scholarly journals Support for teacher candidates and the edTPA

2020 ◽  
Vol 4 (2) ◽  
pp. 173-182
Author(s):  
Dia Gary ◽  
Dylan Thomas ◽  
Joseph Miller
Keyword(s):  
Best Practices ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Research Study ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
Passing Rate ◽  
Significant Difference ◽  
The Mean ◽  
Support Teacher

Equipping new teachers in today’s society is a noble and challenging task. Of late, many additional licensing standards for teachers create additional responsibilities for universities that provide pedagogy, knowledge, and content for teacher candidates. Identification of best practices that support teacher candidates on the Educative Teacher Performance Assessment (edTPA) is of interest to many teacher education programs. The purpose of this research was to analyze whether incorporating a mock edTPA had beneficial results on the passage of the edTPA. This study spanned fourteen ten-week quarters and included 688 teacher candidates who were preparing to become certificated teachers at a university in Washington State. The questions that were posited were: a) Does a capstone class requiring a mock edTPA benefit students? b) Which edTPA rubrics are the most challenging, and why are they challenging? This research study found that adding a mock edTPA prior to the student teaching experience did not produce a statistically significant difference in scores when compared to the group who received an embedded curriculum. When comparing the two different time periods, the passing rate was not significantly different and there was little difference in the mean scores of both groups.

Supporting Teacher Candidates Completing the edTPA

2018 ◽  
pp. 109-125
Author(s):  
Deborah Greenblatt
Keyword(s):  
Student Teaching ◽  
Digital Literacy ◽  
Teacher Candidates ◽  
Teaching Experience ◽  
Literacy Skills ◽  
Standardized Assessments ◽  
Stressful Situation ◽  
Diverse Population ◽  
Schools Of Education ◽  
Support Teacher

The edTPA (Teacher Performance Assessment) is an enormous undertaking that requires much time and effort. This can create a stressful situation that can have an impact on the teacher candidates and affect their student teaching experience. With this in mind, schools of education have to look for ways to support teacher candidate and make the process less burdensome while not losing sight of the goals of student teaching or their school missions. This chapter will start with an explanation of the acceptable guidelines for support for the edTPA. It will then move into explaining the challenges teacher candidates face such as mastering unfamiliar language, test documents, and digital literacy skills followed by support strategies. The next section considers the populations of teacher candidates who might need specialized support due to the lack of local scoring and the inherent biases embedded in standardized assessments for a diverse population. The chapter concludes with the benefits and consequences of providing support for teacher candidates to pass the edTPA.

edTPA During Student Teaching: PETE Teacher Candidates’ Experiences and Future Support

2021 ◽  
Vol 78 (5) ◽  
Author(s):  
Tan Leng Goh ◽  
Jan Bishop ◽  
Carol Ciotto
Keyword(s):  
Student Teaching ◽  
Video Processing ◽  
Teacher Candidates ◽  
Group Discussion ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
University Supervisors ◽  
Physical Education Teacher Education ◽  
Pedagogical Skills ◽  
The University

Many physical education teacher education programs require teacher candidates to successfully complete edTPA during student teaching. Considering that research remains sparse regarding best practices in edTPA, the purpose of this study was to understand the experiences of teacher candidates completing edTPA during student teaching and of university supervisors supervising teacher candidates during the process. Twenty-four teacher candidates and 11 university supervisors participated in a focus group discussion for approximately 1 hr. Data were analyzed and categorized as (1) negative experiences, (2) positive experiences, and (3) future support. Overall, the teacher candidates felt that completing edTPA diminished their student teaching experience, as it was tedious and time-consuming pertaining to technological difficulties in videotaping, video processing, and video uploading. Nonetheless, the participants felt that completing edTPA was valuable in providing teacher candidates with detailed feedback to improve on their pedagogical skills. Future support for teacher candidates includes integrating edTPA early in their curriculum of study to better prepare them to successfully complete edTPA during student teaching. The university supervisors felt that with more in-depth training in edTPA and experience supervising teacher candidates on edTPA, they would be more competent in the future. Subscribe to TPE

Supporting Teacher Candidates Completing the edTPA

2016 ◽  
pp. 184-200
Author(s):  
Deborah Greenblatt
Keyword(s):  
Student Teaching ◽  
Digital Literacy ◽  
Teacher Candidates ◽  
Teaching Experience ◽  
Literacy Skills ◽  
Standardized Assessments ◽  
Stressful Situation ◽  
Diverse Population ◽  
Schools Of Education ◽  
Support Teacher

