scholarly journals Converging Andragogy With Working Adult Professionalism in Initial Teacher Preparation

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Michelle Anderson ◽  
Stefani Boutelier
Keyword(s):  
Preservice Teachers ◽  
Professional Learning ◽  
Teacher Certification ◽  
Relationship Building ◽  
Professional Relationships ◽  
Preparation Programs ◽  
Professional Dispositions ◽  
Critical Issues ◽  
Critical Phases ◽  
Working Adult

Educator Preparation Programs (EPPs) are tasked with providing preservice teachers with pedagogical theory, practical field experiences, mentorship, and scaffolded professional dispositions during critical phases of their preparation. In addition, EPPs collaborate with school districts and state departments of education to address critical issues in the field, including teacher retention and shortages. Our research explores how one EPP pilot, designed to build upon experience, supported working adult education students (e.g., parapros) seeking initial teacher certification. We sought to understand how adult teacher candidates engaged in professional learning and emergent professional relationships. Our qualitative study examined the experience of the first cohort of a 3-year pilot program. Using andragogy as a conceptual framework and paired with Danielson Evaluation Dispositions to expand on this professionalism, the data expanded on these professional dispositions through a thematic network analysis. Emerging from this analysis and through an andragogical lens, cohort members exhibited key traits associated with adult learners, including application of skills, flexibility, identification of growth, and relationship building. Our research concluded with implications for EPPs and suggestions for further research for programs at the intersections of andragogy and initial teacher certification.

Fostering Professional Dispositions of Preservice Teachers in an Educational Psychology Course

2021 ◽  
pp. 22-41
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Educational Psychology ◽  
Teacher Preparation Programs ◽  
Future Research ◽  
Preparation Programs ◽  
Professional Dispositions ◽  
Course Experience ◽  
Psychology Course ◽  
Pedagogical Approaches

This chapter describes pedagogical approaches for fostering preservice teachers' professional dispositions in an undergraduate educational psychology course. First, scholarly literature related to advancement of preservice teachers' professional dispositions is reviewed. Select conceptual frameworks are reviewed and aligned with teacher preparation approaches used in the target course for advancing preservice teachers' professional dispositions. Next, analyses of preservice teachers' course experience and field experience in the target course are showcased as pedagogical approaches used for promoting preservice teachers' professional dispositions. Thereafter, additional pedagogical approaches are suggested for promoting preservice teachers' professional dispositions for teaching diverse students in secondary schools. Finally, options for examining development of preservice teachers' professional dispositions within teacher preparation programs are discussed as a future research direction.

Collegiate Principal Structures in Implementing a School Behaviour Support Program: The Role of the Local Management Group Model

2021 ◽  
pp. 1-14
Author(s):  
Judith Foggett ◽  
Robert Conway ◽  
Kerry Dally
Keyword(s):  
High School ◽  
Preservice Teachers ◽  
Professional Learning ◽  
School Principals ◽  
Individual Student ◽  
Group Model ◽  
Local Management ◽  
Problem Behaviour ◽  
Local Schools ◽  
The Individual

Abstract Student problem behaviour in schools is an issue for teachers, schools, and education jurisdictions. Problem behaviour also has an effect on families, the individual student, and the community. It is one of the principal issues of discussion for teachers, preservice teachers, principals, and policymakers. The purpose of this study was to examine a model that supports schools in managing available resources to promote positive behaviour and address problem behaviour. Interviews were conducted with 12 primary and high school principals to investigate their experiences of working together in 6 local management groups (LMGs) for the management of student behaviour. The findings revealed that the LMG model supported effective collaborative leadership practices between the high school and primary school principals and encouraged collegial networks among primary and high school teachers through joint professional learning opportunities. The benefits of the LMG model highlighted some positive outcomes for principals, teachers, and students with problem behaviour within their local schools.

Teacher Professional Dispositions: Much Assemblage Required

2019 ◽  
Vol 121 (11) ◽  
pp. 1-28
Author(s):  
Kathryn Strom ◽  
Jason Margolis ◽  
Nihat Polat
Keyword(s):  
Teacher Preparation ◽  
Teaching And Learning ◽  
Assessment Tools ◽  
Teacher Preparation Programs ◽  
Teacher Dispositions ◽  
Complex Nature ◽  
Preparation Programs ◽  
Professional Dispositions ◽  
State Education ◽  
Nature Of Teaching

