspect of effective instruction for gifted second graders during lessons conducted in their general education classrooms. This chapter summarizes the development and delivery, students' performance and perceptions, and professional implications of an elementary science lesson utilizing interactive whiteboard technology to convey science content and elicit participation. It also emphasizes the importance of teacher educators' modeling the use of interactive whiteboards for the purpose of differentiating instruction in teacher training programs to better prepare future teachers for the diverse learners who will fill their classrooms.

Differentiating through Technology for Gifted Students

2016 ◽  
pp. 711-724
Author(s):  
Debra R. Sprague ◽  
Beverly Shaklee
Keyword(s):  
Teacher Preparation ◽  
Life Experiences ◽  
Classroom Teacher ◽  
Real Life ◽  
Gifted Students ◽  
Teacher Preparation Programs ◽  
Innovative Technology ◽  
Preparation Programs ◽  
Technological Tools ◽  
Recommendations For Practice

Challenging gifted students in regular classroom settings can be effectively accomplished through the use of innovative technology. This chapter explores the case of pre-service teachers addressing the needs of gifted students by differentiating curriculum using sophisticated technologies. Also considered are the technological tools that go beyond simple reporting and move toward authentic real-life experiences. Further, in review, the case specifically addresses attributes of the gifted learner along with the skill of the classroom teacher to promote differentiation through technology. Finally, recommendations for practice are discussed along with the need for teacher preparation programs to prepare teachers more effectively to use technology in complex and challenging ways for gifted students.

Historical Overview of Adult Gifted Education in the United States

2016 ◽  
pp. 1-10
Author(s):  
Judith Bazler ◽  
Letitia Graybill ◽  
Meta Van Sickle
Keyword(s):  
United States ◽  
Gifted And Talented ◽  
Basic Education ◽  
The United States ◽  
Gifted And Talented Education ◽  
Talented Students ◽  
K 12 ◽  
The University ◽  
Assessment Strategies ◽  
Special Needs Services

Giftedness is not present only in childhood. It persists for a lifetime. However, even though most colleges/universities provide special needs services for appropriate students, most if not all college faculty might not believe it necessary to provide any accommodations for gifted/talented students either at undergraduate or at the graduate level. In order to accommodate one or more gifted/talented students in a class, faculty need to rethink their pedagogy and assessment strategies. At the college/university level accommodations are usually absent because faculty do not perceive a need to do so in their courses. In courses for pre-service teachers, some instructors provide practices in courses including how to teach gifted and talented students in basic education settings for K-12 grades. This chapter presents a brief overview of gifted and talented education in the United States focusing more specifically on gifted and talented at the university (or adult) level.

Globalization and Teacher Education

2018 ◽  
pp. 89-108
Author(s):  
Esther Ntuli ◽  
Arnold Nyarambi ◽  
Joachim Jack Agamba ◽  
Victor Ntuli
Keyword(s):  
South Africa ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Literature Review ◽  
21St Century ◽  
Teacher Preparation Programs ◽  
African Countries ◽  
Preparation Programs ◽  
Fully Integrated ◽  
Content Preparation

This chapter examines the challenges to 21st century content preparation and pedagogy from the perspective of teaching professionals from different African countries: Cameroon, Ghana, South Africa, Lesotho and Zimbabwe. Specifically, the chapter explores the views and experiences of the participants during and after teacher preparation programs. Findings reveal common challenges, specific 21st century skills that are overlooked, and those not yet fully integrated in teacher preparation programs. The chapter offers suggestions for improvement based on the views of participants, research-based literature review, and best practices in teacher preparation programs.

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