The edTPA (Teacher Performance Assessment) is an enormous undertaking that requires much time and effort. This can create a stressful situation that can have an impact on the teacher candidates and affect on their student teaching experience. With this in mind, schools of education have to look for ways to support teacher candidate and make the process less burdensome while not losing sight of the goals of student teaching or their school missions. This chapter will start with an explanation of the acceptable guidelines for support for the edTPA. It will then move into explaining the challenges teacher candidates face such as mastering unfamiliar language, test documents, and digital literacy skills followed by support strategies. The next section considers the populations of teacher candidates who might need specialized support due to the lack of local scoring and the inherent biases embedded in standardized assessments for a diverse population. The chapter concludes with the benefits and consequences of providing support for teacher candidates to pass the edTPA.

scholarly journals Introducing the Co-teaching Model in Teacher Education Clinical Practice

2014 ◽  
Vol 3 (1) ◽  
pp. 7-20
Author(s):  
Lisa D. Murley ◽  
Rebecca R Stobaugh ◽  
Charles S Evans
Keyword(s):  
Teacher Education ◽  
Clinical Practice ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
Teaching Model ◽  
Teaching Models ◽  
Regulatory Changes

With national and state regulatory changes related to clinical practice within teacher education programs a reality, one university examined the outcomes of co-teaching model trainings required for stakeholders, both higher education faculty and P-12 educators. The training participants indicated the co-teaching model could increase student teacher preparedness while also positively impacting P-12 student learning. Nearly a year after the co-teaching training, one university surveyed student teachers on their co-teaching experience prior to and during student teaching. While there were increase mean scores of all the co-teaching models, results pointed to questions of whether teacher candidates were engaged in lower-level impact co-teaching models, which involved teacher candidates observing and assisting.

How the Match Gets Made: Exploring Student Teacher Placements across Teacher Education Programs, Districts, and Schools

2021 ◽  
pp. e20200014
Author(s):  
Elise St. John ◽  
Dan Goldhaber ◽  
John Krieg ◽  
Roddy Theobald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Education Programs ◽  
K 12

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.

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

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.

scholarly journals Implementing the National Council of Teachers of Mathematics Standards: A slow process

Pythagoras ◽  
2004 ◽  
Vol 0 (59) ◽  
Author(s):  
Joseph M. Furner
Keyword(s):  
Best Practices ◽  
Implementation Process ◽  
Teaching Experience ◽  
Inservice Teachers ◽  
National Council ◽  
Pedagogical Beliefs ◽  
Nctm Standards ◽  
Mathematics Standards ◽  
Significant Difference ◽  
Recent Graduates

The purpose of this study was to look at inservice teachers’ pedagogical beliefs about the National Council of Teachers of Mathematics Standards (1989 & 2000).  The Standards’ Belief Instrument (Zollman and Mason, 1992) was administered on teachers.  An ANOVA was used to look for a significant difference between teachers with five years or less experience of teaching mathematics, and those with more than five years teaching experience. One expectation was  that teachers who are recent graduates of teacher education programmes may have more training  on the NCTM Standards. Although there were no statistically significant differences between the two groups, this study did support the expectation. Current training with in-service teachers shows that many of the teachers are familiar with neither the National Council of Teachers of Mathematics nor their Standards.  It seems then from this study that the implementation process of the NCTM Standards, and  perhaps any standards or best practices and new curriculum implementation, is very sluggish.

scholarly journals Quality of Practice Teaching Assignments as Experienced by Students Teachers of Silliman University

2019 ◽  
Vol 2 (1) ◽  
pp. 53-67
Author(s):  
Batchiba R. Lacdo-o
Keyword(s):  
Classroom Management ◽  
Student Teachers ◽  
Student Teaching ◽  
Data Gathering ◽  
Teaching Experience ◽  
Teacher Assessment ◽  
Rank Test ◽  
Elementary And Secondary Education ◽  
Significant Difference ◽  
Practice Teaching

This paper compared on-campus and off-campus practice teaching experience of 49 baccalaureate students in Elementary and Secondary Education of Silliman University College of Education. A self-administered questionnaire, the revised Student Teacher Assessment on the Silliman University Student Teaching Program, was the main data gathering instrument used. The Wilcoxon Matched-Pairs Rank Test showed that there was no significant difference in the student teachers’ ratings of their on-campus and off-campus experiences.  The same findings were noted on the challenges they have encountered and the recommendations they have posited, namely: classroom management and mentors’ support and relationship.  Further, the findings revealed that classroom management and mentors’ support and relationship were their top two challenges.  The student teachers strongly recommended that support for student teaching be improved especially in terms of mentors’ support and scheduling.  In addition, they strongly recommended that they are pre-observed by their supervisors before their final student teaching demonstration. 

