Instructional Technology Courses in Teacher Education

2018 ◽  
Vol 14 (3) ◽  
pp. 41-54
Author(s):  
Esther Ntuli
Keyword(s):  
Technology Integration ◽  
Qualitative Data ◽  
Teacher Preparation Programs ◽  
Significant Variable ◽  
Preparation Programs ◽  
Program Of Study ◽  
Teacher Recommendations ◽  
And Gender ◽  
K 12 ◽  
Type Of School

This article uses OLS and 2SLS regression analysis to examine K-12 educators' perceptions of technology courses that were integrated in their program of study and the extent to which the courses influenced the educators' technology competencies and integration. A purposeful sample of 90 K-12 and 50 non-K-12 teachers in Idaho participated in the study. A survey was used in the collection of both quantitative and qualitative data. Findings indicate that though most teachers had taken technology courses during teacher training, they still lack transferrable technology pedagogical methods or skills. Both perception and technology integration were influenced by the teacher's age, experience, educational level, social network, type of school and location. 2SLS estimation demonstrated that perception was also a significant variable affecting technology integration. However, there was no evidence of the effect of class size and gender on either integration or perceptions implying that these two variables might not be important from a policy perspective. In-service teacher recommendations for teacher preparation programs are also discussed.

Classroom Management, Lesson Planning, and Technology Integration . . . Oh My!

2021 ◽  
pp. 583-603
Author(s):  
C. Lorraine Webb ◽  
Amy M. Barrios ◽  
Karen L. Kohler
Keyword(s):  
Technology Integration ◽  
Teacher Preparation ◽  
Classroom Management ◽  
Lesson Planning ◽  
Virtual Learning Environment ◽  
Teacher Preparation Programs ◽  
Successful Implementation ◽  
Preparation Programs ◽  
Educator Preparation ◽  
K 12

This chapter aims to share the results of a study of faculty in teacher preparation programs across the state of Texas to identify ways educator preparation has shifted its instruction as a result of COVID-19. Both quantitative and qualitative data results are shared, along with implications. The research provides some clarity regarding how future educator preparation programs and K-12 classroom teachers can adjust instructional practices as the shift to a virtual learning environment continues. The authors offer suggestions for best practices in virtual instruction for lesson planning, classroom management, and technology integration for K-12 teachers, as well as recommendations for teacher preparation programs to prepare pre-service teachers for successful implementation in those three areas while teaching in a virtual environment.

Modeling Technology Integration in Teacher Preparation Programs

2018 ◽  
pp. 82-97 ◽  
Author(s):  
Judi Simmons Estes ◽  
Amber Dailey-Hebert
Keyword(s):  
Technology Integration ◽  
Teacher Preparation ◽  
Professional Learning ◽  
Teacher Candidates ◽  
Department Of Education ◽  
Teacher Preparation Programs ◽  
Learning Networks ◽  
Preparation Programs ◽  
Modeling Technology ◽  
K 12

Teacher preparation programs are expected to prepare teacher candidates to integrate technology with instruction in meaningful ways to support PK-12 student learning (U.S. Department of Education, Office of Technology, 2017). Consequently, teacher candidates must experience technology in their teacher preparation coursework, including modeling by faculty, experiencing opportunities to practice integration through course assignments, and observing technology integration being implemented in K-12 classrooms. To accomplish these tasks, faculty must develop knowledge, skills, resources, and professional learning networks for themselves, including actively developing K-12 partnerships.

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.

