Teacher Preparation in Computer Science Pre-Service and Inservice Programs

2021 ◽  
pp. 105-122
Author(s):  
Wykeshia W. Glass ◽  
Desiree G. Hickman ◽  
Calvin M. Reaves
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Computer Science ◽  
Critical Role ◽  
Teacher Preparation Programs ◽  
Inservice Teachers ◽  
Colleges Of Education ◽  
Preparation Programs ◽  
21St Century Classroom ◽  
P 16

In order to create an effective 21st century classroom that engages and meets the needs of students, teachers must be knowledgeable of what motivates students to learn and how technology plays a critical role in his/her instruction. Due to the limited exposure of computer science education in the mainstream P-16 curriculum, only a small portion of students from public schools go on to careers in technology. The purpose of this chapter was to examine how teacher preparation programs and districts can better prepare pre-service and inservice teachers with experiences and professional development opportunities to equip them with the tools to effectively and efficiently teach in P-16 classroom settings. As a result, not only school districts but colleges of education must begin to develop and plan for the uses of computer related technologies for its educators.

Fostering the Disposition to Serve

2018 ◽  
pp. 445-460
Author(s):  
Reid Richard Riggle
Keyword(s):  
Teacher Preparation ◽  
Service Learning ◽  
Teacher Candidates ◽  
Critical Role ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Field Placements ◽  
Educational Need ◽  
High Need Schools ◽  
The Village

Many teacher candidates enter teacher preparation programs with the desire to serve or to change the lives of others. Teacher education programs are uniquely positions leverage this desire to serve through intentional service-learning field placements. Service-learning, particularly early in the preparation program, can play a critical role in building the disposition to serve. This chapter explores one way teacher preparation programs can cultivate the orientation to serve high-need schools. Candidates enrolled in the Village Project serve in high-need schools, address a real community and educational need, and are provided reflection opportunities to connect the experience to their developing knowledge of learning and motivation. Ultimately, the goal the Village Project as an early service-learning field experience is to help teacher candidates develop a professional identity that increases the personal desire to work in educational communities that have a need.

Preparing Teachers in the Age of Equity and Inclusion

2017 ◽  
pp. 1532-1554
Author(s):  
Kelly M. Anderson
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Professional Organizations ◽  
Quality Teachers ◽  
Preparation Programs ◽  
Inclusive Learning ◽  
Controversial Topic ◽  
Changing Demographics

Preparing high quality teachers for practice in P-12 schools has been an extensively debated and controversial topic for many years. Today, with the changing demographics of students in our public schools, topics such as teacher preparation and overall quality of teachers in the U.S. has gained even greater scrutiny from policymakers, private agencies, professional organizations, accreditation boards, and politicians. This chapter explores historical to more recent perspectives of teacher education and related issues surrounding the absence of a universally accepted profile of teacher quality. The chapter also includes illustrations of contemporary teacher preparation programs that have thoughtfully redesigned traditional models into integrated extensive clinical based approaches to preparing teachers. The chapter concludes with a discussion of exemplary teacher preparation practices that align with equitable and inclusive learning environments currently found in public schools.

Transforming Preservice Mathematics Teacher Knowledge for and with the Enacted Curriculum

2016 ◽  
pp. 215-240 ◽  
Author(s):  
Alden J. Edson ◽  
Amanda Thomas
Keyword(s):  
Teacher Preparation ◽  
Teacher Knowledge ◽  
Mathematics Teacher ◽  
Critical Role ◽  
Instructional Materials ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Pedagogical Content ◽  
Enacted Curriculum

In a curriculum system, instructional materials and their enactment impacts students learning of school mathematics. In this chapter, the authors re-examine enacted curriculum in light of research on Digital Instructional Materials (DIMs) and the critical role of the mathematics teacher. This chapter documents research from two different studies suggesting that, while effectively leveraging digital materials may require teachers to think outside of their traditional views of how mathematics content is learned and communicated, doing so requires more than the resources themselves. In order to seize upon the potential for DIMs to support student learning in mathematics, teacher preparation must offer opportunities for teachers to develop and transform their technological pedagogical content knowledge (TPACK) knowledge for and with DIMs. To this end, the authors propose specific recommendations for teacher preparation programs in the digital age.

