scholarly journals Successful Implementation of TPACK in Teacher Preparation Programs

2015 ◽  
Vol 4 (1) ◽  
pp. 17-26 ◽  
Author(s):  
Barbara Martin
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Successful Implementation ◽  
Preparation Programs

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.

scholarly journals The value and use of project-based learning in teacher preparation programs

2020 ◽  
Vol 15 (5) ◽  
pp. 989-1010
Author(s):  
Tahani Salman Alrajeh
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
Project Based Learning ◽  
Faculty Members ◽  
Teacher Preparation Programs ◽  
Successful Implementation ◽  
Strong Positive Correlation ◽  
Mixed Methods Design ◽  
Preparation Programs ◽  
Learner Centered

The study investigated faculty’s value and use of project-based learning (PBL) in preparing student teachers. A convergent mixed methods design was employed in collecting data. Although the participants addressed the need to support the PBL environment and highly reported the use of PBL in their current teaching practices, the ways they explained how to implement PBL do not reflect PBL in real applications. Participants thought that the other types of learner-centered approaches, such as problem-based learning, are the same as PBL, which led to a strong positive correlation between the value and use of PBL. Professional development sessions for faculty members, partnerships with local and international organizations, and continuous evaluation were found helpful in achieving successful implementation of PBL in teacher preparation programs. Keywords: Teacher education, Project-Based Learning, Student teachers’ preparation programs

Assessing and Evaluating Teacher Preparation Programs

2014 ◽  
Author(s):  
Frank C. Worrell ◽  
Mary M. Brabeck ◽  
Carol Anne Dwyer ◽  
Kurt F. Geisinger ◽  
Ronald W. Marx ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Preparation Programs

A Comparison of Secondary Chemistry Courses and Chemistry Teacher Preparation Programs in Iowa and Saint Petersburg, Russia

2001 ◽  
Vol 78 (9) ◽  
pp. 1275 ◽  
Author(s):  
Maria S. Pak ◽  
Antony N. Lyovkin ◽  
Michael J. Sanger ◽  
Erik L. Brincks ◽  
Amy J. Phelps
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Chemistry Teacher ◽  
Preparation Programs ◽  
Secondary Chemistry ◽  
Saint Petersburg

scholarly journals Teacher Preparation Programs and Teacher Quality: Are There Real Differences Across Programs?

2015 ◽  
Vol 10 (4) ◽  
pp. 508-534 ◽  
Author(s):  
Cory Koedel ◽  
Eric Parsons ◽  
Michael Podgursky ◽  
Mark Ehlert
Keyword(s):  
Teacher Preparation ◽  
Teacher Effectiveness ◽  
Teacher Quality ◽  
Teacher Performance ◽  
Teacher Preparation Programs ◽  
Preparation Programs

We compare teacher preparation programs in Missouri based on the effectiveness of their graduates in the classroom. The differences in effectiveness between teachers from different preparation programs are much smaller than has been suggested in previous work. In fact, virtually all of the variation in teacher effectiveness comes from within-program differences between teachers. Prior research has overstated differences in teacher performance across preparation programs by failing to properly account for teacher sampling.

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.

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