Search results for: Teacher candidates
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Professional knowledge and task instruction specificity as influencing factors of prospective teachers' professional vision
The authors investigate whether differences in professional vision (PV, both in noticing and reasoning) can be found between prospective teachers using a knowledge test as an economic, performance-based expertise indicator. Furthermore, they examine whether novices can be supported in their PV through a specific compared to a general task instruction, activating knowledge schemata promoting top-down processes. An online-based study with N = 85 prospective teachers using video vignettes reveals that PVs' accuracy and velocity depends on knowledge. The specific task instruction does not contribute to more effective PV. Results emphasize the relevance of knowledge transfer during university education for prospective teachers.
Updated: Mar. 24, 2022
Given the scarcity of research on how teacher educators prepare teacher candidates to successfully bridge coursework and fieldwork, the authors conducted a case study of six literacy teacher educators to investigate how they described learning experiences designed to help teacher candidates navigate varied coursework and fieldwork. Teacher educators described intentionally creating learning experiences that connected coursework and fieldwork, but often lacked an explicit articulation of these connections to candidates. Few educators described learning experiences that engaged and supported candidates to critically examine encountered curricular contexts and then enact responsive literacy instruction using curricular materials from fieldwork.
Updated: Feb. 28, 2022
Faculty Co-Teaching with Their Teacher Candidates in the Field: Co-Planning, Co-Instructing, and Co-Reflecting for STEM Education Teacher Preparation
Co-teaching is a fieldwork model in teacher education used to describe the shared responsibility of educators engaging in the process of planning, teaching, and reflecting to support student learning. While research often describes this model between teacher candidates and mentor teachers, this research examined co-teaching between university faculty and teacher candidates. The research questions included: (1) How do teacher candidates experience and perceive a co-teaching model with their faculty? and (2) What elements of teacher candidates’ experiences during co-teaching reflect the cognitive apprenticeship model of learning? Through this study it was identified that teacher candidates co-teaching with their faculty led to strengthened understanding of integrated STEM education, particularly in STEM content and PCK. Making thinking visible using cognitive apprenticeship through co-teaching led to teacher candidates developing an understanding of STEM education in their personal teaching practice and building their capacity to become confident and resourceful STEM educators.
Updated: Jan. 19, 2022
Revealing the professional learning needs of teachers for the successful mentoring of teacher candidate
In recent years, increased attention has been focused on the mentoring of teacher candidates throughout Turkey. In particular, the requirement for school principals and mentor teachers to attend mentor education programmes as specified in the Teacher Strategy Document (TSD) set forth by Ministry of National Education (MoNE). Therefore, the aim of the following study is to reveal the professional learning needs of teachers who are assigned as mentors. The authors framed the research issue by outlining the professional learning needs of mentor teachers from the perspective of mentor teachers, university supervisors and teacher candidates. This research took place at three state universities along with the associated practicum schools. It was revealed in the study findings that mentor teacher education programmes were designed around three primary themes: professional knowledge and skills, core mentoring skills and social qualifications.
Updated: Dec. 12, 2021
“A Learning Process Versus a Moment”: Engaging Black Male Teacher Education Candidates in Culturally Sustaining Pedagogy at Jackson State University
This qualitative case study provides a deep dive into a teacher education program at Jackson State University, a Historically Black University (i.e. HBCU) located in Mississippi that is intentionally preparing Black men teacher candidates to successfully support the academic achievement of students in culturally diverse, low-income, and underserved schools.
Updated: Oct. 26, 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
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
This year-long study by an undergraduate teacher candidate explores the identity and emotional work involved in learning decisions through her teacher preparation program. Using personal reflections, analytic memos, and notes, she was able to discover patterns of learning in the emotional geographies in teacher education. Further, the authors employed both a critical and meta-critical friend to rigorously develop and interrogate themes and interpretations. Findings revealed that decisions to ‘invest’ in any particular learning context did not merely constitute an intellectual commitment. Rather embodied emotional responses to persons, ideologies, and environments challenged her to make sense of her place in emotional geographies. Her decision-making process involved moving toward investing in learning or presenting a more superficial performance. These decisions depended, in part, on her deliberations of whether the emotional geographies provided opportunities that she perceived would ‘build her’ or ‘break her.’ The authors assert that learning actively requires students to make decisions about their position, identity and belonging within educational relationships. Attending to embodied emotional work in classroom learning is often understudied, and yet is relevant to issues of power and equity with teacher education. This self-study offers teacher educators and researchers a glimpse into the benefits of a teacher candidate initiating and conducting a self-study and suggests that this could be a fruitful area to pursue methodologically. This research contributes a deeper understanding of such emotional work and how self-study involving teacher candidates can be used as a source of knowledge in teacher preparation programs.
Updated: Oct. 06, 2021
Teacher candidates are required to learn substantial fundamental and practical knowledge often within short, fast-paced initial teacher education (ITE) programs. This study examined assessment education through a case study of 35 teacher candidates enrolled in an assessment/evaluation concentration at one Canadian institution. Using a slow movement framework with Fink’s (2013) significant learning experiences taxonomy, pedagogies were analyzed that provoked slow and significant learning. Findings from multiple data sources revealed trends in significant learning across program phases and pedagogical conditions, including authentic course assessments, cycles of coursework and placements, and collaboration. Directions for future research and ITE programming are provided.
Updated: Sep. 02, 2021
As part of the requirements for Residency I, a clinical-based course to prepare undergraduates for teaching, teacher candidates (art, music, physical education, agriculture, English, history, math, and science) participated in ATLAS video case analysis activities to examine the instructional strategies of accomplished teachers. Before watching the videos, candidates read lesson summaries and created possible questions to promote student discussion and higher-level thinking. Through peer group discussions, reflection questions, and interviews, candidates explained how the accomplished teachers 1) incorporated higher-order thinking questions; 2) probed and guided student thinking; 3) encouraged peer-to-peer interactions; 4) gave oral feedback; 5) provided wait time after questioning students; and 6) created classroom environments conducive to the use of questioning strategies. After the video case analysis activities, many candidates chose to revise their original questions to emulate the types of questions used by the accomplished teachers in the videos.
Updated: Aug. 03, 2021