Search results for: Preservice teacher education
Page 1/31 303 items
Preparing the next generation of preschool teachers who can integrate and make use of ICT to capitalise on and develop young children’s digital competences remains a challenging goal for teacher education programmes (TEP). Given the current gaps in the literature, this study aims to expand and deepen our understanding of the extent to which early childhood pre-service teachers encounter ICT during their training and how they are prepared to use digital technologies in their future practices. The empirical data was generated through a focus group study with pre-service teachers and interview with their teacher educators at an institution of higher education in Sweden. The findings of the study suggest that pre-service teachers feel they have not been adequately prepared to integrate ICT into their future educational practices in preschool. Teacher educators, however, demonstrated a completely different perspective, highlighting a variety of initiatives that they were implementing to prepare the next generation of preschool teachers to use digital technologies. It will discuss why pre-service teachers, unlike teacher educators, feel they are not being adequately prepared to use digital technologies in early childhood education. The study also provides a detailed account of the varied procedures involved in preparing pre-service teachers’ digital competences and makes recommendations to teacher educators on how to enhance future preschool teachers’ Technologica-lPedagogical-Content-Knowledge (TPACK).
Updated: Oct. 12, 2021
Examining the Development and Implementation of an Embedded, Multi-Semester Internship: Preliminary Perceptions of Teacher Education Candidates, Clinical Educators, and University Faculty
This article describes the development of an embedded, multi-semester internship that incorporated an intensive field experience delivered in partnership with a local district. It was theorized that the activities associated with the internship and the related partnership have the potential to be a powerful way to structure teacher learning to impact theory-practice connections and improve candidates’ efficacy for teaching and learning. Preliminary data collection in the form of surveys and focus group meetings have revealed positive outcomes, including perceptions of readiness to teach and the development of relationships between various stakeholders. Subsequent analyses will examine the impact on observable classroom behaviors, performance on the edTPA, and impact on teacher self-efficacy.
Updated: Oct. 08, 2021
Meaningful teacher–student relationships are linked to a range of positive student outcomes. However, there is limited research on how teacher education programs attempt to prepare teachers to form relationships with students. This article employs comparative case methodology to explore how two different teacher residency programs—No Excuses Teacher Residency and Progressive Teacher Residency—attempt to prepare their teacher residents to form meaningful relationships with students. Drawing on theoretical work by Martin Buber and Paulo Freire, this article finds two very different approaches to teacher–student relationships: Instrumental and Reciprocal. It concludes by discussing the implications of each.
Updated: Aug. 25, 2021
The present research demonstrates initial evidence of validity of a model of pedagogical practice for teacher educators, the Pre-Service Teacher Motivation Model, which is conceptually based in self-determination theory. The study deployed a survey comprising items constituting the proposed model’s factors, and measures of satisfaction of basic psychological needs and teacher self-efficacy, which were completed by pre-service teachers (N = 402) in two independent cohorts (n = 185; n = 217). The final model comprised three factors, Relational Dynamics, Student-Centered Organization, and Connected Learning. The findings are evidence of the model’s potential utility as a tool for informing the design of learning and teaching, and reflective practices in teacher education.
Updated: Jul. 27, 2021
Teacher educators’ practices include providing written feedback to preservice teachers. Aims of written feedback include providing information to preservice teachers about their ideas and practices as well as sustaining ongoing relationships. In this article the authors argue that factors mediating written feedback practice support the informational purposes of feedback while displacing time and space for relational purposes. This argument stems from their self-study using dialogic analysis of three mathematics teacher educators’ conversations and narratives about their written feedback. Analysis of their narratives and transcripts of conversations focused on written feedback practice through the lens of relational teacher education. They found three factors that mediated their written feedback practices: their mathematics identities, assignment structures, and accreditation. To illustrate the factors they share three vignettes crafted from transcripts of conversations and narratives of their written feedback. These themes, while unique to their contexts, illustrate ways teacher educators’ explicit values and goals for teaching about teaching can be crowded out by unexamined factors living within enactments of professional practice. Their findings are contextually bound, but coupled with other self-studies of written feedback illustrate that written feedback practice is informed by teacher educators’ values and context.
