Search results for: Teacher education programs
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The Editors’ challenges to the field of teacher education ask us to take stock: what is education for? What is our role in preparing new teachers to educate the nation? In their introduction to the panel discussing these challenges, they asked three questions: “Does ‘the field’ need to be challenged?”; “Can ‘the field’ be challenged?,” and “In which direction(s)?” Their answers were “yes,” “yes,” and “tell us.” Academic journals, of course, cannot change the world, but they can do far more than simply reflect back to us what we are thinking and doing to advance knowledge. Over time they certainly reflect the changes in our thinking, and from time to time they can intervene, as these editors are attempting to do, by taking a stand and asking explicit questions about the directions they believe we should be taking – challenging us, in fact, to think again, and perhaps, change our minds about what we think we should be doing.
Updated: Jul. 17, 2022
How and why learning theories are taught in current Dutch teacher education programs. Identifying a gap between paradigm and reality in teacher education
A teacher should arguably know about learning theories (LTs) in order to make daily pedagogical decisions. However, little literature exists on the role of LTs in teacher education. Eight Dutch teacher educators were interviewed on LTs in their curriculum. LTs were unanimously considered important but huge variation was found in what and how LTs are taught. Several functions of LTs were mentioned, with underpinning of pedagogical decisions using LT considered to be the essence of higher education. However, respondents doubted whether this is ever achieved. This suggests an additional paradigm – reality gap in teacher education.
Updated: Mar. 27, 2022
A new evaluation approach for teacher preparation programs using labor market competitiveness of teacher applicants
This study introduces a new approach to measure effectiveness of teacher preparation programs (TPP) at U.S. universities by examining to what extent TPPs produce employable teacher candidates. The authors use teacher vacancy-application data in Wisconsin public schools from 2014–15 through 2016–17. They find that attending specific TPPs makes a difference for novice teacher applicants’ hiring outcomes, but the competitiveness of these TPPs is inextricable from their geographic locales. Their findings complement the existing acontextual and absolute TPP rankings and suggest that graduates of TPPs with strong school and community partnerships are more competitive in the local labor market.
Updated: Jan. 17, 2022
Although there is substantial research documenting the impact of department heads in higher education, there is a significant gap in the literature examining the role of program coordinators. This self-study explores how two teacher educators navigated the opportunities and costs of coordinating their respective programs, literacy education and elementary education. The data revealed three themes consistent across the coordinators: stakeholder and engagement, collaboration, and policy and power. Implications for leaders in higher education are discussed including the importance of revising evaluation tools to reflect the actual demands on coordinators’ time, allowing time for rich and deep conversation among leaders, and providing mentors to assist coordinators in building their skills and supporting their efforts.
Updated: Dec. 22, 2021
“A Learning Process Versus a Moment”: Engaging Black Male Teacher Education Candidates in Culturally Sustaining Pedagogy at Jackson State University
This qualitative case study provides a deep dive into a teacher education program at Jackson State University, a Historically Black University (i.e. HBCU) located in Mississippi that is intentionally preparing Black men teacher candidates to successfully support the academic achievement of students in culturally diverse, low-income, and underserved schools.
Updated: Oct. 26, 2021
In this case study, the authors explored how one college of education went about revising curricula across several programs; thereby disentangling multiple perspectives in order to address the needs of various external drivers as well as meeting faculty-driven needs. Informed by a conceptual framework undergirded by sociocultural theory and co/sense-making, findings from their study present a complicated view of the curricular revisioning process––offering evidence of both success and areas for continued improvement. Specifically, findings illustrate how faculty chose to mediate curricular revisioning tools; how faculty and college administration negotiated the aims and processes of curricular revisioning; and how (mis)communication among various participants intersected the work and shaped the perceptions of faculty and administration. Themes generated from their study provide lessons for others seeking to revise their teacher education curricula.
Updated: Aug. 10, 2021
Teacher Education in a New Age of Accountability: How Can Programs Develop Responsible and Valuable Self-Assessment
This paper intends to demonstrate how within the current contentious environment for teacher education in the U.S., two small teacher preparation programs conducted a voluntary coordinated long-term self-evaluation study, that partially responded to external accountability pressures by the Federal administration, state agencies and various private and non-governmental organizations. In particular, the author focuses on findings about graduates’ preparation experiences and sense of preparedness for teaching, as well as how they perceived their faculty strengths and weaknesses and programs’ effectiveness. Such an in-depth examination of graduates’ perspectives can serve not only for internal self-study purposes, but also as an example to other preparation programs looking to meet external accountability pressures, while preserving a voice in the process and developing meaningful tools for self-assessment and improvement.
Updated: Aug. 10, 2021
This inaugural Saudi Arabian-based (SA) study explored how social media images and cartoons can influence the professional identity of pre-service teachers (PSTs) measured by their reflections on self-selected images of teachers and teaching in Saudi media. PSTs (n = 30) were enrolled in a teacher education program in a faculty of education in a public university in the Eastern province of SA (convenience sampling). Findings from thematically analyzing 30 reflective assignments, nine semi-structured interviews, and a focus group (n = 9) revealed four themes: (a) a pervasive negative stereotype; (b) violence associated with male teachers and students; (c) criticism of the education and administrative system; and (d) suggestions of eroding teacher authority. Findings affirm the imperative that teacher education programs intentionally sensitize PSTs to the benefits of critically deconstructing media images. This will help stave off negative connotations of teachers and make teaching become part of future teachers’ professional identities and the SA collective memory.
Updated: Aug. 03, 2021
Examining Diverse Perspectives of edTPA Policy Implementation Across States: The Good, the Bad, and the Ugly
Since 2009, the Educative Teacher Performance Assessment (edTPA) has been rapidly implemented as a policy tool for strengthening teacher professionalization across the United States. However, its national assimilation has become a target for both praise and critique among teacher educators. In this article, the authors examine such diverse perspectives. Highlighting the sensemaking of administrators, faculty, staff, and teacher candidates (n = 75) across eight teacher preparation programs (TPPs) in two states, they examine how they have responded to varied edTPA policy designs and program contexts. Results show that both policy design and programmatic differences influence how these stakeholders have perceived and implemented edTPA—either as a framework for inquiry or compliance. In the process, they contend that edTPA has many promises and pitfalls as a scalable policy tool for preparing and assessing future teachers.
Updated: Jun. 24, 2021
Career changers form a substantial proportion of teacher education (TE) students. They bring a broader set of life and work experiences than do their younger, school-leaving counterparts. This paper investigates the needs and concerns of career change student teachers (CCSTs) in Australia. The study on which this article reports analysed survey data from 508 CCSTs enrolled in 29 of Australia’s 34 universities. The article explores what this group brings to their TE courses, and how their needs and contributions may differ from those of younger students. The data confirmed career changers’ reasons for choosing teaching are primarily driven by intrinsic and altruistic motivations. Concerns regarding flexibility in course offerings was expressed. The authors advise that attracting and retaining career change teachers is likely to become increasingly important in the context of rising school student numbers, teacher attrition, and the impending departure from the profession of many ‘baby boomers’.
Updated: May. 11, 2021