Individualized teacher preparation programs for students and faculty through a CBTE model

This chapter describes how faculty in a large, rural teacher preparation program adopted a model for change built upon the tenets of improvement science and the PDSA cycle. Using PDSA in teacher preparation allows programs to pilot the innovations and test refinements quickly. Data are collected and analyzed as the innovations are implemented so changes can be made on an ongoing basis and the innovations can become increasingly effective. A case study surrounding critical reform areas for teacher preparation will be described to show how elementary education faculty moved through multiple PDSA cycles while reforming teacher candidate support in the year-long student teaching experience. The considerations, challenges, and opportunities for using the PDSA cycle in teacher preparation programs will also be presented. This case study can serve as a model for other teacher preparation programs looking to use disciplined inquiry to drive program improvement.

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Gender Discrepancies in Online English Learning in Vietnam Amidst the COVID-19 Pandemic

IAFOR Journal of Education ◽

10.22492/ije.9.5.01 ◽

2021 ◽

Vol 9 (5) ◽

pp. 7-27

Author(s):

Dao Thi Hong Van ◽

Ha Hoang Quoc Thi

Keyword(s):

Teacher Preparation ◽

Elementary Education ◽

Situated Learning ◽

Teacher Candidates ◽

Teacher Preparation Program ◽

Teacher Preparation Programs ◽

Preparation Programs ◽

Engagement Strategies ◽

The Pacific ◽

Gender Discrepancies

The following research reports on a collaborative effort between two university field supervisors for an elementary teacher preparation program in the Pacific southwest. Utilizing practitioner inquiry and situated learning as conceptual frameworks, the authors qualitatively examine the experiences ten elementary education teacher candidates have with promoting student engagement during emergency response teaching because of the COVID-19 pandemic. An interpretive phenomenological analysis of 20 lesson reflections and supervisor observation notes reveals teacher candidates (TCs) need more support with questioning, feedback and formative assessment, and technology tools to keep students engaged when teaching at a distance. Recommendations suggest a need for teacher preparation programs to provide TCs with opportunities to practice engagement strategies in distance education settings.

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Teaching during a Pandemic: Elementary Candidates’ Experiences with Engagement in Distance Education

IAFOR Journal of Education ◽

10.22492/ije.9.4.01 ◽

2021 ◽

Vol 9 (4) ◽

pp. 7-22

Author(s):

Monica Gonzalez Smith ◽

Nicole Schlaack

Keyword(s):

Distance Education ◽

Teacher Preparation ◽

Elementary Education ◽

Situated Learning ◽

Teacher Candidates ◽

Teacher Preparation Program ◽

Teacher Preparation Programs ◽

Preparation Programs ◽

Engagement Strategies ◽

The Pacific

The following research reports on a collaborative effort between two university field supervisors for an elementary teacher preparation program in the Pacific southwest. Utilizing practitioner inquiry and situated learning as conceptual frameworks, the authors qualitatively examine the experiences ten elementary education teacher candidates have with promoting student engagement during emergency response teaching because of the COVID-19 pandemic. An interpretive phenomenological analysis of 20 lesson reflections and supervisor observation notes reveals teacher candidates (TCs) need more support with questioning, feedback and formative assessment, and technology tools to keep students engaged when teaching at a distance. Recommendations suggest a need for teacher preparation programs to provide TCs with opportunities to practice engagement strategies in distance education settings.

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Balancing Stakeholders Interests In Evolving Teacher Education Accreditation Contexts

College Teaching Methods & Styles Journal (CTMS) ◽

10.19030/ctms.v4i2.5526 ◽

2008 ◽

Vol 4 (2) ◽

pp. 53-58

Author(s):

Alison Elliott

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Professional Growth ◽

Charles Darwin ◽

Teaching Quality ◽

Teacher Preparation Programs ◽

College Level ◽

Preparation Programs ◽

The University

While Australian teacher education programs have long had rigorous accreditation pathways at the University level they have not been subject to the same formal public or professional scrutiny typical of professions such as medicine, nursing or engineering. Professional accreditation for teacher preparation programs is relatively new and is linked to teacher registration which in itself is relatively recent in most jurisdictions. As elsewhere, the goal of accreditation is to enhance the overall quality of teacher preparation programs and to meet jurisdictional requirements for initial teacher competence.Any new system of quality control takes time to develop and to embed into professional cultures and academic processes at the university or college level. Accreditation processes are no exception and Australia is grappling to develop procedures that meet jurisdictional legislative requirements, assure the public of the quality of teacher preparation and suit the professional context for each state. As yet these procedures have not focused on professional growth, accomplished or expert teaching, or quality within specific areas of preparation. While all agree that the ultimate goal of accreditation is quality assurance- to improve teaching quality in schools, negotiating optimum pathways to quality outcomes is no easy task in a country with an education system and population as diverse as Australia.This paper considers some of the practical and institutional issues confronting teacher education providers as they come to terms with new regulatory environments that require external accreditation of teacher education to meet varying state and national policy agendas. Specifically, it focuses on issues engaging a small and regional teacher education provider, Charles Darwin University as it negotiates developing registration and accreditation requirements. It also flags the need to improve teacher quality through acknowledgement of advanced practice in teaching and expert performance in delivering teacher education.

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A Century of Library Support for Teacher Education in Calgary

Education Libraries ◽

10.26443/el.v32i1.266 ◽

2017 ◽

Vol 32 (1) ◽

pp. 4

Author(s):

Barbara Brydges

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Professional Identity ◽

Teacher Preparation Programs ◽

American Education ◽

Preparation Programs ◽

University Of Calgary ◽

History Of ◽

Library Support ◽

The University

This paper traces the century-long history of a library that has served teacher preparation programs in Calgary, Alberta, since 1909. It looks at how this library’s role and collections adapted to shifting notions of what constituted good teacher education and changing economic circumstances. In recounting this history, the paper examines the historical circumstances that created a separate education library at the University of Calgary and how issues of group and professional identity contributed to its continuing existence. The various themes which emerge may be common to many North American education libraries.

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