scholarly journals Pengembangan lembar kerja peserta didik kimia berbasis inkuiri terbimbing untuk kelas Xi IPA SMA/MA

2018 ◽  
Vol 5 (2) ◽  
pp. 103-114
Author(s):  
Rina Rizalini ◽  
Herminarto Sofyan
Keyword(s):  
Research Study ◽  
Learning Activities ◽  
Second Grade ◽  
Guided Inquiry ◽  
Appropriateness Criteria ◽  
Second Grade Students ◽  
Significant Difference ◽  
The Mean ◽  
And Control ◽  
Development Step

Penelitian ini bertujuan untuk: (1) menghasilkan Lembar Kerja Peserta Didik (LKPD) kimia berbasis inkuiri terbimbing yang layak untuk peserta didik kelas XI IPA SMA, (2) mengetahui kepraktisan LKPD berbasis inkuiri terbimbing, dan (3) mengetahui keefektifan LKPD berbasis inkuiri terbimbing. Penelitian ini merupakan penelitian dan pengembangan yang menggunakan model Thiagarajan. Prosedur pengembangan meliputi tahap pendefinisian, perancangan, dan pengembangan. Tahap pendefinisian dilakukan survei untuk menganalisis permasalahan dan kebutuhan peserta didik. Tahap perancangan disesuaikan dengan kebutuhan dalam kegiatan pembelajaran. Tahap pengembangan dilakukan validasi ahli materi dan media kemudian diimplementasikan di kelas XI IPA SMAN 2 Wates pada 20 peserta didik. Hasil penelitian menunjukkan bahwa: (1) Hasil validasi LKPD kimia yang dikembangkan dikategorikan layak berdasarkan hasil validasi ahli materi dengan rerata skor 3,8 dan ahli media dengan rerata skor 4,0, (2) tingkat kepraktisan LKPD berada dalam kategori sangat baik, dan (3) keefektifan LKPD memperoleh sig < 0,05 membuktikan ada perbedaan yang signifikan antara kelas eksperimen dan kontrol.Kata Kunci: lembar kerja peserta didik, kimia, inkuiri terbimbing DEVELOPING CHEMISTRY WORKSHEETS BASED ON GUIDED INQUIRY FOR THE SECOND GRADE STUDENTS OF SENIOR HIGH SCHOOLAbstractThis research study aims to: (1) produce valid chemistry worksheets based on guided inquiry for the second grade students of senior high school, (2) know the practically of worksheets based on guided inquiry, and (3) know the effectiveness of worksheets based on guided inquiry. This study was research and development using the Thiagarajan model. The procedure of the development included the steps of defining, designing, and developing. In the defining step, a survey to analyze the problems and student’s needs. The designing step, was conducted the needs of the learning activities. The development step a validation was done by materials and media experts then implementation in class XI science of SMAN 2 Wates to 20 students. The result of the study shows: (1) the chemistry worksheets produced fullfills the appropriateness criteria based on the result of materials experts with the mean score 3.8 and media experts is 4.0 which is in a good category, (2) the practically level is in the very good category, and (3) the effectiveness of worksheets obtaining sig < 0.05 proves there is a significant difference between the experimental and control class.Keywords: worksheets, chemistry, guided inquiry 

Issues and Challenges in Preparing Teachers to Teach in the Twenty-First Century

2012 ◽  
pp. 183-194
Author(s):  
Susan Gibson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teaching ◽  
Technology Use ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
Learning And Teaching ◽  
Online Tools ◽  
Practice Teaching ◽  
Willingness To Use

Preservice teachers need to acquire both technological skill and understanding about how technology rich environments can develop subject-specific knowledge as a part of their teacher education programs. The purpose of the research project, as described in this case study, was to examine the impact that immersion in technology-infused social studies pedagogy courses had on preservice teachers’ willingness to use computer and online tools as well as how they used them during their student teaching. Teacher education students enrolled in two pedagogy courses were surveyed at the beginning and end of the courses and interviewed over the duration of the courses regarding the nature and extent of their technological knowledge and skill. Following the completion of the pedagogy courses, six volunteered to have their technology use tracked during their nine-week practice teaching experience. Findings showed that while the preservice pedagogy courses did increase the student teachers’ knowledge of and skill with a variety of computer and online tools as well as their desire to use them during their student teaching, the elementary schools in which they were placed for their practicum were poorly equipped and the mentor teachers were not using the tools that were modeled on campus. If preservice teachers are to truly understand the benefits of learning and teaching with technology, teacher education institutions and school districts need to work together to present a consistent vision of technology integration, and schools need to provide environments that encourage and support technology use.

Sign in / Sign up

Export Citation Format

Share Document