Emotional Dimensions of Teaching in Elementary Education Preparation

Emerging research finds connections between teacher candidates’ student teaching placements and their future career paths and effectiveness. Yet relatively little is known about the factors that influence these placements and how teacher education programs (TEPs) and K-12 school systems match teacher candidates to mentor teachers. In our study of this process in Washington state, we find that TEPs and K-12 systems share overarching goals related to successful student teacher placements and developing a highly effective teacher workforce. However, distinct accountabilities and day-to-day demands also sometimes lead them to prioritize other objectives. In addition, we identified informational asymmetries, which left TEPs questioning how mentor teachers were selected, and districts and schools with limited information with which to make intentional matches between teacher candidates and mentor teachers. The findings from this study inform both practice and research in teacher education and human resources. First, they illuminate practices that appear to contribute to informational gaps and institutional disadvantages in the placement of student teachers. Additionally, they raise questions about what constitutes an effective mentor teacher and provide researchers and policymakers with better insight into the professional realities of teacher educators and K-12 educators, as well as those of district human resource (HR) coordinators, which is important given their differing accountabilities and distinctive positionings in the education of teacher candidates.

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The Systematic Development of Teaching Skills: A Sequence of Planned Pedagogical Experiences

Journal of Teaching in Physical Education ◽

10.1123/jtpe.8.1.73 ◽

1988 ◽

Vol 8 (1) ◽

pp. 73-86 ◽

Cited By ~ 4

Author(s):

Andrew C. Taggart

Keyword(s):

Teacher Education ◽

Physical Education ◽

Classroom Management ◽

Student Teachers ◽

Student Teaching ◽

Teacher Education Program ◽

Field Experiences ◽

Teaching Experience ◽

Teaching Skills ◽

Physical Education Teacher Education

Clinical and field experiences in physical education teacher education programs have gradually been added to the student teaching experience to allow student teachers more opportunities to develop teaching skills. The quality of these experiences appears to depend largely on the many contextual variables the student teachers confront rather than the successful performance of the teaching skills being practiced. If beginning physical education teachers are to share in a pedagogy developed from research in classroom management, instructional time, and teaching strategies, and if teaching skills are to be developed specific to these areas, then repeated supervised practice in a variety of settings is needed. The teacher education program described contains a sequentially arranged pattern of nine clinical and field experiences culminating in the final student teaching experience. The essential features of the pedagogical experiences are detailed, emphasizing time engaged in practice teaching, teaching skill focus, supervisory/data collection focus, and pupil teacher ratio.

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A New Conceptual Model for Principal Involvement and Professional Collaboration in Teacher Education

Teachers College Record ◽

10.1177/016146810911100202 ◽

2009 ◽

Vol 111 (2) ◽

pp. 480-510

Author(s):

Anita M. Varrati ◽

Mary E. Lavine ◽

Steven L. Turner

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Beginning Teachers ◽

Preservice Teacher ◽

Conceptual Model ◽

Student Teaching ◽

Teacher Candidates ◽

School Principal ◽

Preparation Programs ◽

University Supervisor

Background/Context Beginning teachers often identify the school principal as a key figure for support and guidance. Few teacher education conceptual models exist that significantly integrate the building principal into the clinical experiences of teacher candidates. The rationale behind initiating discourse on principal involvement grows out of current policy and reform initiatives that require increased accountability for improved student performance. The call for more deliberate principal involvement in preservice also arises in regard to teacher attrition and retention concerns. Having the principal engage in active mentoring during preservice may positively address these issues by providing a more complete socialization and enculturation process into today's context of schooling. Purpose/Objective/Research Question/Focus of Study The major research questions for this study were: (1) What are the level and types of support that building principals provide for the preparation of new teachers? (2)What are the obstacles that may be preventing principals from becoming more involved with teacher preparation? (3) What are the types of activities that make sense for principal involvement with field experience and student teaching? (4) What are suggestions for more meaningful collaboration between schools and teacher/administrator preparation programs? Research Design The study was designed as an interpretive qualitative research project that attempted a measure of self-reporting through in-depth interviews. Conclusions/Recommendations M3—A new conceptual model of collaboration (three supports for preservice teacher: mentor, university supervisor, and principal) was presented to include the principal with the preservice teacher, university supervisor, and cooperating teacher in a community of practice for teacher preparation. To build on this research and continue the discourse about the principal's role, several implications and areas for future study are presented: (1) investigation of teacher preparation programs more in depth to get further information about how principals are involved in teacher education, (2) implementation of the M3 conceptual model in a pilot capacity during field and student teaching experiences to gather more data about collaboration, especially the role of the principal, (3) the collaboration of principal preparation and teacher education programs to address this aspect of supervision in course content and internships, (4) the difference in perceptions of prospective and practicing principals regarding their role with teacher candidates during preser-vice, and (5) study of professional development schools to see how the principal is involved in a supervisory and instructional leadership capacity with preservice teachers.

