Handbook of Research on Field-Based Teacher Education - Advances in Higher Education and Professional Development
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9781522562498, 9781522562504

Author(s):  
Gabrièle Abowd Damico ◽  
Lawrence J. Ruich ◽  
John M. Andrésen ◽  
Gretchen Butera

This chapter describes an approach to field experience that provides the opportunity for a long-term relationship between a teacher candidate and their supervising teacher in a teacher preparation program called Community of Teachers (CoT). CoT emphasizes the importance of this relationship in several ways. The program empowers teacher candidates and their mentors to choose one another. In addition, the length of the field experience provides an opportunity for teacher candidates to more deeply engage in the process of becoming a teacher within the context of a classroom and a school that they come to know well. A triadic relationship between the teacher candidate, supervising teacher, and university supervisor provides the opportunity for support as well as evaluative feedback for the teacher candidate. Benefits also accrue to the supervising teacher.


Author(s):  
Rachael Eriksen Brown

This chapter describes a model of integrating an elementary mathematics methods course with an afterschool club in order to support pre-service teachers' development of a teaching practice. The goal of the model was to help pre-service teachers integrate theory and practice as well as begin to notice particular elements of a classroom and lesson. Details of the model, the course, and how the partnership with the elementary school was formed are shared. In addition, results from analyzing pre-service teachers' journal responses indicate most teachers focused on classroom management initially; however, writing shifted to focus on students' mathematical ideas and the purpose of play. Learnings with respect to teacher education as well as ideas for future research are discussed.


Author(s):  
Rob Wieman

Pre-service teachers (PSTs) often have to plan and teach a lesson in a practicum setting as part of their methods class. This assignment is designed to give PSTs a chance to enact ambitious instruction; however, they often encounter obstacles that prevent them from engaging students in core disciplinary practices. A structure, based on lesson study, provides opportunities for PSTs to experience and identify these obstacles, revise their plans to address them, and engage in ambitious instruction while re-teaching the revised lesson. This structure also recasts initial lessons as opportunities to learn and improve through collaborative reflection. Examples of this structure are described, including features that contribute to PST learning and lesson improvements. Obstacles to ambitious instruction as well as strategies to overcome those obstacles are identified and discussed. Parallels are drawn between ambitious mathematics teaching and ambitious teacher education.


Author(s):  
Kristien Zenkov ◽  
Seth A. Parsons ◽  
Audra K. Parker ◽  
Elizabeth Levine Brown ◽  
Lois A. Groth ◽  
...  

Unprecedented and long-overdue attention has recently been given to the role of field-based clinical experiences in teacher preparation. Traditional models of university coursework disconnected from real world field-based clinical experiences serve neither prospective teachers nor PreK-12 students. This chapter presents a broader notion of field-based teacher preparation structures occurring in school-university partnership contexts and professional development schools, with the authors drawing from data of four field-based experiences, which fall along a continuum of partnership, from three teacher education programs at two universities. These partnerships illustrate a developmental framework for building mutually beneficial relationships that enhance the engagement of all stakeholders and acknowledge the need for differentiation in teacher education practice. A pathways orientation to school-university partnerships/PDSs and a project-based clinical approach offer chances to develop mutually beneficial learning opportunities for PreK-12 students and teacher candidates.


Author(s):  
Courtney K. Baker ◽  
Laura E. Bitto ◽  
Theresa Wills ◽  
Terrie McLaughlin Galanti ◽  
Cassandra Cook Eatmon

Effective mathematics specialists require opportunities to apply knowledge from their advanced preparation programs to their practice. Just as pre-service teachers engage in field experiences to practice instructional strategies, in-service educators should engage in field experiences to apply leadership knowledge and skills while under the supervision of an experienced and highly-qualified teacher educator. This chapter describes the culminating self-study field experiences in a masters-level advanced certification program which prepares in-service teachers to be K-8 mathematics specialists. Through collaboration with critical friends, the mathematics specialist candidates connected research to practice in the design and implementation of a self-study project. Their work chronicled an important transformation from teachers to teacher leaders. The candidates also described their interest and their new capacity to conduct research beyond their certification programs for the purposes of impacting teacher and student learning within their organizations.


Author(s):  
Jan A. Yow ◽  
Patrice Waller ◽  
Belinda Edwards

This chapter shares the experience and preliminary findings from a national collaboration to improve secondary mathematics teacher preparation programs in the United States. Specifically, the chapter focuses on a research group tasked with strengthening field experiences into methods courses. Two modules are shared that a group of methods instructors have developed and are implementing in their courses. Findings from the first module are explained with implications for continued module development. These findings show the impact of the module on mentor teachers as well as the benefit the module has demonstrated in relation to the preservice teacher-mentor teacher relationship. Challenges and lessons learned from this national effort are also included.


Author(s):  
Kamania Wynter-Hoyte ◽  
Meir Muller ◽  
Nathaniel Bryan ◽  
Gloria Swindler Boutte ◽  
Susi Long

This chapter provides a profile of an urban education collective that fosters relationships among preservice teachers, university faculty, and a local school district. The partnership supports preservice and in-service teachers serving marginalized communities using culturally relevant, humanizing, and decolonizing pedagogies. Drawing from decolonizing and humanizing theoretical and pedagogical frameworks, the collective highlights equity, asset-based, and anti-racist teachings. Insights gained from this initiative and recommendations for navigating challenges in equity work are presented. Implications for teacher education programs and future research goals are provided.


Author(s):  
Barbara A. Bradley ◽  
Andrea Miller Emerson ◽  
Arsenio F. Silva

The population of students in the United States is becoming increasingly diverse. At the same time, we live in highly interconnected global society with complex world problems. Thus, teachers need to prepare students to live and work collaboratively with people, locally and globally, from diverse background. Yet, how do in-service and preservice teachers support students if they have had limited experiences interacting with and understanding people from diverse backgrounds? This chapter describes a four-week summer study-abroad program in Italy, in which preservice teacher lived with a host family and observed and taught in an Italian school. It presents findings about what preservice teachers learned from (1) living with a host family, (2) observing in an Italian school, (3) becoming a culturally and linguistically diverse learner, and (4) teaching.


Author(s):  
Tracy L. Weston

This chapter describes the author's work as a teacher educator to establish, sustain, and improve a methods course partnership with a local K-6 school using an integrated school-situated, practice-based model. The model was designed with an aim of improving the coherence of teacher candidates' experiences and learning to better prepare them for the complicated work of equitable teaching. Coherent field-based components in teacher education offer opportunities to mitigate divisions between 1) theory and practice and 2) coursework and fieldwork. The chapter begins with a definition of coherence, describes how this definition of coherence was used to design an elementary literacy/social studies methods course, shares data to evaluate the course from the perspective of the teacher candidates, and describes what candidates learned by participating in the course.


Author(s):  
Derek Decker ◽  
Jennifer Roth ◽  
Donna Cooner

The Council for the Accreditation of Educator Preparation (CAEP) set forth a set of new standards that demand excellence to produce educators who raise P-12 student achievement. This pilot multi-case study describes perspectives and across-case themes of the lived experiences of national key stakeholders in educator preparation programs and their professional development school (PDS) partnership system. CAEP's five guiding principles of Standard 2: Clinical Partnerships and Practice as a priori codes describe experiences and perspectives of three key stakeholders of the university's clinical partnership. The three key stakeholders include (1) university-based teacher educators, (2) school-based teacher educators, and (3) teacher candidates. The researchers discuss results and implications for practice and offer avenues for future research.


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