Systematic Evaluation of Innovative Pedagogies in Teacher Education Courses and Practica

2020 ◽  
pp. 184-205
Author(s):  
Neal Shambaugh
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Public School ◽  
School Improvement ◽  
Education Program ◽  
Teacher Education Program ◽  
Public School Students ◽  
Implementation Period ◽  
Program Accountability ◽  
Education Courses

Innovative pedagogies create new learning environments to help public school students achieve 21st century learning outcomes. Evaluating agreed upon criteria of what constitutes success with these pedagogies produces evidence that supports teacher effectiveness, which is embedded in teacher education program accountability reports and school improvement plans. This chapter describes how innovative pedagogies can be evaluated, first modeled in teacher education methods courses by higher education faculty and then taught in public schools by preservice teachers. The chapter first connects evaluation for teacher education program accreditation, program improvement goals, preservice teacher performance, and public school improvement plans. The chapter then examines the formative evaluation of innovative pedagogies during an implementation period and a more formal evaluation after an adequate test. Each level of evaluation is addressed for both teacher education courses and practica placements. Recommendations for best practices and research directions are provided.

Overseas: Native Studies at the University of Saskatchewan

1984 ◽  
Vol 12 (4) ◽  
pp. 59-60
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Department Of Education ◽  
Native Studies ◽  
Aboriginal Students ◽  
Exchange Material ◽  
The University ◽  
Indian Students ◽  
Education Courses

We recently received exchange material from The Saskatchewan Urban Native Teacher Education Program (SUNTEP) at Saskatoon, Canada. A brief description of the program might be of interest to those readers involved in adult and teacher education courses for Aboriginal students.SUNTEP is a four-year off campus Teacher Education Program offered through the Gabriel Dumont Institute of Native Studies and Applied Research in co-operation with the Department of Education and the University of Saskatchewan and Regina. It is an enriched program leading to a B.Ed, degree, designed specifically for Metis and Non-Status Indian students who might not otherwise attend university. The program has a number of unique aspects including -

“If Not Me, Then Who?”

2018 ◽  
pp. 1-22
Author(s):  
Elizabeth Ann Ethridge ◽  
Vickie E. Lake ◽  
Amber H. Beisly
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Mixed Methods ◽  
Service Learning ◽  
Education Program ◽  
Teacher Education Program ◽  
Early Childhood Teacher ◽  
Agents Of Change ◽  
Sense Of Power

Research has indicated that teachers typically do not view themselves as advocates for many reasons such as fear of personal and professional risk (Peters & Reid, 2009). Participants include both preservice teachers and graduates of an early childhood teacher education program. This chapter addresses how the program utilized intentional assignments and group and individual scaffolding as preservice teachers moved from experiencing service learning to pure advocacy. Through a mixed methods study, preservice teachers began to see themselves as agents of change with increased confidence and sense of power. These transformations continued as graduates of the program reported they were still engaging in advocacy.

Elementary Preservice Teachers and Questioning Strategies in Mathematics

2019 ◽  
pp. 60-65
Author(s):  
Sandra Browning
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Inservice Teachers ◽  
Questioning Strategies ◽  
Elementary Preservice Teachers ◽  
The Relationship ◽  
Cognitive Rigor

Research has demonstrated an interest in the relationship between teachers’ questioning strategies and children’s ability to reason and learn (Baroody & Ginsburg, 1990; Buschman, 2001; Fennema, Franke, Carpenter & Carey, 1993). Helping preservice teachers develop effective questioning strategies is an important component of a teacher education program. This session describes an exploration designed to determine if EC-6 preservice teachers can (a) recognize effective questioning strategies when observing inservice teachers and (b) use Hess’s Cognitive Rigor Matrix to analyze the level and effectiveness of their own questioning strategies during field experiences.

scholarly journals Preservice Teacher Experience with Technology Integration: How the Preservice Teacher’s Efficacy in Technology Integration is Impacted by the Context of the Preservice Teacher Education Program

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Liz Ebersole
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Preservice Teacher ◽  
Education Program ◽  
Self Efficacy ◽  
Field Experience ◽  
Teacher Education Program ◽  
Preservice Teacher Education ◽  
Iste Standards

This paper explores self-efficacy theory (Bandura), situated learning theory (Lave & Wenger), and self-determination theory (Ryan and Deci), the technological pedagogical content knowledge framework (TPCK or TPACK; Mishra & Koehler) and the International Society for Technology in Education (ISTE) Standards (for Educators) as they relate to the preservice teacher education program, including both coursework and field experience. Regarding teacher education program coursework, this paper examines research studies that report on findings from both quantitative and qualitative research about preservice teachers’ experience with technology integration in the context of the teacher education program, in which the TPACK framework or ISTE Standards were used in the curricular design of the program’s academic coursework. Regarding teacher education program field experience, this paper examines the context provided by the mentor teachers’ self-efficacy regarding and use of technology.

