Instructor-Learner Partnership in Preparing Teacher Candidates to Teach Secondary School Students

2021 ◽  
pp. 127-158
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
The United States ◽  
Project Based Learning ◽  
Teacher Preparation Programs ◽  
Future Research ◽  
School Students ◽  
Preparation Programs ◽  
Fieldwork Experience ◽  
Psychology Course

Teacher preparation programs in the United States are expected to educate preservice teacher candidates through instructor-learner partnerships. Collaborative learning, project-based learning, and authentic assessment therefore are vital for preparing teacher candidates to teach in 7-12 grades. This chapter shares instances of instructor-learner partnership from an undergraduate educational psychology course via course-based and field-based assignments. First, an overview of constructivism is presented as foundational theory anchoring instructor-learner partnership in the teacher preparation course. Next, instructor-learner partnership is illustrated within a simulation task, technology-enhanced project, and fieldwork experience. Finally, instructor-learner partnership in formative assessment of course-based and field-based activities are illustrated. The chapter concludes with recommendations for inculcating instructor-learner partnership in teacher education courses, and directions for future research pertinent to instructor-learner partnership in teacher preparation programs.

Career and Technical Education’s Role in Alternative Teacher Licensure

2010 ◽  
pp. 84-102
Author(s):  
Edward C. Fletcher ◽  
Chris Zirkle
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Technical Education ◽  
Teacher Licensure ◽  
Teacher Preparation Programs ◽  
Future Research ◽  
Future Trends ◽  
Historical Overview ◽  
Preparation Programs ◽  
Career And Technical

The preparation of teacher candidates is highly differentiated among teacher preparation programs across the country. With the increasing development of alternative teacher licensure (ATL) programs, these practices have been the source of considerable debate and contention. The purpose of this chapter is to: (a) provide a historical overview of teacher licensure; (b) review the literature regarding alternative teacher licensure and the needed knowledge base for teachers; and (c) discuss the role Career and Technical Education (CTE) plays in regards to ATL, as well as point out a misconception regarding the original inception of ATL. Further, future trends and implications for future research regarding ATL and the preparation of teachers are outlined.

Fostering Professional Dispositions of Preservice Teachers in an Educational Psychology Course

2021 ◽  
pp. 22-41
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Educational Psychology ◽  
Teacher Preparation Programs ◽  
Future Research ◽  
Preparation Programs ◽  
Professional Dispositions ◽  
Course Experience ◽  
Psychology Course ◽  
Pedagogical Approaches

This chapter describes pedagogical approaches for fostering preservice teachers' professional dispositions in an undergraduate educational psychology course. First, scholarly literature related to advancement of preservice teachers' professional dispositions is reviewed. Select conceptual frameworks are reviewed and aligned with teacher preparation approaches used in the target course for advancing preservice teachers' professional dispositions. Next, analyses of preservice teachers' course experience and field experience in the target course are showcased as pedagogical approaches used for promoting preservice teachers' professional dispositions. Thereafter, additional pedagogical approaches are suggested for promoting preservice teachers' professional dispositions for teaching diverse students in secondary schools. Finally, options for examining development of preservice teachers' professional dispositions within teacher preparation programs are discussed as a future research direction.

A Rational and Manageable Value-Added Model for Teacher Preparation Programs

2016 ◽  
Vol 32 (5) ◽  
pp. 728-750 ◽  
Author(s):  
Michael P. Brady ◽  
Katie Miller ◽  
Jazarae McCormick ◽  
Lawrence A. Heiser
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Value Added ◽  
Teacher Preparation Programs ◽  
Full Time ◽  
Preparation Programs ◽  
Grade Point ◽  
Value Added Model ◽  
K 12

Educators struggle with “value-added” teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates’ lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates’ grade point averages (GPAs). Results indicated that teacher candidates’ lessons are a viable value-added model (VAM) alternative for TPPs.

scholarly journals ENHANCING THE ROLE OF FIELD EXPERIENCE SUPERVISORS: TOWARD MULTICULTURAL EQUITY IN A TEACHER PREPARATION PROGRAM

2021 ◽  
pp. 24-36
Author(s):  
Lisa VASQUEZ
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Field Experience ◽  
Historical Context ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Multicultural Society ◽  
Preparation Programs ◽  
Program Leaders

