Supporting Teacher Learning: Standards-Friendly Lessons in University Methods Courses

2006 ◽  
Vol 13 (4) ◽  
pp. 211-215
Author(s):  
Lynn C. Hart
Keyword(s):  
Preservice Teachers ◽  
Lesson Study ◽  
Teacher Practice ◽  
Classroom Teacher ◽  
Study Groups ◽  
Teacher Education Programs ◽  
National Council ◽  
Change In Teacher Practice ◽  
The Impact ◽  
Development Center

Since the publication of reform recommendations in Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics 1989), many strategies have been used to align teacher practice with the Standards. For example, mathematics educators have examined the impact of coaching in teacher's classrooms (Hart, Najee-ullah, and Schultz 2004), changing curriculum materials (Educational Development Center 2005), using case studies (Barnett 1992), and participating in lesson study groups (Fernandez 2005). Although all these strategies—given the appropriate resources and teacher motivation—can improve instructional practice, many are not easily implemented in a university classroom. Teacher education programs in colleges and schools of education that attempt to facilitate substantial and lasting change in teacher practice, particularly change with preservice teachers, must often find other methods.

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

Peer Assessment for Development of Preservice Teachers

2011 ◽  
pp. 263-280
Author(s):  
Lorraine Gilpin ◽  
Yasar Bodur ◽  
Kathleen Crawford
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Classroom Teaching ◽  
Teacher Education Programs ◽  
Peer Observation ◽  
Education Programs ◽  
Scholarship Of Teaching ◽  
The Impact

Peer assessment holds tremendous potential to positively impact the development of preservice teachers. The purpose of this chapter is to describe our findings on the impact of different forms of peer observation and feedback on preservice teachers’ skills in analyzing classroom teaching and their perceptions of their experience with peer assessment. In addition to reporting our findings, we draw from the Scholarship of Teaching and Learning literature to present peer assessment as a medium to overcome structured isolation that is present in the practice of teaching. According to our study, peer observation and feedback is beneficial to preservice teachers’ learning. However, to maximize its effectiveness, a culture of peer assessment should be established in teacher education programs.

Preparing Tomorrow's Teachers to Use Web-Based Education

2000 ◽  
pp. 129-146 ◽  
Author(s):  
Deborah L. Lowther ◽  
Marshall G. Jones ◽  
Robert T. Plants
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
World Wide ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Web Based ◽  
Knowledge And Skills ◽  
The World ◽  
The Impact ◽  
Web Based Education

The potential impact of the World Wide Web (WWW) on our educational system is limitless. However, if our teachers do not possess the appropriate knowledge and skills to use the Web, the impact could be less than positive. It is evident, then, that our teachers need to be prepared to effectively use these powerful on-line resources to prepare our children to thrive in a digital society. The purpose of this chapter is to discuss the impact of Web-based education on teacher education programs by addressing the following questions: • How is the World Wide Web impacting education? • Are teacher education programs meeting the challenge of producing certified teachers who are capable of integrating meaningful use of technology into K-12 classrooms? • What is expected of teacher education programs in regards to technology and Web-based education? • What knowledge and skills do preservice teachers need to effectively use Web-based education? • What instructional approaches should be used to prepare preservice teachers to use Web-based education?

The Impact on Literacy Instruction Using a Technology Platform

2022 ◽  
pp. 158-178
Author(s):  
Rene Lynn Sawatsky
Keyword(s):  
Preservice Teachers ◽  
Learning Strategies ◽  
Learning Technologies ◽  
High Tech ◽  
Teacher Education Programs ◽  
Technology Platform ◽  
Literacy Strategies ◽  
The Many ◽  
Strategies Instruction ◽  
The Impact

Preservice teachers live in a unique world today with the blending of traditional instructional materials for literacy and a variety of high-tech learning technologies present in every 21st century classroom. In the current landscape, teachers are required to learn a variety of technology programs, to know their benefits, and to seamlessly implement them alongside the many pedagogies for maintaining a classroom. This includes teaching a variety of learning strategies and balancing blended online vs. in-person classrooms. This heavy responsibility is compounded by the problem facing many literacy educators today (i.e., how best to instruct within a technology platform and continue to motivate learners to read and to monitor their own use of literacy strategies for comprehension). This chapter outlines a study and subsequent findings of the impact of computer technology for reading strategies instruction with pre-adolescents and its impact for preservice teacher education programs.