Background/Context Despite noted difficulties with defining and assessing teacher dispositions, U.S. state education departments and national accreditation agencies have included dispositions in mandates and standards both for determining teacher quality and for assessing the quality of the teacher preparation programs that certify them. Thus, there remains a significant impetus to specify dispositions to assess, identify what “good” dispositions look like in practice, and determine the best way to measure them. Purpose The purpose of this paper is twofold. First, we aim to problematize the construct of “teacher dispositions” through a critical synthesis of literature and a discussion of a rhizomatic perspective to generate a (re)conceptualization that is more closely aligned with the immensely complex nature of teaching and learning. Second, we draw on samples of university-generated teacher disposition assessment tools to provide concrete examples that “put to work” this complex perspective on dispositions. Research Design To apply ideas introduced in our rhizomatic framework focused on multiple, dynamic assemblages, we conducted a qualitative textual analysis of a sample of 16 widely available assessment tools used by university-based teacher preparation programs to measure teachers’ professional dispositions. Findings and Conclusions Overall, the vast majority of disposition criteria included in the tools reviewed were temporal and relational, seeking to assess the interactions of the teacher candidate amidst a variety of potential circumstances as well as material and discursive factors. This reveals a paradox, however, since, despite their more contextual phrasing, these criteria ultimately seek to assess an individual and are high-stakes only for that teacher. Yet, we suggest that the results of this review may be an indication that the field is moving toward a more multifaceted vision of teaching that can better take into account the dynamic, situated, and relational nature of teaching activity. We also suggest the language accounting for some of the complexity of teaching in the disposition assessment tools we reviewed may be an entry point into a more dynamic, vital materialist vision of the profession.

How Can Preservice Teaching Programs Help New Teachers Feel Prepared to Address Absenteeism?

2020 ◽  
Vol 122 (5) ◽  
pp. 1-28
Author(s):  
Michael A. Gottfried ◽  
J. Jacob Kirksey ◽  
Ethan Hutt
Keyword(s):  
Preservice Teachers ◽  
General Education ◽  
New Teachers ◽  
Fixed Effects ◽  
Teacher Licensure ◽  
Current Crisis ◽  
Chronic Absenteeism ◽  
Preparation Programs ◽  
Teachers Perceptions ◽  
Teaching Candidates

Background Though policy makers are beginning to hold schools accountable for reducing chronic absenteeism, little attention has been paid to the role of teachers. No known study has examined whether rising cohorts of new teachers feel prepared to address this challenge. This is particularly problematic given that teachers with less experience tend to be less efficacious at reducing students’ absences. Research Questions (1) Do newly graduating teachers feel as if they have sufficient knowledge about chronic absenteeism? (2) Do newly graduating teachers feel prepared to address absenteeism? (3) Do these perceptions differ by elementary versus secondary preservice graduates? Subjects Our study collected survey data from the 2017–2018 graduating cohort of general education teacher candidates from a statewide university system in California. This system prepares, on average, 800 teaching candidates a year, and all general education candidates participate in teacher licensure. We surveyed the teaching candidates in the 2017–2018 graduating cohort from these campuses and had a response rate of 60%. Survey measures included teacher background data and perceptions of the effectiveness of their preparation programs, knowledge of absenteeism, and perceived ability to address absenteeism. Research Design We began with a baseline model in which our outcome measures (knowledge and ability to address absenteeism) were regressed on teachers’ background characteristics and perceptions of the efficacy of their preparation programs. We augmented this model by including university fixed effects, such that we only explore variation within program rather than across universities. Results Our findings suggest that preservice teachers who found their programs to be helpful, who felt supported by supervisors, and who found usefulness in their field placements also felt as though they had greater knowledge about chronic absenteeism and how to address it. The results were differentiated by elementary versus secondary candidates. Conclusions Given our students’ extreme rate of missing school days, it is of immediate importance to determine if we are preparing our nation's newest teachers to help address the current crisis. Our study fills this gap by looking at the influence that teacher education programs (specifically teacher licensure requirements) might have in contributing to teachers’ perceptions of being prepared to graduate and attend to attendance.

Supporting quality social studies instruction: the social studies practices continuum

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Susan Erickson ◽  
Kerry A. Dunne ◽  
Christopher C. Martell
Keyword(s):  
Preservice Teachers ◽  
Social Studies ◽  
Teacher Preparation Programs ◽  
Inservice Teachers ◽  
Preparation Programs ◽  
Content Type ◽  
Instructional Coaches ◽  
College Career ◽  
The Social ◽  
Improving Instruction

PurposeThis article presents the social studies practices continuum, which is a tool that supports social studies teachers in implementing inquiry-based practices in their classrooms. It was designed by the authors based on similar instruments found in science education and informed by the College, Career, and Civic Life (C3) Framework for Social Studies Standards.Design/methodology/approachThe article describes the instrument's creation and describes its use with preservice teachers in teacher preparation programs, inservice teachers during district-based professional development.FindingsThe continuum has been used as a reflective tool for teachers and curriculum developers, and as a tool for instructional coaches and administrators to improve teaching practices.Originality/valueThis article offers a new tool for teachers and supervisors to use in improving instruction.

scholarly journals smartEducation: Developing Stress Management and Resiliency Techniques