The current state of education embodies increasing public demands and policy mandates for teacher accountability in all classrooms, pre-kindergarten through Grade 12. Leaders expect increased academic performance to meet grade-level curriculum standards within a multicultural society. Teacher preparation programs are tasked to create and manage field experiences that guide practice within diverse learning communities. Teacher candidates interact with the cultural, social, and historical context of schools, of professional colleagues, and of the pupils they teach. In addition, teacher candidates should be prepared to develop practices that are intentional, personalized, differentiated, and purposeful for the pupils within their classrooms. This paper offers a case study of one university’s re-design of field experience supervision in its teacher preparation programs. The curriculum designers sought to ensure support for teacher candidates based on each student’s individual needs, while fostering systemic change responsive to ideas of race, gender, and other areas of intersectionality in a multicultural society. The field supervisor was the key to connect the practical, field-based experiences with the vision and mission of the university. Thus, program leaders identified the need to invest in the professional development of field supervisors in a way that brought the vision and mission to life—from words to action. The resulting framework included a multi-faceted approach of coaching / mentoring, professional development, and reflective discourse with colleagues.

scholarly journals Expanding EAL expertise: Taking a multilingual stance

2019 ◽  
Vol 28 (1) ◽  
pp. 5-20
Author(s):  
Ester J. De Jong
Keyword(s):  
United States ◽  
Teacher Preparation ◽  
Preservice Teacher ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Mainstream Teachers ◽  
Preservice Teacher Preparation

English as an Additional Language (EAL) students are increasingly taught by non-specialist, mainstream teachers. This trend calls for a reconceptualization of teacher education to explicitly and purposefully include linguistically and culturally responsive pedagogy in their curriculum. In the United States, several frameworks have been proposed to address this need, although much still needs to be learned about actual practice in preservice teacher preparation programs. In this article, I caution against the monolingual bias in preservice teacher preparation and argue for the mandate for developing a multilingual stance for all teachers of EAL students.

Traditional Teacher Evaluation Models

2014 ◽  
pp. 342-361
Author(s):  
Katina M. Leland ◽  
Amy L. Sedivy-Benton
Keyword(s):  
Teacher Preparation ◽  
The United States ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Focal Points ◽  
Preparation Programs ◽  
Current Trends ◽  
Evaluation Models ◽  
Method Of Evaluation

Student achievement has become one of the main focal points regarding education across the United States. With this intense focus on students, teachers are thrust unwillingly into the spotlight. Teacher practices and student outcomes have become the new norm for evaluation in PK-12 education. That method of evaluation is crossing over into teacher preparation programs as attempts are being made to connect the quality of a teacher preparation program to the performance of those graduates in the classroom. This chapter focuses on the current trends that exist for both pre-service teachers as well as teachers of record. A brief history is examined as well as issues that currently exist within these structures. The chapter concludes with the implications of these practices and suggestions for future trends and recommendations for evaluating teachers at both the pre-service experience level and when they are employed in the classroom.

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.

Guiding Online Graduate Special Education Candidates Through E-Performance Assessments and edTPA

2022 ◽  
pp. 1021-1036
Author(s):  
Charmion Rush ◽  
Karena J. Cooper-Duffy
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Special Education Teachers ◽  
Teacher Candidates ◽  
Teacher Candidate ◽  
Performance Assessments ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Online Teacher ◽  
Field Supervisors

As online teacher preparation programs continue to grow, guiding the process for edTPA candidates can pose varying challenges. As such, teacher preparation programs must be equipped to provide guidance to online candidates as they complete the actionable items required for edTPA. Provided from the field supervisors' perspective, this chapter outlines the current process Western Carolina University has in place to provide effective clinical and teacher candidate experiences for students in their online program. The purpose of this chapter provides guided structure for graduate special education teachers pursing initial licensure through an online masters' program. This chapter will include 1) the challenges of guiding online students through the e-portfolio process, 2) an exploration of the provided structure for the teacher candidates to fulfill the requirements of edTPA, as well as 3) recommendations for teacher preparation programs and teacher candidate readiness in the practice and application of e-performance assessments and edTPA.

Advancing Teacher Candidates' Capabilities for Differentiated Instruction

2021 ◽  
pp. 77-99
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Teacher Preparation ◽  
General Education ◽  
Preservice Teacher ◽  
Differentiated Instruction ◽  
Inclusive Education ◽  
Teacher Candidates ◽  
Pedagogical Practices ◽  
Future Research ◽  
Future Research Directions ◽  
Psychology Course

This chapter illustrates pedagogical practices from an undergraduate educational psychology course focused on preparing preservice teacher candidates for inclusive education in grades 7-12 general classes. First, literature related to teacher preparation for multi-tiered inclusive education is reviewed. Next, an inclusive instructional project is showcased to pinpoint pedagogical approaches used for promoting preservice teacher candidates' capabilities for differentiated instruction and technology-enhanced instruction in general education. Finally, implications of pedagogical practices for promoting preservice teacher candidates' aptitude for teaching diverse students via differentiated instruction are discussed, and future research directions for examining effectiveness of teacher preparation in general education for inclusive education are suggested.

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