Introducing Performance-Based Assessment in Pre-Service Teacher Education in India

Education Programs ◽

Preparation Programs ◽

Student teacher supervision has been an important part of teacher preparation almost since the inception of teacher education programs. The goal of this type of supervision is to strengthen the skills of the pre-service teacher. Providing this type of observation can be difficult for teacher preparation programs and university faculty. Many factors, including large numbers of students in teacher education programs and student placements in remote schools, contribute to this. In order to make the most effective use of faculty and pre-service teacher time, other options for providing this support need to be explored. The rapidly developing field of mobile technology (e.g., iPads, iPhones, Smart Phones) can be used to facilitate student teaching observations. This chapter discusses how teacher preparation programs can implement candidate field supervision using video conferencing via mobile technology to increase the ability to conduct observations in schools and in a more efficient manner. It also explores the security of video conferencing applications and the issues related to using video conferencing in special education classrooms, where student confidentiality is heightened.

Using Mobile Technology for Student Teaching Observations of Special Education Candidates

Special and Gifted Education ◽

10.4018/978-1-5225-0034-6.ch031 ◽

2016 ◽

pp. 726-739

Author(s):

Josh Harrower ◽

Cathi Draper Rodríguez

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Student Teaching ◽

Mobile Technology ◽

Video Conferencing ◽

Education Programs ◽

Preparation Programs ◽

Student teacher supervision has been an important part of teacher preparation almost since the inception of teacher education programs. The goal of this type of supervision is to strengthen the skills of the pre-service teacher. Providing this type of observation can be difficult for teacher preparation programs and university faculty. Many factors, including large numbers of students in teacher education programs and student placements in remote schools, contribute to this. In order to make the most effective use of faculty and pre-service teacher time, other options for providing this support need to be explored. The rapidly developing field of mobile technology (e.g., iPads, iPhones, Smart Phones) can be used to facilitate student teaching observations. This chapter discusses how teacher preparation programs can implement candidate field supervision using video conferencing via mobile technology to increase the ability to conduct observations in schools and in a more efficient manner. It also explores the security of video conferencing applications and the issues related to using video conferencing in special education classrooms, where student confidentiality is heightened.

Pre-Service Teacher Experiences during COVID 19: Exploring the Uncertainties between Clinical Practice and Distance Learning

Journal of Practical Studies in Education ◽

10.46809/jpse.v2i2.18 ◽

2021 ◽

Vol 2 (2) ◽

pp. 1-13

Author(s):

Jerell B. Hill

Keyword(s):

Teacher Education ◽

Clinical Practice ◽

Distance Learning ◽

Teacher Preparation ◽

Teacher Performance ◽

Performance Expectations ◽

Preparation Programs ◽

State Education ◽

Teacher preparation programs assist candidates with the pedagogical, theoretical, and practical application of teaching and learning. This article explored the dialog between a state education agency and teacher preparation programs’ responses to the COVID-19 pandemic. The author presents a research study of current teacher performance expectations (TPEs), online readiness, and the design of distance learning in pre-service teacher clinical practice. The participants are 10 current pre-service teachers. The researcher collected data from fieldwork supervisors, observations, and survey results from participants. Kolb’s experiential theory was used in the analysis of co-requisite policy and observations of field experiences of students in a teacher education program. The article analyzed data that suggested that in-person observations and opportunities to practice classroom instruction contribute to teacher readiness and relationship building in comparison to online learning. Furthermore, states will have to re-assess their teacher certification requirements, quality control efforts, and mandatory exams since COVID-19, which may lead to the reauthorization of the pre-service guidelines. Program learning outcomes and critical assignments that allow candidates to demonstrate content knowledge and instructional delivery are being compromised. The finding were that pre-service candidates did not have the opportunity to demonstrate mastery of specific teacher performance expectations within the distance learning format. This article aims to encourage further research teacher education and distance learning to discuss potential alternatives to certification and creative ways to embed flexibility into teacher preparation. Substantial changes can lower the quality of a program and significantly decrease effectiveness while increasing data misrepresentation. Distance learning can potentially limit quality supervision and teacher mentoring. In addition, pre-service teachers will enter classrooms with substantially fewer clinical practice hours.

Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments - Advances in Higher Education and Professional Development ◽

Developing Critical Dispositions in Teacher Education Programs

10.4018/978-1-5225-7823-9.ch006 ◽

2019 ◽

pp. 106-124

Author(s):

Jarrett D. Moore

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Teacher Educators ◽

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.

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 Preparation Program ◽

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.

Globalization and Teacher Education

Teacher Training and Professional Development ◽

10.4018/978-1-5225-5631-2.ch066 ◽

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 ◽

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.

