Digital Storytelling in Teacher Education

2011 ◽  
pp. 235-237 ◽  
Author(s):  
Vivian H. Wright
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Digital Storytelling ◽  
Teacher Education Programs ◽  
Instructional Tool ◽  
Education Programs ◽  
Technology Tools ◽  
Learning Productivity

In teacher education programs, there is a consistent need to locate and to recommend to teacher educators, teacher candidates, and in-service teachers, viable technology tools and concepts that can be used in the classroom. Digital storytelling is a concept that is growing in popularity and one which offers versatility as an instructional tool. This chapter presents information and ideas on how to facilitate learning, productivity, and creativity through a variety of digital storytelling classroom uses.

A University-Community Partnership in Teacher Education From the Perspectives of Community-Based Teacher Educators

2018 ◽  
Vol 69 (2) ◽  
pp. 140-153 ◽  
Author(s):  
Lorena Guillen ◽  
Ken Zeichner
Keyword(s):  
Teacher Education ◽  
Pacific Northwest ◽  
Teacher Candidates ◽  
Research University ◽  
Teacher Educators ◽  
Local Community ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Community Based ◽  
The Pacific

This article examines the experiences of a group of nine community-based mentors of teacher candidates who partnered for several years through a local, community-based organization with the graduate elementary and secondary teacher education programs at a research university in the Pacific Northwest. Following a brief discussion of the history of partnerships between teacher education programs and local communities, we report the findings of a study of the perspectives of these community mentors on their work with teacher candidates and university teacher educators.

Differentiated Fieldwork and Practicum Experiences

2018 ◽  
pp. 2119-2139
Author(s):  
Stephen T. Schroth ◽  
Jason A. Helfer
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
New Teachers ◽  
Teacher Educators ◽  
Retention Rates ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Practicum Experiences ◽  
Different Levels

Teacher education programs are charged by administrators, legislative bodies, parents, and others to produce new teachers who are “classroom ready” upon graduation. Many interns and teacher candidates, however, come to their programs with very different levels of preparation and skills in dealing with children. Rather than using a one-size-fits-all approach, teacher educators should differentiate fieldwork and practicum experiences to better meet candidates' varying readiness levels, interests, and learning profiles to create placements that fit the interns' needs and skills. Differentiating the fieldwork and practicum experiences of interns has the dual benefit of increasing retention rates of teacher education programs and better preparing new teachers for their first classrooms. Suggestions are made regarding ways teacher educators can differentiate placements for interns and teacher candidates.

Developing Technological Pedagogical Content Knowledge in Elementary Education Programs

2018 ◽  
pp. 1512-1541
Author(s):  
Drew Polly ◽  
Ian C. Binns ◽  
S. Michael Putman ◽  
Tracy Rock ◽  
Amy J. Good
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Content

The digital age requires teacher education programs to constantly evaluate and revise their programs and courses, particularly with reference to guiding teacher candidates towards integrating current and emerging technologies. This designed-based research study demonstrates how state-wide mandates to revise teacher education programs were used in promoting subsequent revisions influencing the course components and teacher candidates' development of Technological Pedagogical Content Knowledge (TPACK). Cases of four undergraduate elementary education courses and the advanced licensure elementary education program are described. The cross case analysis reveals the subsequent influence on the program for improving the TPACK preparation of the teacher candidates. The chapter concludes with implications for teacher educators and leaders of teacher education programs.

Differentiated Fieldwork and Practicum Experiences

2017 ◽  
pp. 306-326
Author(s):  
Stephen T. Schroth ◽  
Jason A. Helfer
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
New Teachers ◽  
Teacher Educators ◽  
Retention Rates ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Practicum Experiences ◽  
Different Levels

Teacher education programs are charged by administrators, legislative bodies, parents, and others to produce new teachers who are “classroom ready” upon graduation. Many interns and teacher candidates, however, come to their programs with very different levels of preparation and skills in dealing with children. Rather than using a one-size-fits-all approach, teacher educators should differentiate fieldwork and practicum experiences to better meet candidates' varying readiness levels, interests, and learning profiles to create placements that fit the interns' needs and skills. Differentiating the fieldwork and practicum experiences of interns has the dual benefit of increasing retention rates of teacher education programs and better preparing new teachers for their first classrooms. Suggestions are made regarding ways teacher educators can differentiate placements for interns and teacher candidates.

