Academic induction for new teacher educators: Forging authentic research identities through practitioner inquiry

2013 ◽  
pp. 110-122
Keyword(s):  
Teacher Educators ◽  
New Teacher ◽  
Practitioner Inquiry

Adopting the edTPA: Cross-Systems Processes and Decisions in Wisconsin

2017 ◽  
Vol 40 (4) ◽  
pp. 260-268 ◽  
Author(s):  
Cheryl Hanley-Maxwell ◽  
Marcie Wycoff-Horn
Keyword(s):  
Performance Measures ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
State Level ◽  
Sole Source ◽  
New Teacher ◽  
State Agency ◽  
Preparation Programs ◽  
Teacher Performance Assessment ◽  
Administrative Code

Adoption of the edTPA as part of new teacher licensing and/or program approval requirements has created heated discussions among teacher educators. Among the discussion topics is the supposition that state-level bureaucrats have been the sole source of the decision to require the edTPA, with little input from the preparation programs. This article describes how a university–state agency workgroup, in response to administrative code requirements, investigated various performance measures, identified and discussed many of the controversies, and then recommended adoption of the Teacher Performance Assessment (TPA/edTPA) to fulfill two assessment roles: (a) candidate licensing and (b) teacher education program evaluation. Also included is a discussion of the factors that led to the associated decisions.

Preparing the Next Generation of Teacher Educators: The Role of Practitioner Inquiry

2015 ◽  
Vol 37 (4) ◽  
pp. 373-396 ◽  
Author(s):  
Jennifer Jacobs ◽  
Diane Yendol-Hoppey ◽  
Nancy Fichtman Dana
Keyword(s):  
Teacher Educators ◽  
Practitioner Inquiry ◽  
Next Generation

Becoming Clinically Grounded Teacher Educators: Inquiry Communities in Clinical Teacher Preparation

2020 ◽  
pp. 002248712091586 ◽  
Author(s):  
Rachel Wolkenhauer ◽  
Angela Hooser
Keyword(s):  
Clinical Practice ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Novice Teacher ◽  
Teacher Educator ◽  
Clinical Teacher ◽  
Practitioner Inquiry ◽  
Naturalistic Inquiry ◽  
Community Approach ◽  
Hermeneutic Approach

Calls for the renewal of teacher preparation through clinical practice have left many novice teacher educators to learn on the job. This article reports on the research of two such novices, studying their own practice. Addressing the need to better understand the approaches teacher educators take to clinically grounding their work, the authors used a hermeneutic approach to naturalistic inquiry to study their use of an inquiry community framework in a teacher preparation clinical setting. The authors found that within an arc of practitioner inquiry, explicitly teaching guided reflection and professional dialoguing skills within an inquiry community were key teacher educator practices. They found that an inquiry community approach holds promise as a structure and space for teacher educators to advance teacher preparation toward clinical practice.

scholarly journals “Bad Inquiry”: How Accountability, Power, and Deficit Thinking Hinder Pre-Service Practitioner Inquiry

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Stephanie Schroeder
Keyword(s):  
Student Learning ◽  
Teacher Educators ◽  
Mentor Teachers ◽  
Practitioner Inquiry ◽  
Deficit Thinking ◽  
K 12

This study of 30 pre-service teachers’ practitioner inquiry papers explores potential pitfalls of practicing inquiry with pre-service teachers. Focusing on the types of questions pre-service teachers ask about student learning, the challenges they face when engaging in inquiry, and the weaknesses of their inquiry products, this paper finds that accountability culture in education, pre-service teachers’ lack of power in the classroom, and deficit thinking left unchallenged by instructors led to weak inquiries. Implications include the need for teacher educators to work with mentor teachers across university and K-12 boundaries, and the need to teach explicitly about the power inquiry holds in neoliberal contexts.

scholarly journals Mentorship and Induction: Negotiating a Collaborative Enterprise or Apprenticing for Status Quo Maintenance?

2009 ◽  
Vol 18 (2) ◽  
Author(s):  
Christine L. Cho ◽  
Sarah Elizabeth Barrett ◽  
R. Patrick Solomon ◽  
John P. Portelli ◽  
Donatille Mujawamariya
Keyword(s):  
Teacher Induction ◽  
Teacher Educators ◽  
New Teacher ◽  
Critical Examination ◽  
Induction Programs ◽  
Policy And Practice ◽  
New Teacher Induction ◽  
Induction Program ◽  
Process And Outcome ◽  
Faculties Of Education

This paper is from a three-year research project that examined the Ontario (Canada) government philosophy, policy and practice in moving from standardized teacher testing to a new teacher induction program (NTIP) to achieve teacher quality and competence. This paper utilizes a critical democratic perspective to analyze the perspectives of 47 teacher educators from 10 faculties of education in Ontario. Two major themes arose from their perspectives on NTIP: a) clear collaboration/partnership among stakeholders (including faculty, school boards, schools, communities); and, b) increasing effective communication and knowledge while maintaining the importance of equity, diversity and understanding community. The findings revealed the need for a more critical examination of the process and outcome of mentorship and induction programs for new teachers.

