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1.
Abstract

Professional development schools (PDSs) have become an important component of preservice teacher preparation. Researchers investigating the effect of the PDS model on the principal stakeholders (preservice teachers, classroom teachers, students, and university faculty) have reported many positive effects. The role of the PDS in special education teacher preparation, however, appears to be less well defined. This article focuses on PDS participation of special education teacher preparation programs and addresses the apparent reluctance to embrace the PDS model.  相似文献   

2.
《Teaching Education》2013,24(3):267-278

Although a significant body of scholarship examines action research, little has been written about its pedagogical implications within preservice teacher education. This article highlights some of the challenges involved in teaching action research to preservice teachers. In analyzing contrasting cases of receptivity to change, the authors derive new insight from and about praxis, a concept that signals the dual nature of action research: understanding and action. Two of the cases described in the article represent resistance to the change orientation of action research. One of these cases is at the individual (teacher candidate) level and one is at the institutional (cooperating school) level. The other two cases are examples of a teacher candidate's and school's readiness for change. By using praxis as an analytic tool, the authors developed deeper awareness of the problems that teacher candidates can have with both understanding and action. They describe these problems and conclude with pedagogical insights they gained from this analysis.  相似文献   

3.
Lesbian, gay, bisexual, transgender, queer, questioning, intersex, asexual, and ally (LGBTQQIAA) students are not commonly discussed in teacher education programs. Issues related to LGBTQQIAA learners need to be addressed in schools and in teacher education programs. Extant research shows that LGBTQQIAA students often face hostile school climates, with few resources and little support, which can lead to higher levels of absence and truancy, lower levels of academic achievement, and numerous negative health outcomes. This article uses autoethnographic methods to examine the experiences of an activist group working with preservice teachers, teacher educators, and other social justice advocates on a long-term service project for undergraduate teacher candidates aimed at increasing recognition of and giving voice to K—12 LGBTQQIAA students' experiences. Issues related to agency and resistance are addressed, and implications for teacher preparation programs are discussed.  相似文献   

4.
ABSTRACT

The mathematics achievement gap in special education is a chronic and significant challenge for the field. The need for improved teacher preparation in mathematics is crucial in addressing this gap. This study examines a capstone experience in higher level mathematics tutoring for preservice teachers. Results indicate that the experience was effective at improving preservice teachers’ higher level math content knowledge compared to teachers who did not receive experiential math learning in their teacher preparation. Implications for preservice teacher preparation programs are presented.  相似文献   

5.
Arizona is one of six states leading the nation in English language learner (ELL) student enrollments and requiring all teachers to complete coursework in methods of teaching ELLs. This policy requirement has impacted teacher preparation programs and the field of teacher education as a whole. As such, there is a growing need to identify and evaluate factors that contribute to ELL teacher readiness. This exploratory survey study examines teacher readiness to work with ELLs in comprehensive public high schools in Arizona. This study was conducted using a survey instrument administered to in-service teachers (n?=?444). Correlation analyses indicate that there is a strong association between preservice preparation, preservice exposure to ELLs, and the feeling of readiness to serve ELLs. The findings make a strong case for further examination of preservice teacher preparation programs, in-service professional development, and their relationship to teacher readiness.  相似文献   

6.
This article reports on two studies that describe the status of male elementary preservice and inservice teachers. One study looked at entering teacher candidates, describing differences between males entering elementary education and other teacher candidates, at three universities in the U.S.A. (n = 936), with three sets of variables: (1) high school background, (2) self-confidence in teaching, and (3) expectations for teacher education. The second study looked at practicing male elementary school teachers who were recent graduates of teacher education programs at 12 different universities (n = 1098), with three sets of variables: (1) career status, (2) ratings of teacher education program quality, and (3) self-evaluation of teaching knowledge and skills. Male elementary candidates were less academically oriented, more self-confident about teaching, and less optimistic about usefulness of courses than other subgroups of entering teacher candidates. Male elementary teachers had lower job satisfaction and less favorable opinions of their teacher education programs than other subgroups of teachers, but were just as sanguine about their level of teaching skill as were the other groups.  相似文献   

7.
Abstract

This article explains several reasons why multicultural preservice teacher education is important and suggests some ways it can be better accomplished. The authors make a strong case for teacher education programs to be more deliberate about preparing European Americans to teach ethnically diverse students of color. They argue that this explicit professional preparation is needed because of the increasing racial, cultural, and linguistic divide between teachers (predominately European American) and K–12 students (increasingly from ethnic groups of color). Two other factors underscore the need for more multicultural teacher education: the fear of diversity and the resistance to dealing with race and racism frequently expressed by students enrolled in teacher education programs. To overcome these problems and better prepare preservice teachers to work effectively with ethnically diverse students the authors suggest a two‐part program of professional development.  相似文献   

