Search results for: Preservice teacher education
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The authors use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching (“cooperating teachers”) and the schools in which student teaching occurs. They find that, all else equal, teachers with more experience, higher degree levels, and higher value added in math are more likely to serve as cooperating teachers, as are schools with lower levels of historical teacher turnover but with more open positions the following year. They also find that teacher candidates are more likely to be placed with cooperating teachers of the same gender and race/ethnicity, and are more likely to work with cooperating teachers and in schools with administrators who graduated from the candidate’s TEP.
Updated: Feb. 17, 2021
A cross-institutional investigation of a flipped module on preservice teachers’ interest in teaching computational thinking
Informed by the person–object theory of interest, this study deployed a mixed-method concurrent triangulation design and investigated the impact of major/specialization, gender, and module design on preservice teachers' interest in teaching computational thinking. The study was conducted in a flipped computational thinking module hosted in three sections of educational technology courses at two U.S. institutions. Results from the quantitative analysis showed that preservice teachers who did both Scratch coding and physical computing practices had a higher level of interest than their peers who only did the Scratch coding only. The qualitative analysis found evidence that preservice teachers' interest differed by their gender and major/specialization statuses. At the end, the authors provided suggestions for future research and practice for teaching computational thinking in teacher education.
Updated: Jan. 01, 2021
This is a qualitative study that examines Jewish and Bedouin preservice teachers' (n = 76) meaningful experiences in a project-based learning framework, in which they participated as part of their pedagogical coursework. The main goal of the study is to gain insight into participants’ meaningful experiences, i.e. thoughts, feelings, and emotions related to the PBL process. The data collection method consisted of 38 in-depth interviews and 152 reflective reports. Data were analysed according to the qualitative method for content analysis. Study findings provided detailed descriptions of participants’ meaningful experiences in two domains: (A) The Quality of the Experience; (B) The Content of the Experience. The study contributes to the pool of knowledge about PBL, an approach that is being increasingly implemented in teacher-training frameworks.
Updated: Dec. 29, 2020
This paper undertakes a critical review and analysis of the recent developments in teacher education in Pakistan to situate different models of teacher education funded by donor agencies against international development in teacher education and the political economy dynamics of teacher education in Pakistan. The paper’s central thesis is that despite the prevalent and overwhelming trends, of which Pakistan is possibly a willing or unwitting recipient, there are clear indications that the so-called international standardisation of teacher education models and practices are being critically considered and that more contextualisation is required. This paper recommends areas of research to support iterative development of contextual models of teacher education through an evidence-based approach. This can then better inform teacher education policies and practices. Also, it can focus on the desired teacher development outcomes within the context of a developing country and the educational milieu that is particular to Pakistan.
Updated: Dec. 14, 2020
University-district partnerships to improve field experiences: Associations with candidate perceptions and performance
Education Preparation Programs (EPPs) are increasingly pressured to demonstrate alignment between program supports and candidates’ outcomes. Using mixed methods, we studied the Early Field Immersion School (EFIS), an effort to improve candidates’ early field experiences. Participants included 171 candidates enrolled in a graduate certificate program and 11 university-based faculty. EFIS candidates spent increased time in early field experiences, yet EFIS was not associated with candidates’ performance at program exit. Although we found that while candidates and faculty alike valued EFIS supports, participation was negatively associated with perceptions of preparedness. We discuss these discrepancies and offer suggestions for ongoing research.
Updated: Oct. 21, 2020
This paper examines the practice of two novice teacher educators working as instructional coaches in a university-based teacher education program. Previous research suggests that the knowledge and skills required to be an effective teacher are distinct from those required to be an effective teacher educator. Yet novice teacher educators often receive minimal preparation. This qualitative study identifies dilemmas that novice coaches encounter during observation debrief conversations in order to inform coach training. The findings suggest that the process used by the researchers to surface dilemmas may also be a useful intervention in shaping the identity and practice of novice teacher educators.
Updated: Sep. 29, 2020
Imagination, Brokers, and Boundary Objects: Interrupting the Mentor–Preservice Teacher Hierarchy When Negotiating Meanings
The mentor–preservice teacher hierarchy, that privileges mentor teacher talk and experience, often dominates mentor–preservice conversations. To realize the full potential of teacher education approaches designed to engage preservice and mentor teachers together in shared learning and teaching tasks, attention is needed to better understand the dynamics and implications of mentor–preservice teacher interactions. The authors analyzed how and when preservice and mentor teachers introduced ideas to group conversations and whose ideas were taken up by the group during a co-learning task. They found that mentor teachers tended to dominate group sense-making. However, preservice teacher use of imagination, the actions of teacher educators as brokers, and the use of boundary objects temporarily interrupted the dominant hierarchy. The authors conjecture that these moments raised preservice teacher status within the group so that mentor teachers took up preservice teachers’ ideas.
Updated: Jul. 19, 2020
Cascading, Colliding, and Mediating: How Teacher Preparation and K-12 Education Contexts Influence Mentor Teachers’ Work
In this conceptual article, the authors present a theoretical framework designed to illustrate the many contexts and factors that interact and shape the work of mentor teachers. Drawing on the literature on K-12 teaching and on teacher preparation, they argue for greater acknowledgment of the complex work of mentor teachers as they navigate multiple contexts. They conclude by considering how this framework helps to better understand the work of mentor teachers and by offering suggestions for teacher preparation programs and K-12 schools to better support mentor teachers and best prepare teacher candidates.
Updated: Jul. 18, 2020
Team Teaching During Field Experiences in Teacher Education: Investigating Student Teachers’ Experiences With Parallel and Sequential Teaching
During field experiences in teacher education, student teachers are generally placed individually with a mentor. Teacher education institutes search for alternative field experience models, inspired by collaborative learning such as team teaching. This study explores two team teaching models, parallel and sequential teaching, by investigating the student teachers’ perspective. Quantitative (survey) and qualitative (self-report) methods were used to map their attitudes toward both models, their perception on collaboration, advantages and disadvantages, and the conditions for implementation they consider critical. Student teachers adopt positive feelings toward both models. In sequential teaching, collaboration is experienced significantly higher than in parallel teaching. Both models have their own advantages and disadvantages, but advantages clearly outweigh disadvantages. In comparison with previous research, decreased workload and better management are new advantages, interdependence and complex management new disadvantages. “Preparation for new roles” is the most important condition in order to successfully implement both models.
Updated: Jul. 07, 2020
In teacher education, it is imperative that course design, method of instruction, and classroom procedures align with the content. One way to achieve this may be to “flip” the classroom. While flipped classrooms have received considerable attention in recent years, much remains unknown about their effect on basic psychological needs or learning outcomes of preservice teachers. The purpose of the present study was to address this gap by utilizing a quasi-experimental design to examine differences in motivation and objective learning outcomes after controlling for socioeconomic status (SES) and grade point average (GPA) between traditional and flipped sections of a foundational educational course (N = 263). Results revealed that preservice teachers in the traditional section had significantly higher scores on two of the motivation outcomes (e.g., intrinsic and identified regulation), but that preservice teachers in the flipped sections had significantly higher scores on several indices of objective learning outcomes. Implications for teacher education are discussed.
Updated: Jun. 14, 2020