Black Women Superintendents

2021 ◽  
Author(s):  
Sonya Douglass Horsford ◽  
Dessynie D. Edwards ◽  
Judy A. Alston
Keyword(s):  
Black Women ◽  
Educational Administration ◽  
Education Leadership ◽  
Leadership Preparation ◽  
The United States ◽  
Women Superintendents ◽  
Preparation Programs ◽  
Race And Gender ◽  
And Gender ◽  
K 12

Research on Black women superintendents has focused largely on their racial and gendered identities and the challenges associated with negotiating the politics of race and gender while leading complex school systems. Regarding the underrepresentation of Black female superintendents, an examination of Black women’s experiences of preparing for, pursuing, attaining, and serving in the superintendency may provide insights regarding their unique ways of knowing and, leading that, inform their leadership praxis. Informed by research on K-12 school superintendency, race and gender in education leadership, and the lived experiences and knowledge claims of Black women superintendents, important implications for future research on the superintendency will be hold. There exists a small but growing body of scholarly research on Black women education leaders, even less on the Black woman school superintendent, who remains largely underrepresented in education leadership research and the field. Although key studies have played an important role in establishing historical records documenting the service and contributions of Black women educational leaders in the United States, the bulk of the research on Black women superintendents can be found in dissertation studies grounded largely in the works of Black women education leadership scholars and practitioners. As a growing number of aspiring and practicing leaders who identify as Black women enter graduate-level leadership preparation programs and join the ranks of educational administration, questions concerning race and gender in leadership are almost always present as the theories presented in leadership preparation programs often conflict with or represent set of perspectives, realities, and strategies that may not align with those experienced by leaders who identify as Black women. For these reasons, their leadership perspectives, epistemologies, and contributions are essential to our understanding of the superintendency and field of educational leadership.

Multimodal Composition for Teacher Candidates

2016 ◽  
pp. 1252-1272
Author(s):  
Dana L. Grisham ◽  
Linda Smetana
Keyword(s):  
Teacher Preparation ◽  
Graduate Students ◽  
21St Century ◽  
Literacy Instruction ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Multimodal Composition ◽  
Preparation Programs ◽  
K 12

This chapter reports on a study conducted by two teacher educators in literacy instruction and provides examples of the ways teacher educators can “distribute” technology-rich writing instruction across their coursework. Using the TPACK model, 21 graduate students in a preservice course on curriculum planned, taught, and reflected on generative technology lessons with real students in real classrooms. Data collected included the lessons and reflections, ePoster presentations, and other writings by students on the topic. Findings indicate that graduate students chose a diverse array of technology tools, and planned carefully, matching tools with desired learning outcomes. Although graduate students initially felt “pushed” by the assignment, post lesson reflections showed positive changes in attitude and appreciation for the motivation and engagement of their K-12 students with the technology lessons. Graduate students also derived a more realistic picture of planning for instruction. Implications involve the necessity of supporting 21st century literacies in teacher preparation programs. Examples of lessons and tools used are included.

scholarly journals Cascading, Colliding, and Mediating: How Teacher Preparation and K-12 Education Contexts Influence Mentor Teachers’ Work

2019 ◽  
Vol 71 (1) ◽  
pp. 108-121 ◽  
Author(s):  
Rachel Roegman ◽  
Joni Kolman
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Theoretical Framework ◽  
Mentor Teachers ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Multiple Contexts ◽  
The Many ◽  
K 12

In this conceptual article, we present a theoretical framework designed to illustrate the many contexts and factors that interact and shape the work of mentor teachers. Drawing on the literature on K-12 teaching and on teacher preparation, we argue for greater acknowledgment of the complex work of mentor teachers as they navigate multiple contexts. We conclude by considering how this framework helps us to better understand the work of mentor teachers and by offering suggestions for teacher preparation programs and K-12 schools to better support mentor teachers and best prepare teacher candidates.

scholarly journals Challenges and constraints encountered by Saudi pre-service science teachers: a critical perspective

2015 ◽  
Vol 12 (1) ◽  
pp. 26-45
Author(s):  
Amani K. Hamdan
Keyword(s):  
Saudi Arabia ◽  
Teacher Preparation ◽  
Science Teachers ◽  
Service Science ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Professional Experiences ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
K 12