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Using Mobile Technologies to Co-Construct TPACK in Teacher Education

Advancing Higher Education with Mobile Learning Technologies - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-6284-1.ch011 ◽

2015 ◽

pp. 195-219 ◽

Cited By ~ 1

Author(s):

Cornelis de Groot ◽

Jay Fogleman ◽

Diane Kern

Keyword(s):

Teacher Education ◽

Student Teachers ◽

Teacher Knowledge ◽

Learning Environments ◽

Student Teaching ◽

Mobile Technology ◽

Teacher Educators ◽

Mobile Technologies ◽

Teaching Experiences ◽

Field Notes

How student teachers might benefit from using their mobile technologies during teaching experiences is a timely question for teacher educators. This chapter describes efforts to use the TPACK framework (Mishra & Koehler, 2006) to investigate how students use iPad computers during their student teaching and design appropriate supports. A design-based approach (Sandoval & Bell, 2004) was used over two years with two cohorts of student teachers (N=60). Descriptions of the use of the TPACK framework in this endeavor and findings from surveys and field notes about how and to what degree mobile technology can facilitate activities and interactions in planning, teaching, reflecting, and sharing are included. The case is made for co-learning and co-constructing by student teachers and teacher educators of the various TPACK domains of teacher knowledge in the context of mobile technology. Implications for developing supportive learning environments for 21st century student teachers are also discussed.

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Using Mobile Technology for Student Teaching Observations of Special Education Candidates

Advancing Higher Education with Mobile Learning Technologies - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-6284-1.ch006 ◽

2015 ◽

pp. 114-127

Author(s):

Josh Harrower ◽

Cathi Draper Rodríguez

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Student Teaching ◽

Mobile Technology ◽

Video Conferencing ◽

Teacher Preparation Programs ◽

Teacher Education Programs ◽

Education Programs ◽

Preparation Programs ◽

Pre Service Teacher

Student teacher supervision has been an important part of teacher preparation almost since the inception of teacher education programs. The goal of this type of supervision is to strengthen the skills of the pre-service teacher. Providing this type of observation can be difficult for teacher preparation programs and university faculty. Many factors, including large numbers of students in teacher education programs and student placements in remote schools, contribute to this. In order to make the most effective use of faculty and pre-service teacher time, other options for providing this support need to be explored. The rapidly developing field of mobile technology (e.g., iPads, iPhones, Smart Phones) can be used to facilitate student teaching observations. This chapter discusses how teacher preparation programs can implement candidate field supervision using video conferencing via mobile technology to increase the ability to conduct observations in schools and in a more efficient manner. It also explores the security of video conferencing applications and the issues related to using video conferencing in special education classrooms, where student confidentiality is heightened.

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Student Teachers' Experiences of Cultural Diversity During Student Teaching

Advances in Early Childhood and K-12 Education - Designing Culturally Competent Programming for PK-20 Classrooms ◽

10.4018/978-1-7998-3652-0.ch006 ◽

2021 ◽

pp. 98-118

Author(s):

Abdulsalami Ibrahim ◽

Shirley Johnson

Keyword(s):

Student Teachers ◽

Instructional Strategies ◽

Student Teaching ◽

Culturally Responsive ◽

Culturally Responsive Pedagogy ◽

Teacher Preparation Programs ◽

Preparation Programs ◽

Teachers Perceptions ◽

Diverse Classrooms ◽

Responsive Pedagogy

Multicultural education and culturally responsive pedagogy training should be within the core curriculum and begin in teacher preparation programs. This could be accomplished by providing opportunities for teacher candidates to research and acquire knowledge regarding cultural characteristics and cultural contributions of diverse students, pedagogy, instructional strategies, methods, and resources that support diverse student populations. This chapter presents the results of a mixed-method study that examined student teachers' perceptions and understanding of culturally responsive pedagogy and instructional strategies observed and utilized in classrooms during student teaching in diverse classrooms. Findings revealed that student teachers were inexperienced in terms of being culturally responsive educators. The authors suggest that educators engage student teachers in class projects within the scope of culturally responsive practices. The chapter concludes with a list of reflection questions for K through 20 educators.