Preservice Teachers' Knowledge Construction with Technology

2016 ◽  
pp. 109-125
Author(s):  
George Zhou ◽  
Judy Xu
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Lesson Study ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Methods Courses ◽  
Technology Proficiency ◽  
Pedagogical Content ◽  
Study Approach ◽  
Key Space

Today's teachers are expected to use digital technologies in their teaching. However, teacher education programs do not yet effectively develop teachers' capabilities to teach with technology. In order to search for best approaches, this chapter starts with an epistemological discussion on knowledge, and then moves to a more specific discussion about the nature of preservice teachers' learning about using technology to teach. Using the framework of Technological Pedagogical Content Knowledge, the chapter argues that methods courses of a teacher education program are the key space where preservice teachers can be trained to use technology in subject teaching. Particularly, the Microteaching Lesson Study approach in methods courses was considered an effective way for the development of technology proficiency. A small recent supports the arguments and articulates the success and challenges of the Microteaching Lesson Study approach.

Preservice Teachers’ Professional Vision for and Capacity to Teach Self-Regulated Learning: Effects of Scaffolding Level

2020 ◽  
Vol 122 (3) ◽  
pp. 1-48
Author(s):  
Tova Michalsky
Keyword(s):  
Preservice Teachers ◽  
Self Regulation ◽  
Theory And Practice ◽  
Time Range ◽  
Teacher Education Programs ◽  
Professional Vision ◽  
Self Regulated Learning ◽  
Posttest Performance ◽  
Data Collection And Analysis ◽  
The Impact

Background Self-regulation in learning (SRL) represents a major topic in educational research. Nevertheless, there remains a gap in the research concerning how teachers can incorporate SRL into the classroom. This study focuses on the Professional Vision for SRL (PfS) method, which aims to bridge the gap between theory and practice so that teachers can teach SRL and students can acquire SRL skills. Purpose The goal of the present study was to examine the impact of different scaffolding levels on the development of preservice teachers’ professional vision (PV) for SRL and their ability to teach SRL to students. Participants: Participants were 102 second-year preservice physics teachers at three major research universities. Research Design The study included three distinct PV scaffolding levels, in order to examine which types of PV prompts might best scaffold teachers’ progress in mapping and teaching SRL. These prompts included hints for when (time range) to analyze videotaped complex SRL-teaching events, full guidance (popup notifications) for when and what to analyze, and self-guidance (controls) for analyzing without help. Data Collection and Analysis I addressed the research questions and hypotheses by performing a multivariate analysis of variance (MANOVA), with posttest performance as the dependent variable and PV prompt type as the independent variable. Findings Results showed that over time, all three groups improved on measures of both PV for SRL and SRL teaching. Additionally, we found that hint prompts had a greater positive effect on both measures than guided or self-guided prompts. Recommendations The current study recommends broadening the instructional framework of teacher education programs to include PV hints instruction as a means of supporting the practical skills necessary for teaching in dynamic school contexts.

Supporting Teacher Learning: Lesson-Study Groups with Prospective and Practicing Teachers

2008 ◽  
Vol 14 (8) ◽  
pp. 472-478
Author(s):  
Gina Post ◽  
Stephanie Varoz
Keyword(s):  
Teacher Education ◽  
Teacher Learning ◽  
Prospective Teachers ◽  
Lesson Study ◽  
Study Groups ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Strategies ◽  
Practicing Teachers ◽  
Field Placements

Supporters of the current reform efforts in mathematics envision ways of teaching that engage students in meaningful tasks and create communities where students can discuss and reflect on their learning. Becoming such a teacher requires learning new pedagogical strategies, knowing how children learn, and reflecting on one's own understanding of mathematical knowledge and practice. As both prospective and practicing teachers participate in a variety of learning experiences, they revise their conceptions of mathematics instruction and develop new forms of practice. Two predominant contexts for teacher learning are preservice teacher education programs and in-service professional development opportunities. However, research demonstrates that both contexts face distinct problems for developing reform-oriented practices (Borko and Putnam 1996). Prospective teachers exposed to reform-oriented pedagogy by university faculty in teacher education programs often discover that teaching practices in student field placements remain extremely traditional and authoritarian (Borko et al. 1992). This failure to provide field experiences that model standards-based practices often encourages traditional teaching routines (Eisenhart et al. 1993; McNamara 1995).