2017 ◽  
Vol 10 (2) ◽  
pp. 241-255 ◽  
Author(s):  
Karen Ragoonaden
Keyword(s):  
Preservice Teachers ◽  
Pilot Study ◽  
Stress Management ◽  
Professional Learning ◽  
Evidence Based ◽  
Face To Face ◽  
Renewal Program ◽  
Mindfulness In Education ◽  
Faculty Of Education ◽  
And Control

smartEducation (Stress Management and Resiliency Techniques) is a mindfulness-based professional learning initiative positioned in a Faculty of Education of a Western Canadian university. Following similar evidence-based initiatives of mindfulness in education, the smartEducation curriculum comprises nine sessions offered in a variety of face-to-face, intensive, and blended formats. This renewal program supports the development of self-care techniques to cultivate personal and professional resilience through a greater understanding and control of breath, movement, and the physiology of emotions. The 20-hour program consists of eight two-hour sessions and a four-hour silent retreat. This article provides an overview of the research supporting mindfulness in education and presents the results of a pilot study conducted with preservice teachers enrolled in the smartEducation course.

scholarly journals Making ‘Math Making’ Virtual

2020 ◽  
Vol 29 (2) ◽  
pp. 30
Author(s):  
Candace Figg ◽  
Anjali Khirwadkar ◽  
Shannon Welbourn
Keyword(s):  
Preservice Teachers ◽  
Learning Environment ◽  
Learning Environments ◽  
Mathematics Learning ◽  
Computational Thinking ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
University Professors ◽  
Positive Attitudes ◽  
Hands On

Due to the COVID-19 pandemic, university professors are challenged to re-envision mathematics learning environments for virtual delivery. Those of us teaching in elementary teacher preparation programs are exploring different learning environments that not only promote meaningful learning but also foster positive attitudes about mathematics teaching. One learning environment that has been shown to be effective for introducing preservice teachers to the creative side of mathematics—the mathematics makerspace—promotes computational thinking and pedagogical understandings about teaching mathematics, but the collaborative, hands-on nature of such a learning environment is difficult to simulate in virtual delivery. This article describes the research-based design decisions for the re-envisioned virtual mathematics makerspace.

Teaching Diversity to Preservice Teachers: Encouraging Self-Reflection and Awareness to Develop Successful Teaching Practices

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Marla S. Sanders ◽  
Kathryn Haselden ◽  
Randi M. Moss
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Professional Education ◽  
Teacher Candidates ◽  
Culturally Diverse ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
Diverse Schools

AbstractThe purpose of this article is to promote discussion of how teacher education programs can better prepare teacher candidates to teach for social justice in ethnically and culturally diverse schools. The authors suggest that teacher education programs must develop teacher candidates’ capacity to teach for social justice through preparation programs that encourage critical reflection and awareness of one’s beliefs, perceptions, and professional practice. The authors ask the following questions: How can teacher educators provide structures in professional preparation programs that will produce reflective practitioners? How might we prepare teacher candidates who are constantly thinking about how they perceive their students and their families and how those perceptions affect the way they relate to students? Through a discussion of five case scenarios, the authors discuss prior research on preparing teachers for culturally diverse schools and offer suggestions for improving professional education programs.

Using Multimedia to Teach Self-Regulated Strategy Development to Preservice Teachers

2018 ◽  
Vol 33 (2) ◽  
pp. 124-137 ◽  
Author(s):  
John Elwood Romig ◽  
Todd Sundeen ◽  
Cathy Newman Thomas ◽  
Michael J. Kennedy ◽  
Jesse Philips ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Cognitive Load ◽  
Writing Instruction ◽  
Teacher Educators ◽  
Cognitive Theory ◽  
Performance Measure ◽  
Strategy Development ◽  
National Commission ◽  
Preparation Programs ◽  
Essential Components

The National Commission on Writing called for a reform in writing instruction over a decade ago. However, teacher preparation programs still rarely provide sufficient training in writing instruction for teacher candidates. The purpose of this study was to improve the writing instruction of preservice teachers. Participating preservice teachers ( N = 166) from three universities were randomly assigned to learn essential components of the self-regulated strategy development (SRSD) and the “model it” stage via content acquisition podcast (CAP)-TVs, lecture, or a practitioner-oriented article. This randomized control trial found that students in the CAP-TV condition outperformed peers in the article condition on a researcher-created measure of SRSD knowledge. Additionally, participants in the CAP-TV condition outperformed peers in both comparison groups article on a measure of modeling instruction. Results from a perceived cognitive load survey indicated that perceived cognitive load was significantly correlated with outcomes on the knowledge and performance measure for all participants. These results suggested that multimedia tools designed using Mayer’s (2009) cognitive theory of multimedia learning can reduce cognitive load and increase learning outcomes. Teacher educators should consider incorporating CAP-TVs into their coursework when teaching complex instructional strategies.

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