scholarly journals Preparing Teachers for Urban Settings: Changing Teacher Education by Changing Ourselves

2000 ◽  
Author(s):  
Colleen Willard-Holt
Keyword(s):  
Urban Education ◽  
Teacher Education ◽  
Urban Schools ◽  
Lived Experiences ◽  
Qualitative Methodology ◽  
Faculty Members ◽  
Education Faculty ◽  
Joint Project ◽  
Comfort Levels ◽  
Teacher Education Faculty

This article describes the personal and professional changes experienced by a teacher education faculty who embarked on a joint project relating to urban education. The faculty members committed to write book chapters applying their areas of expertise to the challenge of preparing teachers for urban schools. Using qualitative methodology, this research examined the faculty members' discoveries, thoughts, doubts, and reflections at three points during the project. Results showed an evolving perspective on urban education focusing upon understanding the lived experiences of the children in order to provide meaningful education for them. This study may provide insight and encouragement for other teacher education faculties who undertake projects which "push the envelope" of their comfort levels.

scholarly journals Education amidst COVID-19 Disruption: Perceived Difficulty in Implementing Flexible Learning Strategies of Teacher Education Faculty Members in a State University

2020 ◽  
Vol 3 (3) ◽  
pp. 142-150
Author(s):  
Kevin T. Lagat
Keyword(s):  
Teacher Education ◽  
Learning Strategies ◽  
The Philippines ◽  
Faculty Members ◽  
State University ◽  
Education Faculty ◽  
Eastern Province ◽  
Flexible Learning ◽  
Perceived Difficulty ◽  
Teacher Education Faculty

This descriptive-correlational study described and analyzed the perceived difficulty in implementing Flexible Learning (FL) strategies of 60 teacher education faculty members of a state university in an eastern province in the Philippines. Moreover, this study investigated the correlation between the faculty members’ demographics and their perceived difficulty in implementing flexible learning strategies. Data were collected using a researcher-made questionnaire and analyzed using weighted mean, standard deviation, Spearman Rho Correlation, and Rank-Biserial Correlation. Results revealed that faculty members, in general, considered flexible learning strategies to be slightly difficult to implement. A significant relationship was also found between the faculty members’ generational age and their perceived difficulty in the Instructional Approach and Resources domain. The findings of this study suggest capacity building initiatives to address the identified difficult flexible learning strategies of the faculty members.

scholarly journals Shared Visions: Professional Development for Teacher Education Faculty

10.28945/2496 ◽  
2002 ◽  
Author(s):  
Leslie Hall ◽  
Clint Fisher ◽  
Sandra Musanti ◽  
Don Halquist ◽  
Matthew Magnuson ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Doctoral Students ◽  
Development Program ◽  
Assistant Professor ◽  
Faculty Members ◽  
Education Faculty ◽  
Development Team ◽  
Professional Educators ◽  
Teacher Education Faculty

This paper discusses a professional development program in the area of technology integration for teacher education faculty. The program was funded by a Preparing Tomorrow's Teachers This initiative involved one assistant professor of educational technology and five doctoral students as Tech Guides as the professional development team. Twenty-five faculty members who teach methods courses for licensure participated in the program. Each graduate student mentored five faculty members. The design of the professional development relied on the faculty members as professional educators to co-design the program with the professional development team. We discuss some of our insights gained from this three-year initiative and suggest ways in which this and similar programs could be supported and institutionalized in colleges of education.

PETE Faculty Preferences and Responsibilities for Research, Teaching, and Service in the United States

2020 ◽  
Vol 39 (3) ◽  
pp. 396-406
Author(s):  
Kim C. Graber ◽  
K. Andrew R. Richards ◽  
Chad M. Killian ◽  
Amelia Mays Woods
Keyword(s):  
Teacher Education ◽  
Faculty Members ◽  
Work Role ◽  
Occupational Socialization ◽  
Physical Education Teacher ◽  
Institution Type ◽  
Education Teacher ◽  
Socialization Theory ◽  
Physical Education Teacher Education ◽  
Teacher Education Faculty

Purpose: Grounded in occupational socialization theory, the purpose of this investigation was to examine U.S. physical education teacher education faculty members’ work role preferences, how their actual work role responsibilities compare to institutional expectations, and differences in these preferences and responsibilities based on gender and institution type (i.e., bachelor’s, master’s, and doctoral institutions). Methods: Participants included 323 physical education teacher education faculty members (188 females and 135 males) from 230 institutions of higher education who completed an online survey. Data were analyzed using descriptive statistics and a series of 3 × 2 (Institution Type × Gender) factorial analysis of variances. Results: There was relative alignment between what faculty members are expected to do, what they prefer to do, and how they actually spend their time. There are, however, some important differences based on gender and institutional classification. Discussion/Conclusion: Results are discussed within the framework of occupational socialization theory and with reference to faculty role expectations and the propensity for role conflict.

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