scholarly journals Impact of Environmental Education on Beginning Preservice Teachers’ Environmental Literacy

2017 ◽  
Vol 33 (3) ◽  
pp. 201-222 ◽  
Author(s):  
Deborah O. Dada ◽  
Chris Eames ◽  
Nigel Calder
Keyword(s):  
Preservice Teachers ◽  
New Zealand ◽  
Environmental Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Environmental Literacy ◽  
Environmental Knowledge ◽  
Teacher Education Programs ◽  
The Impact ◽  
Preparedness To Teach

AbstractOne of the goals of environmental education is the development of environmental literacy. The development of environmental literacy for preservice teachers is critical if they are to be confident and competent to deliver environmental education in schools. Little is known about the impact of environmental education on preservice teachers’ environmental literacy and their subsequent practices as teachers within schools in New Zealand. This study used a mixed-methods approach with a pretest and posttest design to examine the environmental literacy of preservice teachers enrolled in a compulsory environmental education paper as part of their Bachelor of Teaching program at a New Zealand university. The perceptions of the preservice teachers’ preparedness to teach environmental education was also examined. Findings indicate that despite only slight shifts in preservice teachers’ environmental literacy, their confidence to teach environmental education significantly increased after completing the paper. Increases in the strength of correlations between environmental knowledge and affective dispositions were observed upon completing the environmental education paper. Implications of findings for teacher education programs are discussed. This study could inform curriculum design and teaching and learning practices for effectively preparing preservice teachers to promote the development of the environmental literacy of students in their future schools.

scholarly journals Preparing Teachers for Inclusive Classrooms: Introducing the Individual Direct Experience Approach

2014 ◽  
Vol 7 (2) ◽  
pp. 245-257 ◽  
Author(s):  
Jodi Peebles ◽  
Sal Mendaglio
Keyword(s):  
Preservice Teachers ◽  
Inclusive Education ◽  
Classroom Teacher ◽  
Practical Experience ◽  
Inclusive Classrooms ◽  
Teacher Education Programs ◽  
Direct Experience ◽  
The Individual ◽  
Preparedness To Teach

Inclusion is a contemporary educational movement impacting the role of the classroom teacher. As a result, teacher education programs have made attempts to incorporate inclusive education as part of their curricula. An analysis of the literature reveals that inclusion training has favorable effects on the attitudes of preservice teachers, but has little effect on their perceptions of preparedness to teach in inclusive classrooms. A common complaint is that the focus is heavily weighted on theory, as opposed to practical experience. To address such concerns, the authors recommend the Individual Direct Experience Approach (IDEA) as an innovative approach to preparing teachers for inclusive classrooms.

The Three-Minute-Rehearsal Cycle of Enactment and Investigation: Preservice Secondary Mathematics Teachers Learning to Elicit and Use Evidence of Student Thinking

2019 ◽  
Vol 8 (1) ◽  
pp. 22-48
Author(s):  
Fran Arbaugh ◽  
Duanne Graysay ◽  
Nursen Konuk ◽  
Ben Freeburn
Keyword(s):  
Preservice Teachers ◽  
Mathematics Teachers ◽  
Teacher Educators ◽  
Secondary Mathematics ◽  
Learning Opportunities ◽  
Learning To Teach ◽  
Student Thinking ◽  
National Council ◽  
Design Learning ◽  
The Impact

In the last decade, mathematics teacher educators have begun to design learning opportunities for preservice mathematics teachers using a pedagogies-of-practice perspective. In particular, learning cycles provide a structure for engaging PSTs in learning to teach through the use of representations, approximations, and decompositions of practice (Grossman et al., 2009). In this article, we provide details of one learning cycle designed to support secondary mathematics preservice teachers' learning to elicit and use evidence of student thinking and pose purposeful questions (National Council of Teachers of Mathematics, 2014). Through qualitative analyses conducted on learning reflections, we provide evidence of the impact on engagement of this cycle through the lens of the Framework for Learning to Teach (Hammerness et al., 2005).

Sign in / Sign up

Export Citation Format

Share Document