Critical multicultural education and preservice teachers’ multicultural attitudes

2019 ◽  
Vol 13 (1) ◽  
pp. 106-118 ◽  
Author(s):  
Zeki Arsal
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Multicultural Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Preparation Program ◽  
Control Group ◽  
Content Type ◽  
Critical Multicultural Education ◽  
Quasi Experimental

Purpose This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program. Design/methodology/approach The study sample consisted of 76 preservice teachers enrolled in a teacher preparation program. This study used a pretest–posttest quasi-experimental research design with pretest-posttest. The multicultural content integration was implemented in an experimental group for one semester, and data were collected using the teacher multicultural attitude survey. Findings Analyses indicated that preservice teachers who were exposed to the critical multicultural education program showed significantly greater progress in their multicultural attitudes compared with teachers in the control group. The results of this study indicate that the integrating critical multicultural education content into teacher education program has a positive effect on fostering preservice teachers’ multicultural attitudes. Practical implications Teacher education program planners should integrate multicultural content, materials and activities into teaching methods courses to promote change in preservice teachers’ multicultural attitudes. Originality/value This study contributes to the multicultural studies on teacher education.

Complexities of Identity and Belonging

2020 ◽  
pp. 200-214
Author(s):  
Anna Schick ◽  
Jana Lo Bello Miller
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Education Program ◽  
Elementary Teacher ◽  
Teacher Education Program ◽  
Identity Work ◽  
Elementary Teacher Education ◽  
Digital Space ◽  
Teacher Identities ◽  
Education Seminar

Engaging in artifactual literacy as a collective in a teacher education seminar class gives space for objects and texts to bring forth reimagined and alternative ways to be “teacher.” An elementary teacher education program utilizes a seminar space to invite teachers to write from artifacts to analyze, deconstruct, and reconstruct their teacher identities. The analysis and discussions of the reconstructed narratives that define, contest, or shape identities give needed distance from traditional and often constricting narratives of “teacher” and “teaching.” The investment of this critical identity work in teacher education is depicted in the analysis of two preservice teachers' collective writing in a digital space.

Transitioning a Methods Course to Online in a Teacher Education Program That Is Not Fully Online

2021 ◽  
pp. 206-225
Author(s):  
Nancy McBride Arrington
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Education Program ◽  
Online Courses ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Methods Course ◽  
Learning Modules ◽  
Literature Base

The transition of an undergraduate course to fully online is examined through the lens of a professor who revised the platform for the course and through the perspectives of preservice teachers participating in a hybrid version of the course in their teacher education program which is not offered fully online. Benefits of flexible student schedules and meaningful discussion participation emerged, indicating that preservice teachers can navigate learning modules and benefit from an online course offering. Challenges of implementing teamwork in the online environment arose throughout the semester of implementation, indicating a need for improvements/revisions. These lessons learned from this case study contribute to a systematic approach to transitioning from offline to online courses and augment the literature base of the experiences and appropriateness of online preservice teacher education courses.

Jack and Jill Went to Instill: Did the Educative Teacher Performance Assessment Cause Them to Falter?

2021 ◽  
pp. 1-8
Author(s):  
Deborah S. Baxter ◽  
Oleg A. Sinelnikov
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Performance Assessment ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Performance ◽  
Teacher Performance Assessment ◽  
Stimulated Recall ◽  
Multiple Case

Purpose: This study examined and deconstructed socialization experiences relative to the educative teacher performance assessment (edTPA) process of preservice teachers during their physical education (PE) teacher education program and induction year as a PE teacher. Method: Utilizing a multiple case study design, two PE teachers were purposefully selected and investigated from a PE teacher education program requiring a passing score on the edTPA. Interviews and stimulated recall sessions served as data sources. Results: The following themes were identified: (a) initial interactions and impetus for teaching—engaging and fun; (b) instruction in PE teacher education—learning a ton; (c) internship—gauging, I’m stunned; (d) implementation of edTPA—raging, I’m done; and (e) induction—waging has begun. Discussion/Conclusions: Although participants in this study were able to note several positives of the assessment, a majority of the findings corroborate previous research suggesting that edTPA may serve as a subtractive experience for PE preservice teachers.

Sign in / Sign up

Export Citation Format

Share Document