A National Effort to Integrate Field Experiences Into Secondary Mathematics Methods Courses

2018 ◽  
pp. 395-419
Author(s):  
Jan A. Yow ◽  
Patrice Waller ◽  
Belinda Edwards
Keyword(s):  
Field Experiences ◽  
Secondary Mathematics ◽  
The United States ◽  
Lessons Learned ◽  
Teacher Preparation Programs ◽  
Methods Courses ◽  
Preparation Programs ◽  
Secondary Mathematics Teacher ◽  
Module Development ◽  
National Effort

This chapter shares the experience and preliminary findings from a national collaboration to improve secondary mathematics teacher preparation programs in the United States. Specifically, the chapter focuses on a research group tasked with strengthening field experiences into methods courses. Two modules are shared that a group of methods instructors have developed and are implementing in their courses. Findings from the first module are explained with implications for continued module development. These findings show the impact of the module on mentor teachers as well as the benefit the module has demonstrated in relation to the preservice teacher-mentor teacher relationship. Challenges and lessons learned from this national effort are also included.

The Content-Focused Methods Course: A Model for Integrating Pedagogy and Mathematics Content

2012 ◽  
Vol 1 (1) ◽  
pp. 53-70 ◽  
Author(s):  
Michael D. Steele ◽  
Amy F. Hillen
Keyword(s):  
Course Design ◽  
Secondary Mathematics ◽  
Diverse Learners ◽  
Teacher Preparation Programs ◽  
Methods Course ◽  
Opportunities To Learn ◽  
Preparation Programs ◽  
Learning Mathematics ◽  
Secondary Mathematics Teacher ◽  
And Mathematics

In the majority of secondary mathematics teacher preparation programs, the work of learning mathematics and the work of learning to teach mathematics are separated, leaving open the question of when and how teachers integrate their knowledge of content and pedagogy. We present a model for a content-focused methods course, which systematically develops a slice of mathematics content in the context of typical methods course activities. Three design principles are posited that undergird the design of such a course, addressing the nature of the mathematics content, the sequencing and design of activities, and the ways in which the course addresses the needs of diverse learners. Data from an instantiation of one such course is presented to illustrate the ways in which the course design framed teachers' opportunities to learn about both content and pedagogy.

scholarly journals Expanding EAL expertise: Taking a multilingual stance

2019 ◽  
Vol 28 (1) ◽  
pp. 5-20
Author(s):  
Ester J. De Jong
Keyword(s):  
United States ◽  
Teacher Preparation ◽  
Preservice Teacher ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Mainstream Teachers ◽  
Preservice Teacher Preparation

English as an Additional Language (EAL) students are increasingly taught by non-specialist, mainstream teachers. This trend calls for a reconceptualization of teacher education to explicitly and purposefully include linguistically and culturally responsive pedagogy in their curriculum. In the United States, several frameworks have been proposed to address this need, although much still needs to be learned about actual practice in preservice teacher preparation programs. In this article, I caution against the monolingual bias in preservice teacher preparation and argue for the mandate for developing a multilingual stance for all teachers of EAL students.

Traditional Teacher Evaluation Models

2014 ◽  
pp. 342-361
Author(s):  
Katina M. Leland ◽  
Amy L. Sedivy-Benton
Keyword(s):  
Teacher Preparation ◽  
The United States ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
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.

TPACK Pathways that Facilitate CCSS Implementation for Secondary Mathematics Teacher Candidates

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 ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
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.

Instructor-Learner Partnership in Preparing Teacher Candidates to Teach Secondary School Students

2021 ◽  
pp. 127-158
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
The United States ◽  
Project Based Learning ◽  
Teacher Preparation Programs ◽  
Future Research ◽  
School Students ◽  
Preparation Programs ◽  
Fieldwork Experience ◽  
Psychology Course

Teacher preparation programs in the United States are expected to educate preservice teacher candidates through instructor-learner partnerships. Collaborative learning, project-based learning, and authentic assessment therefore are vital for preparing teacher candidates to teach in 7-12 grades. This chapter shares instances of instructor-learner partnership from an undergraduate educational psychology course via course-based and field-based assignments. First, an overview of constructivism is presented as foundational theory anchoring instructor-learner partnership in the teacher preparation course. Next, instructor-learner partnership is illustrated within a simulation task, technology-enhanced project, and fieldwork experience. Finally, instructor-learner partnership in formative assessment of course-based and field-based activities are illustrated. The chapter concludes with recommendations for inculcating instructor-learner partnership in teacher education courses, and directions for future research pertinent to instructor-learner partnership in teacher preparation programs.

