Delivering Instruction to the Traditional Learner

2010 ◽  
pp. 147-170
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Teacher Preparation ◽  
Effective Teachers ◽  
Teaching Practice ◽  
Teacher Preparation Programs ◽  
Effective Teacher ◽  
Good Teacher ◽  
Preparation Programs ◽  
Subject Knowledge ◽  
Good Teaching Practice

The characterization of what constitutes a “good teacher” is probably as varied as the number of teachers in the classroom. Essential factors come into play, including the academic subject, the grade level and maturity of the learner, the preparation of the teacher, and others. Certain teachers are able to successfully impart even boring material while others render even the most appealing content unpalatable. Teacher preparation programs, for their part, pride themselves on transforming their charges into effective teachers by combining a firm grasp of subject knowledge with good teaching practice. This chapter offers the reader a look at the principles, practices and tools that make for an effective teacher of traditional students.

scholarly journals Preservice Teachers’ Mentorship Experiences during Teaching Practice in a South African Teacher Preparation Program

2021 ◽  
Vol 11 (1) ◽  
pp. 140
Author(s):  
Thuthukile Jita ◽  
Paul Nwati Munje
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
South African ◽  
Teaching Practice ◽  
Personal Characteristics ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Experimental Learning ◽  
Teachers Experiences

Mentor teachers are instrumental in teacher preparation programs during the teaching practice of preservice teachers that involves mentor-mentee relationships. This qualitative paper reports on the mentoring experiences of preservice teachers during eight weeks of teaching practice in 2020 using Gibbs’ experimental learning as a conceptual framework. Forty-five preservice teachers participated in a reflective exercise, sharing their stories through reflective essays guided by open-ended questions. A thematic approach was used in data analysis. Findings indicated that mentors’ experiences and personal characteristics, and abilities to create opportunities for growth influenced the preservice teachers’ experiences during teaching practice. The mentees’ perceptions toward mentor-mentee relationships also influenced their experience. Based on the findings, it is important to upskill mentors to equip them with professional and mentorship ethics to enable preservice teachers to acquire the requisite skills that will better prepare them as future professional teachers. The findings of this study can be useful in the process of developing professional development of mentors prior to teaching practice.

Training Novice Literacy Coaches Through a Coaching Rounds Framework

2020 ◽  
pp. 150-170
Author(s):  
Susan L. Massey ◽  
Lisa Ortmann ◽  
Katherine Brodeur
Keyword(s):  
Teacher Preparation ◽  
Adult Learners ◽  
Graduate Student ◽  
Teacher Preparation Programs ◽  
Literacy Coaches ◽  
Effective Teacher ◽  
Preparation Programs ◽  
Gradual Release Of Responsibility ◽  
Responsibility Model ◽  
Gradual Release

Teacher preparation programs are responsible for training literacy specialists/literacy coaches to be effective teacher leaders. To do this, graduate student candidates need scaffolded experiences in working with adult learners as novice coaches. As part of an online capstone coaching course, researchers at two universities implemented a Coaching Rounds Framework to train novice coaches in using coaching language and coaching stances in authentic coaching experiences with class peers and teacher colleagues. Results indicate that by using a Gradual Release of Responsibility model in which candidates view exemplar coaching videos, rehearse coaching conversations with class peers, and analyze their authentic coaching conversations with teacher colleagues, candidates effectively support teachers in literacy instruction and engage in reflective practices.

The Evolution of Teacher Education Through Emerging Technologies of Mixed Reality Simulation

2020 ◽  
pp. 16-30 ◽  
Author(s):  
Denise LaVoie Sargent
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Classroom Management ◽  
Students With Disabilities ◽  
Teacher Development ◽  
Teaching Practice ◽  
Mixed Reality ◽  
Lessons Learned ◽  
Teacher Preparation Programs ◽  
Preparation Programs

With increasing accountability in teacher education, mixed reality simulation has emerged as an evolving technological tool to enhance and refine teaching practice. Mixed reality simulation has gained traction in many preservice teacher preparation programs because it provides endless opportunities for repeated practice without consequences to students. The purpose of this chapter is to examine how mixed reality simulation is being used to prepare and train preservice and in-service teachers, strategies needed to successfully implement a simulation session, and lessons learned. Findings indicate that simulation is used to study and facilitate teacher development, classroom management, and behavioral interventions for students with disabilities, pedagogical and instructional strategies, and collaboration with adults and parents. Implications on teacher preparation are discussed.

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.

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