Updated: Jul. 01, 2021
Preservice Teachers’ Skills to Identify Effective Teaching Interactions: Does It Relate to Their Ability to Implement Them?
Research about in-service teachers has shown that specific skills such as the skill to identify effective teaching interactions in others relates to the teachers’ skill to engage in effective classroom interactions related to student learning. This study aimed to examine the relationship between these skills for 130 preservice teachers in the final year of their program. Findings indicated that preservice teachers’ skill to identify effective teaching interactions in others related to the effectiveness of the emotional support and instructional support exhibited in their observed classroom interactions. In addition, the study investigated the relationship between these skills and the teacher program characteristics. This study provides further evidence that the skill of noticing effective teaching interactions in others is related to implementing one’s own effective classroom interactions. Thus, enhancing preservice teachers’ noticing skills serves as an important target for current and future teacher training.
Updated: Jun. 06, 2021
Disability and the Meaning of Social Justice in Teacher Education Research: A Precarious Guest at the Table?
Although disability is assumed to be part of the teacher education social justice landscape, its position in the context of social justice is contested and has not been informed by an analysis of the empirical record. To address this gap, the authors examined 25 years of research on social justice in teacher education, focusing on how disability is presented in relationship to other social markers of identity. Disability is only modestly visible within this literature; when included, it is typically treated as an isolated marker of identity, absent considerations of intersectionality. Overcoming this marginalization of disability requires new, robust cross-faculty alliances in conceptualizing research on social justice in teacher education; adopting discursive practices that complicate disability in terms of its intersectional, reciprocal relationship with the full range of social markers of identity; and intersectionality-driven instruction connecting multiple identities and the multiple instructional strategies required to transform teacher education for social justice.
Updated: Jun. 03, 2021
This study aims to better understand the role of mentor teacher–mediated experiences in preservice teachers (PTs)’ progress toward the vision of teaching advocated by their programs. Data were collected from multiple cohorts of preservice science teachers at two university-based teacher preparation programs. Employing a qualitative, multiple case study approach, a total of 35 cases were analyzed focusing on the quality of mentor teacher–mediated experiences (i.e., modeling program-advocated vision of teaching, supporting PTs’ experimentation, and providing feedback), and its relationship to PTs’ progress over time. The analyses show that mentor teachers’ supportiveness for PTs’ experimentation played a critical role in facilitating PTs’ desirable changes. Well-structured experimentation created conditions for PTs to notice, leverage, and expand students’ sense-making repertoires in classrooms. Mentors’ modeling of program-recommended practices was not necessarily related to PTs’ progress. This study raises questions about prevalent perceptions of a good mentor teacher as someone who models program-recommended practices.
Updated: Jun. 03, 2021
Field experiences aim at immersing student teachers in authentic work tasks and conditions of teachers. However, specific psychological needs of the teaching workforce are not considered when studying the fulfilment of student teachers’ psychological needs. This paper proposes a four-dimensional theoretical framework incorporating both basic and specific psychological needs. A diary study is presented, which measures the fulfilment of the hypothesised needs at five intervals during a ten-day field experience. The average fulfilment rates and development trends show differences among the four dimensions, suggesting the presence of lower- and higher-order needs. Significant correlations between need fulfilment and success indicators, such as learner satisfaction, learning gain, teacher self-efficacy and level of self-reflection, are also found. The results highlight the relevance of high rates of need fulfilment right from the start of the field experience.
Updated: May. 13, 2021
Changes in attitudes and willingness to use co-teaching through pre-service teacher training experiences
This study focuses on pre-service training. Three groups of student teachers were created: one group received conceptual training only, another received conceptual training and the opportunity to co-teach, and a third group received initial conceptual training and explanations on its use from a member of the second group. An explicative sequential mixed design was chosen, which combines a quantitative study, conducted on a pre-post basis to compare test results on attitude and willingness to use co-teaching, with a qualitative study to analyse co-teaching student-teachers’ perceptions in both their own learning experience and the learning experience of the pupils. The results show that those who received only conceptual training modified their attitudes to a lesser degree and curiously, those in the group receiving explanations from a peer improved the most.
Updated: Apr. 17, 2021