Search results for: Teacher preparation
Page 2/8 76 items
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
Across the globe, preparing the next generation of teachers is one of the most important tasks for higher education. In this article, the authors discuss the Teacher Preparation Initiative (TPI), a successful professional development framework designed to support teacher candidates as they enter their classrooms and also the faculty members who are working with them. This paper highlights four key components to this professional development programme: 1) practical, 2) aligned, (3) relationship-centred, and 4) current. The general framework of the partnership will be helpful for institutions whether or not they can be a part of the TPI, but are looking to build similar professional development opportunities for their education faculty members.
Updated: Nov. 30, 2020
This paper discusses the concept of democratic professionalism and argues that it offers a way to frame teacher education so that it can contribute to more productively managing long standing tensions between public schools, minoritized communities, and teacher preparation programs, and to more closely realizing the democratic potential of public education and teacher education. This decolonial approach to teacher education that actively attempts to benefit from the expertise in local minoritized communities seeks to “disrupt” existing power and knowledge hierarchies and create the basis for new alliances between teachers, teacher unions, teacher educators, and community-based social movements in marginalized communities that are seeking an active role in transforming their own communities. The result is a new hybrid structure for teacher education programs that models the emancipatory vision that is often articulated by programs but not practiced.
Updated: Oct. 28, 2020
Reflecting on Others Before Reflecting on Self: Using Video Evidence to Guide Teacher Candidates’ Reflective Practices
A convergent parallel mixed methods study investigated the potential of one teacher preparation approach for promoting candidate reflection. Thirteen candidates participated in clinical field experiences and four corresponding seminar classes with guided video analysis activities. Candidates were systematically guided through focusing on others before focusing on self and explicitly learned about a reflection continuum using an instructional framework to build prerequisite skills and ultimately improve reflective abilities. Results of paired-sample t tests indicated candidates demonstrated significantly higher reflective ability scores over time as measured by a reflection checklist. Qualitative analysis of structured interviews revealed candidates felt activities were (a) a systematic approach to authentic growth, (b) a challenging approach to necessary self-confrontation, and (c) allowed for connections between self and other. Methodological triangulation was used to validate the findings. Implications for teacher preparation research and practice are discussed.
Updated: Oct. 26, 2020
Preparing Pre-Service Special Education Teachers to Facilitate Parent Involvement, Knowledge, and Advocacy: Considerations for Curriculum
More than 40 years after passage of the Individuals with Disabilities Education Act (IDEA), some special education teacher preparation programs offer limited coursework on parent involvement, advocacy, or home–school collaboration. For pre-service special education teachers and/or novice special education teachers working with students with disabilities and their parents in practice, prior parent involvement coursework often enhances knowledge and abilities to provide resources, advocacy support, and insight. Yet, for this to occur in practice, special education teacher preparation program faculty should continue to consider how curriculum that instructs and provides resources regarding home–school collaboration, advocacy, conflict resolution, and federal legislation and programmatic support can enhance parent involvement. Therefore, this article examines IDEA parent involvement provisions, IDEA-mandated and federally funded conflict resolution options, and Parent Training and Information Centers that provide parents resources and support. Also, this article offers suggestions for teacher preparation faculty developing or refining parent involvement curricula.
Updated: Aug. 17, 2020
This study investigated what happened during the implementation of a co-teaching model for student-teaching from a relational perspective. When analyzed through the theoretical framework of care ethics, teacher-candidates and their mentor-teachers developed caring relationships, acknowledged and negotiated differential power dynamics, and described cultivating a caring climate through dialogue and modeling.
Updated: Jun. 29, 2020
Organizing physics teacher professional education around productive habit development: A way to meet reform challenges
In this paper, the authors argue that the link between intentional decision making and actual teaching practice are teacher’s habits (spontaneous responses to situational cues). Teachers unavoidably develop habits with practical experience and under the influence of knowledge and belief structures that in many ways condition the responses of teachers in their practical work. To steer new teachers away from developing unproductive habits directed towards “survival” instead of student learning, the authors propose that teacher preparation programs (e.g., in physics) strive to develop in preservice teachers strong habits of mind and practice that will serve as an underlying support structure for beginning teachers. They provide examples of physics teacher habits that are to be developed during the program, propose mechanisms for the development of such habits, and outline possible future research agendas around habits.
Updated: Sep. 12, 2019
From Utopia to Reality: Trans-Formation of Pedagogical Knowledge in English Language Teacher Education
In this article the author reports on a study of some English language student-teachers’ trans-formations of knowledge about language education. The question that guided the study was: How are English language student-teachers’ formative pedagogical and research experiences portrayed in a transformative and critical outlook for initial teacher education? Reflections, perceptions, and conceptions served as data and were collected by means of diaries, interviews, and degree projects or monographs. From the analysis of data, two main themes emerged: “Going Back and Forth from Utopia to Reality” and “EFL Student-Teachers as Novice Critical Researchers”. A conclusion was that the participants’ trans-formations mediated by pedagogical and research agendas represented alternatives with high levels of sensitivity towards socially associated issues in language education.
Updated: Aug. 08, 2019