Search results for: Teacher preparation
Page 3/8 76 items
Toward a Model of Learning and Transfer: A Review of Instructional Methods and Learning Outcomes in Special Education Teacher Preparation
In this article, the authors present a model of learning and transfer based on the How People Learn theoretical framework. Guided by this framework, a review of literature resulted in 12 experimental, quantitative studies of instructional methods delivered primarily within university classroom-based settings, measuring preservice teachers' (PSTs’) outcomes at increasingly deeper levels of learning and transfer. Findings indicate various instructional methods within university coursework lead to strong, positive learning outcomes for PSTs, with most studies measuring knowledge acquisition and conceptual application of knowledge. Yet, more studies are needed to evaluate the effectiveness of coursework on teacher candidates’ application for and within classroom settings, as well as students’ outcomes. Implications and future research are discussed.
Updated: Jul. 29, 2019
Despite the increased focus on why new special education teachers leave the field, the knowledge related to teacher attrition in special education is still somewhat limited when compared with the field of general education. In this study, the authors conduct several Nominal Group Technique (NGT) focus groups to learn more about the perceived needs of new special education teachers. Focus groups are held with three specific groups, preservice special education teachers, new special education teachers, and school administrators to further investigate the potential differences in perceptions about the needs and roles of new special education teachers.
Updated: Jul. 28, 2019
Linking Student Achievement to Teacher Preparation: Emergent Challenges in Implementing Value Added Assessment
The authors describe challenges that were confronted around the deployment of Louisiana’s value-added assessment of teacher preparation programs. Their discussion is organized around the challenges emerging from calculation, communication, and change. The discussion provides information that policy makers and teacher education leaders, rather than analysts, might find useful, and focuses on the types of challenges that a state or university system can expect to encounter in developing a value-added assessment. They describe decisions made in response to specific challenges that appear to have been successful and some that in retrospect appear to have been mistakes.
Updated: May. 29, 2019
Teacher preparation programs (TPPs) have received a great deal of policy and research attention of late. And despite the commonsense notion that preparation for formal classroom responsibilities should improve the readiness of teacher candidates, the value of formalized preservice teacher education is unclear. In this review of the quantitative evidence about teacher preparation programs, the author finds that most studies show only minor differences in the value added of teachers who graduate from different programs, and that there are only a few studies that focus on the association between the features of teacher preparation and teacher workforce outcomes.
Updated: May. 26, 2019
A Case Study of Early Career Secondary Teachers’ Perceptions of their Preparedness for Teaching: Lessons from Australia and Spain
This case study aims to identify the extent to which beginning teachers believe they are prepared for their careers through their teacher training. The study also examines what teachers have learned as practicing teachers. The findings indicated that the internship period was believed to be of most use and benefit in the preparation of pre-service teachers for entering the profession. The findings suggest that the practicum also leads to an awareness of the participants’ vocational identity as teachers, where values as educators are reasserted and they become more conscious of their transition from being university students to being ‘teachers’.
Updated: Dec. 09, 2018
This study investigated executive function development during teacher preparation. The findings suggest that pre-service student teachers typically have average levels of metacognition index (MI) and behavioural regulation index (BRI) compared to the wider population.
Updated: Nov. 13, 2018
Novice Teachers’ Use of Student Thinking and Learning as Evidence of Teaching Effectiveness: A Longitudinal Study of Video-Enhanced Teacher Preparation
In this study, the authors examined whether preservice teachers’ experiences with video analyses during teacher preparation had long-lasting effects on their reflective practices once they entered the profession. Specifically, they examined whether teachers who had opportunities to analyze student thinking and learning during teacher preparation, continued to do so when they reflected on their teaching effectiveness as full-time teachers. The authors found that teachers who attended the video-enhanced course during teacher preparation outperformed their counterparts in both the quality of evidence they drew upon and their attention to individual or subgroups of learners. The results highlight that different teachers thought differently about their lessons when asked whether they were effective.
Updated: Aug. 29, 2018
The Quality of Classroom Experiences in Chinese Kindergarten Classrooms across Settings and Learning Activities: Implications for Teacher Preparation
This study examined how Chinese teachers perform on Classroom Assessment Scoring System (CLASS) measures. The study also examined Chinese teachers' quality of interactions across settings and activities for future professional development considerations. Finally, the authors were interested in finding out any teacher-related variables that might contribute to teachers' better instructional supports in the classrooms. The results showed that Chinese teachers were successful in building a warm and supportive relationship with children and managing behavioral aspect of classroom. It was found that all teachers were more effective at promoting children's development in structured activities than unstructured activities. The authors also found that Chinese teachers scored lower on instruction support quality compared to international colleagues.
Updated: Jul. 26, 2018
This article aims to examine the field of teacher preparation in the current era of accountability and testing. The authors claim that policymakers try finding ways to improve teacher preparation, hence they use assessment tests. This article shows an evidence that teacher preparation is in the forefront in its use of outcome measures to gauge the effectiveness of its work. The authors suggest that nuanced use of these assessment measures, in ways that don’t over assume their validity, should be the approach taken as this innovation evolves.
Updated: May. 30, 2018
Social Studies Teacher Education in the Early Twentieth Century: A Historical Inquiry Into the Relationship Between Teacher Preparation and Curriculum Reform
The present study examines how teacher education programs contributed and/or responded to the emergence of social studies as a school subject in the early part of the twentieth century. The authors argue that the data reveal some longstanding assumptions about the development of the social studies field. For instance, there was little agreement among subject matter and education specialists regarding what constituted the social studies curriculum. Hence, there was little agreement on what social studies teachers and students needed to know. However, this little agreement suggests that disarray in the social studies field may have been as much a function of disorder in the realm of teacher education as it was of conflict among national committees. The authors conclude that the current study represents first efforts in a pursuit of understanding the historical connection of teacher education and curriculum reform.
Updated: Feb. 22, 2018