scholarly journals Practice Teachers’ Role in Teacher Education – Individual Practices across Educational Curricula

2016 ◽  
Vol 10 (2) ◽  
pp. 179-192
Author(s):  
Kirsten Elisabeth Thorsen
Keyword(s):  
Teacher Education ◽  
Education Reform ◽  
Teacher Educators ◽  
New Teacher ◽  
Theoretical Studies ◽  
School Teachers ◽  
Broad Perspective ◽  
Teacher Education Reform ◽  
Depth Interviews

Praksislærere har en sentral rolle i lærerutdanning. Forskning peker imidlertid på at både tilfeldigheter og uklarheter er knyttet til utøvelse av rollen. Forskningsprosjektet “Teachers` Professional Qualifications” (TPQ), undersøker intensjoner med den nye lærerutdannings­reformen i Norge i et bredt perspektiv. Denne artikkelen undersøker hvordan praksislærere oppfatter sin rolle og sine oppgaver på bakgrunn av at reformen har ambisjoner om praksis­lærere som likeverdige samarbeidspartnere i lærerutdanning. Studien har utgangspunkt i en spørreundersøkelse med 45 praksislærere i tillegg til dybdeintervju med åtte andre.Resultatene viser at det som kjennetegner rollen som praksislærer, først og fremst er lang erfaring som lærer. I tillegg viser resultatene at generelle læreroppgaver har mer oppmerk­somhet i praksisperioder enn det som er mål i lærerutdanningsprogrammet. På den måten legitimerer praksislærere sin rolle ut av en lærerutdanningskontekst. Studien bekrefter også det internasjonal forskning viser: behovet for å involvere praksislærere i felles prosesser for å utvikle sammenhenger mellom teoristudier og praksisopplæring i lærerutdanning.Fire år etter implementering av lærerutdanningsreformen i Norge er det grunn til å stille spørsmål ved i hvilken grad intensjonene i reformen har blitt realisert. Diskusjonen er i hovedsak knyttet til profesjonalisering av praksislærerrollen og praksislærere som likeverdige samarbeidspartnere i lærerutdanning.Nøkkelord: lærerutdanning, lærerutdannere, praksislærere, forholdet teori-praksisAbstractPractice teachers have a central role in teacher education. However, research indicates ran­domness and obscurity in performing this role. The research project “Teachers’ Professional Qualifications” (TPQ) examines objectives regarding the new Teacher Education Reform in Norway from 2010 in a broad perspective. As the reform places high demands on practice teachers as equal participants in teacher education, this article examines how they perceive their roles and tasks with respect to the intentions. The study is based on a survey of 45 practice teachers and in-depth interviews with eight others.The main results reveal that the role of practice teachers as mentors is based on signifi­cant experience as school teachers and that general teacher activities are more focused than the claims of the educational programs. Practice teachers seem to legitimate their role out­side of the context of teacher education. The study also seems to confirm what international research strongly indicates: the need to involve and cooperate with practice teachers to increase coherence in theoretical studies and school practice.Four years after the implementation of the reform, there are reasons to question the degree to which the reform intentions have been realized. The discussion is related, in particular, to the professionalization of the role of the practice teachers and their role as cooperating participants in teacher education.   Keywords: teacher education, teacher educators, practice teachers, theory-practice relation­ship

New Teacher Socialization and the Testing Apparatus

2018 ◽  
Vol 88 (3) ◽  
pp. 308-333 ◽  
Author(s):  
SARAH BYRNE BAUSELL ◽  
JOCELYN A. GLAZIER
Keyword(s):  
Elementary School Teachers ◽  
Teacher Educators ◽  
Beginning Teacher ◽  
High Stakes Testing ◽  
New Teacher ◽  
Discussion Groups ◽  
Teacher Socialization ◽  
School Teachers ◽  
High Stakes ◽  
Teaching Philosophies

Given the well-documented pervasiveness of high-stakes assessment in preK–12 schools, many researchers have investigated how testing affects students. In this article, Sarah Byrne Bausell and Jocelyn A. Glazier explore the ways that high-stakes testing influences beginning teacher socialization and the ways that teacher colleagues shape one another's responses to these policies. The authors use discourse analysis to examine six years of transcripts collected from a series of quarterly teacher discussion groups, during which elementary school teachers talked about their work within the testing landscape. Their findings indicate that high-stakes testing deeply affects teacher beliefs, practices, and socialization behaviors, thus revealing a troubling tendency to position students as numbers and a sharp decline in talk about teaching philosophies and practices develops alongside the testing policy landscape. Bausell and Glazier recommend that teacher educators prepare future teachers with an understanding of the ways teacher socialization unfolds so that new teachers can be mindful of the factors that may shape their practice.

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