Developing Technological Pedagogical Content Knowledge in Elementary Education Programs

2015 ◽  
pp. 493-520 ◽  
Author(s):  
Drew Polly ◽  
Ian C. Binns ◽  
S. Michael Putman ◽  
Tracy C. Rock ◽  
Amy J. Good
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Content

The digital age requires teacher education programs to constantly evaluate and revise their programs and courses, particularly with reference to guiding teacher candidates towards integrating current and emerging technologies. This designed-based research study demonstrates how state-wide mandates to revise teacher education programs were used in promoting subsequent revisions influencing the course components and teacher candidates' development of Technological Pedagogical Content Knowledge (TPACK). Cases of four undergraduate elementary education courses and the advanced licensure elementary education program are described. The cross case analysis reveals the subsequent influence on the program for improving the TPACK preparation of the teacher candidates. The chapter concludes with implications for teacher educators and leaders of teacher education programs.

Developing Technological Pedagogical Content Knowledge in Elementary Education Programs

2016 ◽  
pp. 915-943
Author(s):  
Drew Polly ◽  
Ian C. Binns ◽  
S. Michael Putman ◽  
Tracy C. Rock ◽  
Amy J. Good
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Content

The digital age requires teacher education programs to constantly evaluate and revise their programs and courses, particularly with reference to guiding teacher candidates towards integrating current and emerging technologies. This designed-based research study demonstrates how state-wide mandates to revise teacher education programs were used in promoting subsequent revisions influencing the course components and teacher candidates' development of Technological Pedagogical Content Knowledge (TPACK). Cases of four undergraduate elementary education courses and the advanced licensure elementary education program are described. The cross case analysis reveals the subsequent influence on the program for improving the TPACK preparation of the teacher candidates. The chapter concludes with implications for teacher educators and leaders of teacher education programs.

scholarly journals Diversity in Coherence: Strengths and Opportunities of Three Programs

2017 ◽  
Vol 70 (3) ◽  
pp. 192-205 ◽  
Author(s):  
Esther T. Canrinus ◽  
Kirsti Klette ◽  
Karen Hammerness
Keyword(s):  
United States ◽  
Teacher Education ◽  
Student Teachers ◽  
Survey Data ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Field Placement ◽  
Potential Improvement

Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. Our study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different countries (Norway, Finland, United States [California]) and compares these candidates’ perceptions of the coherence of their teacher education programs. Candidates from a program that has explicitly been working on constructing a coherent program over a period of 15 years do report significantly more coherence, yet, across the programs, there remains room for improvement regarding the coherence between field placement and campus courses. We conclude with the suggestion that potential improvement of program coherence lies within greater communication and collaboration between the various stakeholders within teacher education.

Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs

2021 ◽  
Author(s):  
Amanda Kibler ◽  
René Pyatt ◽  
Jason Greenberg Motamedi ◽  
Ozen Guven
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Relevant Literature ◽  
Action Learning ◽  
Teacher Education Programs ◽  
Language And Literacy ◽  
Education Programs ◽  
Grow Your Own ◽  
Mentoring Practices ◽  
Instructional Competencies

Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

How the Match Gets Made: Exploring Student Teacher Placements across Teacher Education Programs, Districts, and Schools

2021 ◽  
pp. e20200014
Author(s):  
Elise St. John ◽  
Dan Goldhaber ◽  
John Krieg ◽  
Roddy Theobald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Education Programs ◽  
K 12

Emerging research finds connections between teacher candidates’ student teaching placements and their future career paths and effectiveness. Yet relatively little is known about the factors that influence these placements and how teacher education programs (TEPs) and K-12 school systems match teacher candidates to mentor teachers. In our study of this process in Washington state, we find that TEPs and K-12 systems share overarching goals related to successful student teacher placements and developing a highly effective teacher workforce. However, distinct accountabilities and day-to-day demands also sometimes lead them to prioritize other objectives. In addition, we identified informational asymmetries, which left TEPs questioning how mentor teachers were selected, and districts and schools with limited information with which to make intentional matches between teacher candidates and mentor teachers. The findings from this study inform both practice and research in teacher education and human resources. First, they illuminate practices that appear to contribute to informational gaps and institutional disadvantages in the placement of student teachers. Additionally, they raise questions about what constitutes an effective mentor teacher and provide researchers and policymakers with better insight into the professional realities of teacher educators and K-12 educators, as well as those of district human resource (HR) coordinators, which is important given their differing accountabilities and distinctive positionings in the education of teacher candidates.

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