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Using Mobile Technology for Student Teaching Observations of Special Education Candidates

Special and Gifted Education ◽

10.4018/978-1-5225-0034-6.ch031 ◽

2016 ◽

pp. 726-739

Author(s):

Josh Harrower ◽

Cathi Draper Rodríguez

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Student Teaching ◽

Mobile Technology ◽

Video Conferencing ◽

Teacher Preparation Programs ◽

Teacher Education Programs ◽

Education Programs ◽

Preparation Programs ◽

Pre Service Teacher

Student teacher supervision has been an important part of teacher preparation almost since the inception of teacher education programs. The goal of this type of supervision is to strengthen the skills of the pre-service teacher. Providing this type of observation can be difficult for teacher preparation programs and university faculty. Many factors, including large numbers of students in teacher education programs and student placements in remote schools, contribute to this. In order to make the most effective use of faculty and pre-service teacher time, other options for providing this support need to be explored. The rapidly developing field of mobile technology (e.g., iPads, iPhones, Smart Phones) can be used to facilitate student teaching observations. This chapter discusses how teacher preparation programs can implement candidate field supervision using video conferencing via mobile technology to increase the ability to conduct observations in schools and in a more efficient manner. It also explores the security of video conferencing applications and the issues related to using video conferencing in special education classrooms, where student confidentiality is heightened.

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Liminal States of Disorienting Dilemmas: Two Case Studies of English Teacher Candidates

Journal of Transformative Education ◽

10.1177/1541344620909444 ◽

2020 ◽

Vol 18 (3) ◽

pp. 231-250

Author(s):

Matthew L. McConn ◽

Donna Geetter

Keyword(s):

Teacher Education ◽

Student Teachers ◽

Case Studies ◽

Student Teaching ◽

Teacher Candidates ◽

Teacher Education Programs ◽

English Teacher ◽

Education Programs ◽

Theoretical Frameworks ◽

Beliefs About Teaching

Research has shown that progressive methods taught in teacher education programs have little impact on traditional approaches teacher candidates encounter during their internship semester. To understand how to better address this disconnect with regard to preparing teacher candidates, the study reported here used instrumental case studies to examine two secondary English teacher candidates’ beliefs about teaching literature before, during, and after their student teaching semester. Through theoretical frameworks on learning processes, the researchers discovered discrepancies within the student teachers’ stated beliefs, lesson plans, videos of teaching, and their responses to interview questions. These discrepancies reveal both unexamined assumptions and a state of liminality, reflecting the process of transformation in their learning. The researchers suggest that education programs look at potential implications that are inherent in a state of liminality with regard to pedagogical content knowledge to better prepare teacher candidates for their experience in teacher education programs.

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Pre-Service Teachers’ Reactions to Education Teacher Performance Assessment

Cultural and Pedagogical Inquiry ◽

10.18733/cpi29483 ◽

2019 ◽

Vol 11 (2) ◽

pp. 44-52

Author(s):

Belete Mebratu ◽

Kelly Ahuna

Keyword(s):

Teacher Education ◽

Student Teachers ◽

Student Teaching ◽

Teacher Candidates ◽

Teacher Education Program ◽

Education Teacher ◽

Master Of Science ◽

Science Degree ◽

Research Questions ◽

Insight Into

The purpose of study was to explore the experiences of teacher candidates about being assessed by the Education Teacher Preparation Assessment (edTPA) requirements during their student teaching practicum. Fifty-six elementary and adolescent majors working for a Master of Science Degree in Education participated in the study by responding to open-ended survey questions. The study aimed at answering two research questions: (1) What are the challenges/concerns that the student teachers report about their experiences of edTPA during their student teaching placements? (2) Do teacher candidates suggest edTPA remains as part of the teacher education program requirement? The findings of the study indicate that the teacher candidates are adamant about their unfavorable experiences of edTPA implementation. They expressed that they found edTPA requirements to be an additional burden, not beneficial, a distraction, and they suggest that edTPA should be discarded from current teacher education programing. While such findings call for considerations to revisit aspects of edTPA for improvement, further studies are suggested to add insight into the nature of edTPA implementation.

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Through the eyes of young EFL learners: learning with student teachers

ELT Journal ◽

10.1093/elt/ccz010 ◽

2019 ◽

Vol 73 (3) ◽

pp. 316-327

Author(s):

Rana Yildirim ◽

Esra Orsdemir

Keyword(s):

Teacher Education ◽

Student Teachers ◽

Student Teaching ◽

Learning Experience ◽

Teaching Experience ◽

Efl Learners ◽

Education Literature ◽

Mentoring Practices ◽

Teachers Beliefs

Abstract The importance of the practicum for pre-service teachers is well documented in the teacher education literature. A considerable amount of research has investigated various dimensions of the student teaching experience, from student teachers’ beliefs and perceptions to the problems and challenges they face within the process. However, one important dimension, namely what pupils in the classroom think about working with student teachers, has not been given much attention. Hence, the purpose of this study was to investigate how young EFL learners construe their learning experience with student teachers. Data were collected from the drawings of 35 primary school EFL pupils, and we conducted follow-up interviews in which volunteering pupils described what they had drawn. The findings revealed not only pupils’ classroom experiences with student teachers but also various aspects of mentoring practices carried out in the schools.

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