Critical Ways of Thinking and Learning

2021 ◽  
pp. 325-343
Author(s):  
Kari Dahle-Huff ◽  
Erin Stutelberg ◽  
Donna Marie Bulatowicz
Keyword(s):  
Critical Thinking ◽  
Teacher Preparation ◽  
State Standards ◽  
Teacher Preparation Programs ◽  
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.

Critical Ways of Thinking and Learning

2019 ◽  
pp. 300-318 ◽  
Author(s):  
Kari Dahle-Huff ◽  
Erin Stutelberg ◽  
Donna Marie Bulatowicz
Keyword(s):  
Critical Thinking ◽  
Teacher Preparation ◽  
State Standards ◽  
Teacher Preparation Programs ◽  
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.

TPACK Pathways that Facilitate CCSS Implementation for Secondary Mathematics Teacher Candidates

2013 ◽  
pp. 353-369
Author(s):  
Nathan Borchelt ◽  
Axelle Faughn ◽  
Kathy Jaqua ◽  
Kate Best
Keyword(s):  
Teacher Preparation ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Core State ◽  
Preparation Programs ◽  
The Common ◽  
Secondary Mathematics Teacher

Implementation of the Common Core State Standards in Mathematics has provided teacher educators a great opportunity to reexamine whether teacher preparation programs adequately provide the experiences to develop the base of knowledge and 21st century skills necessary to be effective teachers. The Mathematics TPACK Framework provides a roadmap for a series of pathways to integrate three knowledge components that are essential in teacher development: content knowledge, pedagogical knowledge, and technological knowledge. In this chapter, the authors examine how a teacher preparation program has evolved to integrate meaningful uses of digital technologies in content and pedagogy that are relevant to the teaching and learning of mathematics through the lens of implementing the Common Core State Standards.

TPACK Pathways that Facilitate CCSS Implementation for Secondary Mathematics Teacher Candidates

2015 ◽  
pp. 692-709
Author(s):  
Nathan Borchelt ◽  
Axelle Faughn ◽  
Kathy Jaqua ◽  
Kate Best
Keyword(s):  
Teacher Preparation ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Core State ◽  
Preparation Programs ◽  
The Common ◽  
Secondary Mathematics Teacher

Implementation of the Common Core State Standards in Mathematics has provided teacher educators a great opportunity to reexamine whether teacher preparation programs adequately provide the experiences to develop the base of knowledge and 21st century skills necessary to be effective teachers. The Mathematics TPACK Framework provides a roadmap for a series of pathways to integrate three knowledge components that are essential in teacher development: content knowledge, pedagogical knowledge, and technological knowledge. In this chapter, the authors examine how a teacher preparation program has evolved to integrate meaningful uses of digital technologies in content and pedagogy that are relevant to the teaching and learning of mathematics through the lens of implementing the Common Core State Standards.

Using Mobile Technology for Student Teaching Observations of Special Education Candidates

2015 ◽  
pp. 114-127
Author(s):  
Josh Harrower ◽  
Cathi Draper Rodríguez
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Student Teaching ◽  
Mobile Technology ◽  
Video Conferencing ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
Pre Service Teacher

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.

A Safe Space

2021 ◽  
pp. 120-134
Author(s):  
Kisha L. Walker ◽  
Stacy Ness ◽  
Fran Reed ◽  
Katherine Strang
Keyword(s):  
Teacher Preparation ◽  
Instructional Strategies ◽  
Teacher Candidates ◽  
Teacher Preparation Programs ◽  
Safe Space ◽  
Practice Research ◽  
Preparation Programs ◽  
Behavioral Challenges ◽  
Critical Skills ◽  
Pre Service Teacher

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.

Using Mobile Technology for Student Teaching Observations of Special Education Candidates

2016 ◽  
pp. 726-739
Author(s):  
Josh Harrower ◽  
Cathi Draper Rodríguez
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Student Teaching ◽  
Mobile Technology ◽  
Video Conferencing ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
Pre Service Teacher

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.

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

2021 ◽  
Vol 2 (2) ◽  
pp. 1-13
Author(s):  
Jerell B. Hill
Keyword(s):  
Teacher Education ◽  
Clinical Practice ◽  
Distance Learning ◽  
Teacher Preparation ◽  
Teacher Performance ◽  
Teacher Preparation Programs ◽  
Performance Expectations ◽  
Preparation Programs ◽  
State Education ◽  
Pre Service Teacher

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.

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