Teacher Competencies for Transition Programs as Reported by State Directors of Special Education.

1994 ◽  
Vol 13 (4) ◽  
pp. 10-16 ◽  
Author(s):  
Kay S. Bull ◽  
Diane Montgomery ◽  
John Beard
Keyword(s):  
Special Education ◽  
Training Programs ◽  
Transition Programs ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Educational Training ◽  
Preparation Programs ◽  
Directors Of Special Education ◽  
Essential Components ◽  
State Directors

The Transition Special Interest Group (SIG) of the American Council on Rural Special Education (ACRES) established as one of its goals to identify the essential components of effective transition programs in the United States and, thereby to influence teacher preparation programs. The purpose of this study was to investigate the skills that the State Directors of Special Education (SDSE) list as necessary competencies required in their states for personnel in special education transition programs. Recognizing that some states may not have fully developed, articulated, and mandated the competencies they believe are necessary, the SDSE were additionally asked to report what knowledge and skills they felt should be required for transition program personnel. Responses indicate a consistency of several predictable required skills, but over half of the SDSE support a core of twelve common competencies that should be built into personnel training programs. This core represents a knowledge base that is defined more broadly than the current traditional special educational training programs. Implications for training are discussed.

Preparing Native American Special Education Teachers: Lessons Learned from the Rural Special Education Project

1997 ◽  
Vol 16 (4) ◽  
pp. 10-15 ◽  
Author(s):  
Gloria Delany-Barmann ◽  
Greg Prater ◽  
Sam Minner
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Native American ◽  
Teacher Preparation ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Navajo Nation ◽  
Preparation Programs ◽  
Education Project

Twelve Navajo preservice teachers in the Rural Special Education Project on the Navajo Nation in Kayenta, Arizona, shared their perceptions regarding the factors which enabled them and constrained them as they completed a special education teacher preparation program. Several themes emerged during the process of interviewing the students including the importance of cultural teachings and family support; the influence of language factors, financial constraints, and cultural responsibilities; and the lack of availability of educational opportunities on the Navajo Nation. Each of these factors is discussed in this article and recommendations are made for others interested in establishing successful teacher preparation programs for Native American students.

scholarly journals The Decline of K-12 Candidates: A Qualitative Study from Teacher Candidate Perspectives

2020 ◽  
Author(s):  
Dr. Darcey Gray ◽  
Dr. Michelle Davis ◽  
Dr. Raymond Holmes ◽  
Barbara Vaiana
Keyword(s):  
Teacher Attrition ◽  
Teacher Candidates ◽  
The United States ◽  
Teaching Profession ◽  
Teacher Preparation Programs ◽  
Initial Training ◽  
Preparation Programs ◽  
Phenomenological Research Design ◽  
Qualitative Phenomenological ◽  
K 12

<p>The growing concern within the K-12 teaching profession is a decline of individuals pursuing a teaching certification or exiting the profession within the first five years of teaching (Dupriez, Delvaux, & Lothaire, 2016). The teacher loss affects not only the instructional aspects, students, and educational communities, but also the financial aspects such as initial training, recruitment, hiring and professional development. This research investigates through a qualitative phenomenological research design, themes which contribute to teacher attrition across the United States. The conceptual framework reviews the narratives from the survey, which provides a theme on the rationale why teacher candidates are not staying in the profession. Data sample were 13 anonymous new teachers and graduates of teacher preparation programs in the last 2-5 years who responded to open-ended survey questions in which their responses contributed to the investigation and results. Results revealed three themes including support, administration, and management were used interchangeably. </p>

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