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

2008 ◽  
Vol 27 (1-2) ◽  
pp. 43-54 ◽  
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 ◽  
Teacher Preparation Programs ◽  
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

Solidifying Cultural Prisms of Teacher Preparation Programs: A Foreign?born African American Voice to Honor Accountability

2009 ◽  
Vol 4 (1) ◽  
Author(s):  
Sean S. Warner
Keyword(s):  
Teacher Preparation ◽  
Multicultural Education ◽  
Culturally Responsive ◽  
Linguistic Diversity ◽  
Life Experiences ◽  
Teacher Preparation Programs ◽  
Colleges Of Education ◽  
Responsive Teaching ◽  
Foreign Born ◽  
Preparation Programs

There are countless Schools and Colleges of Education around the country touting strong commitments to cultural and linguistic diversity (CLD), culturally responsive teaching, and multicultural education in their teacher?preparation programs; however, we are still seeing critical masses of graduates from these programs teach (and assess learning) in ways inconsistent with the aforementioned ideals. This article uses my life?experiences to inform and discuss what the core foci of teacher?preparation programs should be in rapidly changing P?12 environments.

scholarly journals LOCUS OF CONTROL IN GEORGIAN TEACHERS AND ITS RELATION TO TEACHER BURNOUT

2016 ◽  
Vol 11 (1) ◽  
pp. 8-15
Author(s):  
Maya Bitsadze ◽  
Marine Japaridze
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Locus Of Control ◽  
General Education ◽  
Teacher Burnout ◽  
Maslach Burnout Inventory ◽  
Teaching Profession ◽  
Teacher Preparation Programs ◽  
Professional Burnout ◽  
Preparation Programs

The intensive reforms taking place in general education field in Georgia impose considerable stress to those engaged in teaching profession. This may gradually lead to the condition of professional burnout of teachers. According to the conducted research some teachers have experienced burnout while others did not. The purpose of the present research is to identify how the personal quality such as control of locus may have influenced the level of burnout in Georgian teachers. Two self-assessment instruments, Rotter Scale and Maslach Burnout Inventory (MBI), were used in this research to measure control of locus type and level of burnout among Georgian teachers. Two questionnaires were distributed among 407 teachers at Public schools of Georgia. After dismissing inaccurately filled out questionnaires the analysis was conducted based on the data received from 373 questionnaires. The research findings revealed that Georgian teachers with internal locus of control are less likely to become professional burnout victims. Significant correlations proved to exist between locus of control orientation and teacher burnout on Emotional Exhaustion (EE) and Personal Achievements (PA) subscales of MBI. The article explores the opportunities to change locus of control from external to internal as a part of teacher professional development activities guided by school Principals and through redesigning of teacher preparation programs in order to make teachers more resistant to professional burnout. Key words: teacher burnout, locus of control, teacher preparation programs.

scholarly journals Developing Classroom Management Strategies in Non-Native Culture: A Single Case Study

2018 ◽  
Author(s):  
Xianquan Liu ◽  
Wayne Babchuk
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Classroom Management ◽  
Single Case ◽  
Management Strategies ◽  
Teacher Preparation Programs ◽  
Single Case Study ◽  
Preparation Programs ◽  
Classroom Management Strategies

This single case study explored the practicum and student teaching experience of a native Chinese pre-service language teacher in order to better understand her process of developing classroom management strategies and the difficulties and challenges emerged in that process. In a broader sense, the case study aims to inform teacher preparation programs in terms of preparing Chinese teachers for secondary public schools in the U.S. The longitudinal study employed semi-structured interviews, classroom observation notes, teaching reflections and documents. Six themes — instructional challenges, coping strategies, cultural difference, language frustration, attitudes and feelings, and improvement — emerged from constant comparative analysis. Compared with previous literature, the current research underscores the importance of accessibility of classroom management resources and the positive problem-solving attitude of the native Chinese pre-service teacher in her challenging experience of developing classroom management strategies in American public schools. The researchers discuss the needs for providing supporting accommodations for native Chinese pre-service teachers in teacher preparation programs.

Transforming Preservice Mathematics Teacher Knowledge for and With the Enacted Curriculum

2018 ◽  
pp. 1647-1672
Author(s):  
Alden J. Edson ◽  
Amanda Thomas
Keyword(s):  
Teacher Preparation ◽  
Teacher Knowledge ◽  
Mathematics Teacher ◽  
Critical Role ◽  
Instructional Materials ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Pedagogical Content ◽  
Enacted Curriculum

In a curriculum system, instructional materials and their enactment impacts students learning of school mathematics. In this chapter, the authors re-examine enacted curriculum in light of research on Digital Instructional Materials (DIMs) and the critical role of the mathematics teacher. This chapter documents research from two different studies suggesting that, while effectively leveraging digital materials may require teachers to think outside of their traditional views of how mathematics content is learned and communicated, doing so requires more than the resources themselves. In order to seize upon the potential for DIMs to support student learning in mathematics, teacher preparation must offer opportunities for teachers to develop and transform their technological pedagogical content knowledge (TPACK) knowledge for and with DIMs. To this end, the authors propose specific recommendations for teacher preparation programs in the digital age.

Sign in / Sign up

Export Citation Format

Share Document