Programs & Practicum (344 items)To section archive

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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.
Published: 2021
Updated: Jan. 19, 2022
This study introduces a new approach to measure effectiveness of teacher preparation programs (TPP) at U.S. universities by examining to what extent TPPs produce employable teacher candidates. The authors use teacher vacancy-application data in Wisconsin public schools from 2014–15 through 2016–17. They find that attending specific TPPs makes a difference for novice teacher applicants’ hiring outcomes, but the competitiveness of these TPPs is inextricable from their geographic locales. Their findings complement the existing acontextual and absolute TPP rankings and suggest that graduates of TPPs with strong school and community partnerships are more competitive in the local labor market.
Published: 2021
Updated: Jan. 17, 2022
This paper explores the use of arts and community-based (ACB) approaches to intercultural teacher education. Twenty-four preservice teachers and five adult Yazidi refugees/community members participated in this study which involved a two-week arts-based workshop in Fall 2019 at the University of Nebraska-Lincoln. Data for the study included pre- and post-group discussion recordings as well as oral and written reflections one week after the workshop. Using metaphor analysis, the authors examine the way project participants talk about their experiences in the workshop. Findings showed how ACB approaches hold promise as a vehicle for developing interculturality in teacher education.
Published: 2021
Updated: Jan. 15, 2022
Although there is substantial research documenting the impact of department heads in higher education, there is a significant gap in the literature examining the role of program coordinators. This self-study explores how two teacher educators navigated the opportunities and costs of coordinating their respective programs, literacy education and elementary education. The data revealed three themes consistent across the coordinators: stakeholder and engagement, collaboration, and policy and power. Implications for leaders in higher education are discussed including the importance of revising evaluation tools to reflect the actual demands on coordinators’ time, allowing time for rich and deep conversation among leaders, and providing mentors to assist coordinators in building their skills and supporting their efforts.
Published: 2021
Updated: Dec. 22, 2021