Recently, various policies have been implemented in Saudi Arabia to reform science teaching at K-12 levels in order to focus on critical thinking, inquiry-based learning, and problem solving. Research is needed to explore the adequacy of teacher preparation programs to determine whether these programs sufficiently prepare Saudi science teachers to teach according to these new reforms. This study explores the challenges that Saudi pre-service science teachers face in these higher education programs. Results indicated that graduates of the programs studied were satisfied with their experiences; however, various concerns were expressed by some pre-service teachers regarding the theory-practice gap between their university coursework and field experiences, and the supervision structures and functions in place for the professional experiences component. Modifications to the teacher preparation programs are suggested in order to address these concerns and to successfully enact reforms in science education in Saudi Arabia.

scholarly journals The Decline of K-12 Candidates: A Qualitative Study from Teacher Candidate Perspectives

2020 ◽  
Author(s):  
Dr. Darcey Gray ◽  
Dr. Michelle Davis ◽  
Dr. Raymond Holmes ◽  
Barbara Vaiana
Keyword(s):  
Teacher Attrition ◽  
Teacher Candidates ◽  
The United States ◽  
Teaching Profession ◽  
Teacher Preparation Programs ◽  
Initial Training ◽  
Preparation Programs ◽  
Phenomenological Research Design ◽  
Qualitative Phenomenological ◽  
K 12

<p>The growing concern within the K-12 teaching profession is a decline of individuals pursuing a teaching certification or exiting the profession within the first five years of teaching (Dupriez, Delvaux, & Lothaire, 2016). The teacher loss affects not only the instructional aspects, students, and educational communities, but also the financial aspects such as initial training, recruitment, hiring and professional development. This research investigates through a qualitative phenomenological research design, themes which contribute to teacher attrition across the United States. The conceptual framework reviews the narratives from the survey, which provides a theme on the rationale why teacher candidates are not staying in the profession. Data sample were 13 anonymous new teachers and graduates of teacher preparation programs in the last 2-5 years who responded to open-ended survey questions in which their responses contributed to the investigation and results. Results revealed three themes including support, administration, and management were used interchangeably. </p>

scholarly journals An Investigation into Anxiety about the Science Lesson Through a Mixed Model

2021 ◽  
Vol 10 (1) ◽  
pp. 104
Author(s):  
Emrah Özbuğutu
Keyword(s):  
Private School ◽  
Significant Relationship ◽  
Qualitative Data ◽  
Mixed Model ◽  
Family Income ◽  
Income Level ◽  
Science Lesson ◽  
Science Anxiety ◽  
And Gender ◽  
Type Of School

This study was conducted with a total of 158 students from 6th, 7th and 8th grades in two different secondary schools located in Siirt in the academic year of 2020-2021 to examine students&rsquo; anxiety about the science lesson in terms of various variables and to determine the reasons for science anxiety. The study was conducted on the basis of a mixed design. While quantitative data were collected using the &ldquo;Science Anxiety Scale (SAS)&rdquo; and qualitative data were collected using the &ldquo;Anxiety Form&rdquo;. Through the SAS, the anxiety levels of the students were determined and the relationship between the scale anxiety score and gender, grade levels, income levels and type of school was examined. The data collected by the SAS were analysed using the SPSS 26 package program. The content analysis of the data collected with the anxiety form was carried out. It was determined in the quantitative part of the research that there is no significant relationship between science anxiety and gender, 6th-grade students have higher science anxiety in the environmental sub-dimension compared to 7th and 8th-grades, and there is a significant relationship between family income level and type of school and anxiety scores, science anxiety decreased as the income level increased, and students studying at private school had less science anxiety. Based on the qualitative data of the study, anxieties of the study are mainly related to the science lesson, notably related to the exam, rote learning, hardness of lessons, the anxiety of falling behind in the class, and the homework. However, while some students have anxiety about the attitude and questions of teachers, others are instinctively anxious about giving wrong or no answers arising from attitudes and morale. While 3% of the students are anxious about everything, 14.9% are anxious about nothing. Their responses to the items of the questionnaire and the anxiety form are close in proportion, so it has been concluded that the quantitative and qualitative data of the study support each other.

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