International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Jacobs Jennifer
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6 items
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This self-study tells the story of two international teacher education doctoral students and one faculty member as they embarked upon a co/autoethnography as a way to collectively explore experiences with and conceptualization of teacher candidate supervision across international contexts.
Data collection included written autobiographical narratives, audio-recordings of reflective conversations, and various artifacts.
By sharing their narratives and engaging in reflective conversations about these experiences, they gained insight into their histories in relation to the term supervision.
Understanding each other’s pasts and contexts helped them gain a window into how their experiences influenced their beliefs about supervision.
Specifically, they saw connections in relation to what influenced them to become teachers, relationships and the context for supervision, and the function of supervision.
Their past narratives became a lens to study how they currently view supervision.
This realization pushed them to develop a new vision of supervision informed by both their past experiences and their current knowledge and experiences.
This study has implications for both teacher educator-doctoral student preparation and teacher educator professional development.
Published: 2019
Updated: Aug. 05, 2020
2
In this article, the authors examine specific learning outcomes—notably, increases in teachers’ knowledge, changes in their practice, and the impact on student achievement—as a result of teachers’ participation in a situative-based, adaptive professional development (PD) program. The findings suggest that participation in the Problem-Solving Cycle (PSC) model of PD can support at least modest improvements in teachers’ knowledge and classroom instruction within a relatively short time frame. This study of the PSC highlights one way to examine the effectiveness of adaptive PD using longitudinal data and quantitative analyses. Based on those analyses, the PSC does appear to have the potential to substantially affect teachers’ knowledge and instruction and, perhaps, their students’ achievement.
Published: 2015
Updated: Apr. 17, 2016
3
The authors examine a professional development book club for teacher educators. The authors focused on understanding how teacher educators, participating in a professional development book club on English-language learners) ELL), explored their beliefs about language diversity and developed an awareness of how to best prepare future teachers for culturally and linguistically diverse schools. The authors found several overarching themes: the centrality of lived experiences, tensions within pedagogy development; and experiencing internal conflict throughout the process.
Published: 2011
Updated: May. 29, 2013
4
The purpose of this study is to understand the qualitatively different ways that current practicing teachers are using data to inform instruction. Nine elementary schools teachers participated in this study. Findings from teacher interviews are presented through the image of a ladder representing the stages that teachers experience as they engage in data usage to inform their instructional decision making. These findings have implications for teacher educators and school-based practitioners alike in better supporting the professional development of preservice and in-service teachers for this data-driven context of schools.
Published: 2009
Updated: Sep. 02, 2010
5
The paper illustrates the University of Florida's efforts to understand the ways that prospective teacher education can be linked to individual school improvement efforts. It explains how teacher educators and their school-based partners collaboratively craft their professional development school work with prospective and practicing teachers to target school improvement and teacher learning. The authors illustrate four models for engaging in inquiry-oriented school improvement and outline the factors that underlie their design.
Published: 2008
Updated: Apr. 22, 2009
6
The article examines the use of video as a tool for fostering discussions about teaching and learning. The study was conducted during a 2-year mathematics professional development program, based on the Problem-Solving Cycle model and relied on videos from the teachers' classrooms.
Published: 2008
Updated: Mar. 31, 2008