Critical Ways of Thinking and Learning

Research Anthology on Developing Critical Thinking Skills in Students ◽

10.4018/978-1-7998-3022-1.ch018 ◽

2021 ◽

pp. 325-343

Author(s):

Kari Dahle-Huff ◽

Erin Stutelberg ◽

Donna Marie Bulatowicz

Keyword(s):

Critical Thinking ◽

Teacher Preparation ◽

State Standards ◽

Preparation Programs ◽

The Common ◽

Ways Of Thinking ◽

Thinking Tools ◽

Pre Service Teacher ◽

Education Courses

It is important for teacher preparation programs to develop 21st century skills, suggested by the Common Core State Standards as necessary for student success, with the pre-service teachers who will be expected to incorporate these skills into their pedagogy. This chapter traces the critical thinking tools practiced in two different pre-service teacher education courses. A commonality between the courses was the use of particular young adult literature novels to explore critical thinking with pre-service teachers. The authors first identify and explicate six critical ways of thinking and learning employed with pre-service teachers. Second, the authors frame critical thinking through the use of multiple narratives with pre-service teachers. All of the critical thinking tools described in the chapter are supported with examples and provide valuable suggestions for teacher preparation programs.

A Case Study

Cases on Institutional Research Systems ◽

10.4018/978-1-60960-857-6.ch022 ◽

2011 ◽

pp. 326-338 ◽

Cited By ~ 1

Author(s):

Robert Elliott

Keyword(s):

Higher Education ◽

Teacher Education ◽

Teacher Preparation ◽

Teacher Education Program ◽

Program Assessment ◽

National Commission ◽

Highly Qualified ◽

Preparation Programs ◽

Executive Officers

We know that a nationwide shortage of highly qualified teachers exists, and not enough people are becoming teachers. We also know there are increasing demands for institutions to demonstrate a system of accountability through program assessment. As stated by the State Higher Education Executive Officers (2005), “The National Commission on Accountability in Higher Education believes improved accountability for better results is imperative, but how to improve accountability in higher education is not so obvious” (p. 4). Also, many teacher preparation programs are not accredited, and of the 1,300 teacher preparation programs that existed in 1999, only 38 percent were accredited through the National Council for the Accreditation of Teacher Education (NCATE) (The CEO Forum on Education & Technology, 2000, p. 3). While examining the effectiveness of the Teacher Education program assessment at the case institution, three convergent themes emerged.

Implementing Augmented Reality Into Immersive Virtual Learning Environments - Advances in Educational Technologies and Instructional Design ◽

A Safe Space

10.4018/978-1-7998-4222-4.ch007 ◽

2021 ◽

pp. 120-134

Author(s):

Kisha L. Walker ◽

Stacy Ness ◽

Fran Reed ◽

Katherine Strang

Keyword(s):

Teacher Preparation ◽

Instructional Strategies ◽

Teacher Candidates ◽

Safe Space ◽

Practice Research ◽

Preparation Programs ◽

Behavioral Challenges ◽

Critical Skills ◽

What if teacher candidates had the opportunity to practice research-based instructional strategies and the application of critical skills without fear of failure or harm to students? Would you be interested? One of the biggest challenges that teacher preparation programs face is a struggle to provide meaningful and realistic practice for pre-service teacher candidates. How do we provide practice in “real” settings with “real” students who demonstrate a depth and breadth of learning and behavioral challenges? How do we make practice sessions safe environments for both our teacher candidates and the students they serve? How do we provide needed experiences for candidates in a world where in-person learning may be curtailed by unforeseen circumstances? The purpose of this chapter is to examine the use of virtual reality simulations in education that provide scaffolded learning experiences for pre-service teachers in an online learning environment.

Ethical Issues in General and Special Education Teacher Preparation: An Interface with Rural Education

Rural Special Education Quarterly ◽

10.1177/8756870508027001-208 ◽

2008 ◽

Vol 27 (1-2) ◽

pp. 43-54 ◽

Cited By ~ 4

Author(s):

Nancy M. Sileo ◽

Thomas W. Sileo ◽

Thomas B. Pierce

Keyword(s):

Special Education ◽

Teacher Education ◽

Rural Education ◽

Public Schools ◽

Teacher Preparation ◽

Ethical Issues ◽

Special Education Teacher ◽

Preparation Programs ◽

Education Teacher

Teacher education may be the most important variable to ensure consideration of ethical issues in public schools. However, many teacher preparation programs may not equip teachers with the knowledge, skills, and dispositions to make moral judgments and decisions necessary to provide high quality education for all students. This article addresses ethical issues and practices that impact teacher education, their interface with rural education, and results of a national research study that assesses extent to which and how preservice teacher preparation programs attend to ethical issues. Survey results indicate that teaching about ethical and professional practices is important to teacher preparation, and yet, receives little emphasis in most programs. Key Words: Educational Equity, Ethics, Morality, Rural Education, Special Education, Teacher Preparation, and Values