scholarly journals Making preservice teachers better: Examining the impact of a practicum in a teacher preparation program

2014 ◽  
Vol 9 (10) ◽  
pp. 294-301 ◽  
Author(s):  
A. Scott Laron ◽  
Gentry Roberta ◽  
Phillips Melissa
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
The Impact

scholarly journals Predictive measures to identify target skill sets necessary for completion of future teachers in teacher preparation program

2020 ◽  
Author(s):  
◽  
Brandy Lee Hepler
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Effective Teachers ◽  
Classroom Climate ◽  
Mixed Methods Study ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Quality Teachers ◽  
Skill Sets ◽  
Evaluation Scores

Effective teachers are those who can create a classroom climate which meets the needs of the students (Darling-Hammond, 2009; Hart and Hodsen, 2004). In an attempt to identify preservice teachers who can create this type of classroom, Missouri added a workplace inventory, the Missouri Educator Profile (MEP), to their required battery of teacher preparation program (TPP) entrance assessments between the years of 2013 and 2018. Theoretically, students who scored similarly to the normed teacher group would perform similarly to those proficient teachers in the classroom during practicum as well. While the MEP is still available for TPP use, it is no longer a requirement. The purpose of this mixed methods study is to examine the perceptions of the constructs of quality teachers through the lens of current practicing educators in a Missouri Teacher Preparation Program and to discover if indicators on the MEP are predictive of performance evaluation scores. The results of this study may have the potential to either persuade or dissuade Missouri TPPs to utilize the MEP.

scholarly journals Deepening Understanding of Inquiry Teaching and Learning with E-Portfolios in a Teacher Preparation Program

2005 ◽  
Vol 31 (3) ◽  
Author(s):  
Han Smits ◽  
HsingChi Wang ◽  
Jo Towers ◽  
Susan Crichton ◽  
Jim Field ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Preservice Teacher ◽  
Teaching And Learning ◽  
Teacher Preparation Program ◽  
Inquiry Teaching ◽  
Preparation Program ◽  
University Instructors

This paper describes the first stages of a project focusing on the use of preservice-teacher-generated e-Portfolios as a means of documenting and assessing inquiry-based teaching and learning. The project is designed to explore ways in which preservice teacher-created e-Portfolios can be used to (1) document how inquiry lives in practice, and (2) help university instructors and practitioners in the field assess the knowledge, skills, and attributes of preservice teachers who are participating in an inquiry based teacher preparation program.

Preparing early childhood preservice teachers for science teaching: aligning across a teacher preparation program

2018 ◽  
Vol 39 (3) ◽  
pp. 193-212 ◽  
Author(s):  
Christine N. Lippard ◽  
Kristina Tank ◽  
Melissa C. Walter ◽  
Jackie Krogh ◽  
Karen Colbert
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Teacher Preparation ◽  
Science Teaching ◽  
Teacher Preparation Program ◽  
Preparation Program

Sustaining Bilingual–Biliterate Identities: Latinx Preservice Teachers’ Narrative Representations of Bilingualism and Biliteracy Across Time and Space

2020 ◽  
pp. 002248712095436
Author(s):  
Idalia Nuñez ◽  
Doris A. Villarreal ◽  
Samuel DeJulio ◽  
Rosalyn Harvey ◽  
Lucia Cardenas Curiel
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Narrative Analysis ◽  
Research Study ◽  
Significant Part ◽  
Teacher Preparation Program ◽  
Language And Literacy ◽  
Preparation Program ◽  
Time And Space ◽  
Narrative Representations

The present study is a narrative analysis of 14 self-created books by Latina/o/x bilingual preservice teachers to describe their biliteracy trajectories. Drawing on the concept of identity and bilingualism, this analysis explores how preservice teachers experienced language and literacy and how these experiences have shaped their bilingual–biliterate identities. The findings of this research study revealed that bilingual preservice teachers (a) narrated Spanish as a significant part of their remembered identities, (b) struggled to maintain their bilingualism and biliteracy, and (c) reconnected and reclaimed their bilingual–biliterate identities through their experiences in their teacher preparation program.

Advocacy in Early Childhood Teacher Preparation

2018 ◽  
pp. 88-113
Author(s):  
Cynthia F. DiCarlo ◽  
Carrie L. Ota
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Teacher Preparation ◽  
Early Childhood Teacher ◽  
Teacher Preparation Program ◽  
Preservice Education ◽  
Preparation Program ◽  
Pre Service Teacher

Research suggests that teachers' definitions of advocacy are highly influenced by their academic preservice education, even more than their other experiences (Mevawalla & Hadley, 2012), leading to this being a critical focus for undergraduate pre-service teacher preparation (Snyder, 2012). Advocacy can be viewed by preservice teachers as a worthy, albeit intimidating, goal. This chapter describes a structured advocacy project in an undergraduate teacher preparation program. The project was broken down into component parts across the students' final semester and served as the capstone seminar for the teacher preparation program.

Sign in / Sign up

Export Citation Format

Share Document