Are We Part of the Problem?

2019 ◽  
pp. 110-123
Author(s):  
Heidi Lee Schnackenberg
Keyword(s):  
Teacher Preparation ◽  
Student Learning ◽  
Teacher Preparation Programs ◽  
The Internet ◽  
Preparation Programs ◽  
Practicing Teachers ◽  
Overwhelming Evidence ◽  
Google Search ◽  
Magazine Articles ◽  
Enhance Student Learning

Do a quick search in Google Scholar and you will find overwhelming evidence that teachers both are and are not using technology in meaningful ways to enhance student learning. Actually, just do a simple Google search and you will find many news and magazine articles revealing the exact same confusing information. Yet despite all of the Internet traffic, are teachers any better at using technology to enhance student learning now than they were when educational technologies first arrived in schools? And are teacher preparation programs hindering or helping pre-service teachers in this endeavor? As Gen Z enters college and becomes practicing teachers, with their own particular characteristics and digital abilities and needs, it is important that we re-examine these questions and find out how to best serve the newest generation of teachers.

Today's Demands on Education

2019 ◽  
pp. 42-68
Author(s):  
Linda M. Brown
Keyword(s):  
Teacher Preparation ◽  
Student Learning ◽  
Effective Schools ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Learning Needs ◽  
Quality Teachers ◽  
Preparation Programs ◽  
Instruction And Learning

The concerns are growing when it comes to today's demands on education. This chapter will explain how demands on teachers are critical to student success. It is imperative that teacher preparation programs are preparing quality teachers who will contribute to effective schools and student learning. The scholarship of teaching and learning needs to accompany teacher education so that teacher educators can understand and communicate the complexity of instruction and learning. Teachers as professionals need to be able to make informed and accountable deliberations about how they will engage in their practice to increase student learning. Reflective practice needs to begin early in teacher preparation programs and continue throughout the preserves teachers' programs.

Supporting Literacy in Math and Science Classrooms

2017 ◽  
pp. 239-255
Author(s):  
Maria Boeke Mongillo
Keyword(s):  
Teacher Preparation ◽  
Student Learning ◽  
Curriculum Design ◽  
Self Efficacy ◽  
Student Assessment ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Literacy Strategies ◽  
Math And Science ◽  
Teacher Self Efficacy

Teacher self-efficacy is the belief a teacher holds that he or she can successfully influence student learning. It has been tied to both positive teacher practices and student achievement. This chapter explores the challenges of building teacher self-efficacy for literacy across the math and science disciplines. It then looks at how teachers can use content area and disciplinary literacy strategies to support student learning, and suggests how teacher preparation programs and school leaders can further encourage teacher and student growth in literacy. Finally, the chapter raises questions regarding future areas for research, including the curriculum design of teacher preparation programs and student assessment strategies.

The Impact of Technology on PK-12 Teacher Preparation Programs

2014 ◽  
pp. 235-245
Author(s):  
Amy L. Sedivy-Benton ◽  
Katina M. Leland
Keyword(s):  
Teacher Preparation ◽  
Student Learning ◽  
Teacher Preparation Programs ◽  
Classroom Teachers ◽  
Preparation Programs ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
Impact Of Technology ◽  
The Impact ◽  
Pre Service Teacher

Technology is becoming more and more ubiquitous in our daily activities. There has been a drastic change in the technology skills that PK-20 students have acquired prior to enrolling in school. In order to be successful in the classroom, teachers need to know how to integrate technology in a way that benefits student learning and teacher effectiveness. Teacher preparation programs need to put a concentrated effort into teaching pre-service teachers the use of technology and the integration of technology into their teaching to assist in student learning. This chapter provides an overview of what the technology expectations are of pre-service teachers as they enter the profession of teaching and what pre-service teacher preparation programs are offering these candidates. The chapter concludes with recommendations and future trends with technology and its use in teacher preparation programs.

Assessing and Evaluating Teacher Preparation Programs

2014 ◽  
Author(s):  
Frank C. Worrell ◽  
Mary M. Brabeck ◽  
Carol Anne Dwyer ◽  
Kurt F. Geisinger ◽  
Ronald W. Marx ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Preparation Programs

A Comparison of Secondary Chemistry Courses and Chemistry Teacher Preparation Programs in Iowa and Saint Petersburg, Russia

2001 ◽  
Vol 78 (9) ◽  
pp. 1275 ◽  
Author(s):  
Maria S. Pak ◽  
Antony N. Lyovkin ◽  
Michael J. Sanger ◽  
Erik L. Brincks ◽  
Amy J. Phelps
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Chemistry Teacher ◽  
Preparation Programs ◽  
Secondary Chemistry ◽  
Saint Petersburg

scholarly journals Teacher Preparation Programs and Teacher Quality: Are There Real Differences Across Programs?

2015 ◽  
Vol 10 (4) ◽  
pp. 508-534 ◽  
Author(s):  
Cory Koedel ◽  
Eric Parsons ◽  
Michael Podgursky ◽  
Mark Ehlert
Keyword(s):  
Teacher Preparation ◽  
Teacher Effectiveness ◽  
Teacher Quality ◽  
Teacher Performance ◽  
Teacher Preparation Programs ◽  
Preparation Programs

We compare teacher preparation programs in Missouri based on the effectiveness of their graduates in the classroom. The differences in effectiveness between teachers from different preparation programs are much smaller than has been suggested in previous work. In fact, virtually all of the variation in teacher effectiveness comes from within-program differences between teachers. Prior research has overstated differences in teacher performance across preparation programs by failing to properly account for teacher sampling.

A Rational and Manageable Value-Added Model for Teacher Preparation Programs

2016 ◽  
Vol 32 (5) ◽  
pp. 728-750 ◽  
Author(s):  
Michael P. Brady ◽  
Katie Miller ◽  
Jazarae McCormick ◽  
Lawrence A. Heiser
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Value Added ◽  
Teacher Preparation Programs ◽  
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.

Sign in / Sign up

Export Citation Format

Share Document