Search results for: Teacher preparation
Page 1/8 73 items
Perceptions of preparedness for online teaching due to the COVID-19 pandemic as a graduate of an education program at a university in the Midwest
This study examined how prepared teachers felt when shifting to online instruction during the COVID-19 pandemic. The teachers were graduates of an education preparation program at a small private Midwestern University. The authors constructed a questionnaire to measure the graduates’ perceptions of preparation in online teaching, as well as their experience of online teaching during the pandemic. The graduates reported the importance of university faculty modeling the use of online tools, effective course management and virtual teaching strategies to preservice teachers, as well as having the opportunity to take a course focused on teaching in virtual contexts. Such preparation enabled the graduates to successfully transition to online instruction during the pandemic.
Updated: Nov. 08, 2021
Professional Dispositions of Teacher Candidates: Measuring Dispositions at a Large Teacher Preparation University to Meet National Standards
The current study reports the process by which one of the largest teacher preparation institutions in the Western U.S. assesses teacher candidates’ professional dispositions throughout their teacher preparation programs through the use of a survey developed by the university. The survey is completed by teacher candidates, mentor teachers, and supervising faculty. Results were analyzed using a Generalized Estimated Equations Model. Results indicated a slight increase in mean scores over time and mentor teachers rated students higher than the students rated themselves. No significant difference in mean scores was found between teacher candidates and supervising faculty. Reliability and validity of the instrument and results are discussed. Lastly, implications for the use of the Professional Dispositions Qualities (PDQ) instrument for accreditation purposes are discussed.
Updated: Oct. 20, 2021
The data shared in this article is related to several critical incidents that occurred during summer of 2019 during a summer literacy programme where tutors worked with elementary age students in a university literacy centre. Each incident adds to learning by PSTs on professional behaviour. The paper will be thematically organised across four critical incidents. The first two involved conflict between three tutors, broadly. In one, a student was involved as the tutors engaged in personal conflict. In the second, the tutors alone were involved, however, the escalation of the situation occurred quite quickly. In the third narrative, the authors re-story a critical incident that involved the researchers and one of the teacher candidates across multiple moments in the programme. In the final narrative, model behaviour by two tutors was exhibited when handling mandated reporting.
Updated: Oct. 14, 2021
High-Stakes Assessment in an Elementary Teacher Preparation Program: A Case Study of Multiple Stakeholders
In response to increased accountability demands placed on teacher preparation programs across the US, some programs are using standardized teacher performance assessments, such as edTPA. A recent mandate for this study’s elementary teacher preparation program is teacher candidates’ successful completion of edTPA for teacher certification. A case study design explored the experiences and views of multiple stakeholders (instructors, supervisors, administrators, teacher candidates, and cooperating teachers, N = 60) as they engaged in edTPA. Data were collected via two surveys and individual interviews. The effects of edTPA were visible across the data in a variety of ways, as stakeholders found the assessment overwhelming, often taking precedence because of its high-stakes nature. Changes were questioned, as this program was already held in high regard and produced high-quality teachers prepared for urban school contexts. Analysis of the interview data revealed three themes: Assets of edTPA, edTPA-produced Changes, and Not a Fair Measure.
Updated: Sep. 23, 2021
Calls for the renewal of teacher preparation through clinical practice have left many novice teacher educators to learn on the job. This article reports on the research of two such novices, studying their own practice. Addressing the need to better understand the approaches teacher educators take to clinically grounding their work, the authors used a hermeneutic approach to naturalistic inquiry to study their use of an inquiry community framework in a teacher preparation clinical setting. The authors found that within an arc of practitioner inquiry, explicitly teaching guided reflection and professional dialoguing skills within an inquiry community were key teacher educator practices. They found that an inquiry community approach holds promise as a structure and space for teacher educators to advance teacher preparation toward clinical practice.
Updated: May. 21, 2021
This study offers insights into the ways in which beginning elementary teachers do or do not replicate the kinds of classroom management systems used during their own childhood elementary education experiences as a result of what Dan Lortie calls the apprenticeship of observation. Results of this study indicate that, when designing their classroom management systems, first-year teachers draw from a range of both traditional and progressive influences including what they recall of their own childhood experiences, what they learned in their teacher preparation program, and what the more experienced teachers at their schools do. Possible conclusions point to the need for teacher preparation programs to remain engaged with graduates in order to help solidify what was learned through the program.
Updated: May. 11, 2021
Research highlights the challenges of teacher preparation programs in adequately preparing teachers to meet the needs of diverse students often served in high-needs urban schools. Teacher preparation programs that include culturally relevant pedagogy, coursework specifically related to school-community interaction, and most importantly, internships with mentorship in urban schools, have demonstrated that teachers specifically trained to teach in urban schools are better prepared and stay in teaching longer. This study examined the perceptions of 11 clinical supervising teachers and nine pre-service teachers that received flexible University mentoring supports during student teaching in two high-need, urban schools. The findings illustrate that urban student teaching experiences, when supported by additional collaborative mentorship, have the potential to improve experiences for both pre-service teachers and supervising teachers. Further, collaboration with schools to link teacher preparation program course content to urban teaching experiences can improve the theory-to-practice gap.
Updated: Apr. 19, 2021
A comparison of population and employment projections shows the gap between teacher supply and demand growing through 2025. Alternative certification programs (ACPs) were created to increase teacher production, but research on who selects ACPs versus traditional preparation programs (TPPs) shows mixed results as does research on new teacher attrition. Analyzing employment and preparation data for over 225,000 new teachers (56% ACP), the authors found male and teachers of color were more likely to be ACP prepared. Using survival analysis, they found TPP teachers were significantly more likely to remain in the classroom than ACP teachers. They also found that teachers of color were more likely to stay teaching after accounting for preparation differences, and Latinx teachers from traditional preparation programs were most likely to stay teaching.
Updated: Apr. 17, 2021
With the advent of the COVID-19 pandemic, even greater efforts are needed to address students’ academic and social emotional needs, all the while making up for learning loss and preparing for the unpredictable combinations of distance learning, blended learning, and in-classroom learning. These expectations, along with the need for greater emphasis on equity-focused teaching and learning have raised the bar for educators and for educator preparation. This paper explores what policymakers and educators can do to support educators in meeting the social emotional and academic needs of students. These strategies include investing in high-quality educator preparation, transforming educator professional learning opportunities to match current needs, supporting mentoring and the development of new teacher roles, and creating time for educators to collaborate with each other and key partners. These actions are vital for navigating teaching and learning during the pandemic and beyond.
Updated: Apr. 11, 2021
This study measured the current technology-competency levels of 242 special and general education teacher-candidates in teacher preparation programs through a self-assessment survey that was developed based on the ISTE Educator Standards. The results show that teacher-candidates perceive that they have not yet reached a proficient level of technology-competency according to ISTE standards. Special education teacher-candidates with team-teaching experience reported a significantly higher level of technology-competency than any other groups. This paper provides insightful recommendations to teacher preparation institutes as to how they can reform their credential program curricula to support teacher-candidates in acquiring the technology competencies they need in the field of education.
Updated: Feb. 03, 2021