8.
This study explored the perceptions of preservice teacher candidates who participated in a pilot partnership between a public teacher education preparation program and Junior Achievement (JA). The partnership was grounded in the premise that providing early field experiences to preservice teacher candidates was a necessary requirement of quality teacher education. In an introductory pedagogy course, preservice teacher candidates in their junior year participated in a five-week field experience where they taught JA lessons in partnership schools. The results suggested that preservice teacher candidates perceived an expanded sense of comfort with teaching strategies, classroom management, and diversity during the actual teaching of the lessons in the field experience. Additionally, participants reported increased confidence levels with their own preparation to teach. The partnership with JA that provided a quality, early field experience may have enhanced the general pedagogical proficiencies needed for preservice teachers to succeed as practicing educators. Suggestions for creating a partnership with JA are provided.  相似文献   

9.
Abstract

This study examined 388 elementary education teacher candidates (n?=?388) across four semesters in one educator preparation program about their experiences completing the performance-based assessment edTPA. Candidates were in one of three programs at a large, public research university in the Southeast region of the United States. These programs included: a general undergraduate elementary education program, an undergraduate elementary/special education dual licensure program, and a post baccalaureate graduate certificate in elementary school teaching program. Findings indicate that candidates across all three programs reached consensus on the five biggest challenges of edTPA. The challenges included: (1) deeper thinking for students; (2) identifying the language function of the lesson sequence; (3) including discourse in the lesson plans; (4) including the syntax supports in their lesson plans; and (5) making connections to research and theory. While all three groups of candidates identified these five challenges, the order and the extent to which they were a challenge varied by group. Further, candidates expressed disproportionate periods of time dedicated to edTPA during student teaching. Candidates in the graduate certificate in teaching program reported that they felt less prepared than undergraduate students in the other programs. Implications include examining how to best support candidates in all three programs to increase their likelihood of success on edTPA.  相似文献   

10.
ABSTRACT

Physical education teacher education (PETE) programs are encouraged to develop teachers capable of delivering technology integrated learning experiences. Technological pedagogical content knowledge provides a framework for integrating technology into teacher education programs. Occupational socialization theory describes an educator’s recruitment, training, and socialization in the teaching profession. The purpose of this article is to propose a conceptual framework for helping preservice physical educators develop technological pedagogical content knowledge that is grounded in occupational socialization theory. We specifically recommend a four-phase approach to help preservice teachers (a) build their knowledge and learn to value technology in physical education, (b) observe and explore through instructor modeling and integration, (c) experiment and collaborate with mentoring and scaffolding, and (d) discover through innovation and utilization. These suggestions acknowledge the sociopolitical aspects of learning to teach with technology and implications are discussed along with the need to help preservice teachers transfer technology integration into their professional careers.  相似文献   

11.
Abstract

Teachers and teacher educators are faced with an urgent responsibility to support the learning of an increasingly diverse population of young children. Based on the sociocultural perspective of reading, a literature‐based approach is outlined for early reading teachers. The implications of this approach to teacher education programs are further discussed from the author's own experiences of transmitting multicultural visions to preservice teachers in a multicultural course and a literacy method course she taught. The author maintains that teacher educators are in a unique position to help early childhood teacher candidates nurture multicultural visions in their teacher education programs today, and carry these visions to their future early reading classrooms tomorrow. © 2005 Elsevier Inc. All rights reserved.  相似文献   

12.
Abstract

In three narrative vignettes, this paper challenges scholars and practitioners of teacher education to consider ways that our courses do and do not engage white teacher candidates to take on racially conscious orientations. The work addressed in this paper has implications for our understandings of how preservice teachers can learn about racial identity in ways that benefit individual teachers and support their work in schools and communities. These findings buttress previous work in ‘second wave’ white teacher identity research and can translate directly into teacher education course and program design. Simultaneously, this research speaks to the broader literature in teacher education, offering evidence to support the value of extended periods of time for new teachers to build authentic relationships and conduct critical study of self and society in a climate where teacher preparation programs face pressure to reduce credits to degree and intensify their focus on preparing students for externally mandated assessments.  相似文献   

13.
ABSTRACT

Drawing on an autoethnographic approach, the purpose of this article is to support: 1) teacher educators in thinking about how to mentor sexual minority students as they consider the decision to disclose (or not) their sexual identities in their school placements; and 2) sexual minority students in navigating the decision to disclose (or not) their sexual identities in the context of practicum or student teaching. Early childhood teacher education faculty must be prepared to support sexual minority students in confronting decisions about disclosing their sexual orientation in the context of practicum and student teaching. Though sexual minority educators may choose to seek employment in schools or districts with explicit values about nondiscrimination, preservice teachers may not enjoy similar agency or protection, given that student placements are often dictated by geographic proximity to the university and partnerships with teacher preparation programs.  相似文献   

14.

This paper addresses the relationship between theory and practice in preservice teacher education. Using Giroux's (1994) distinction between a "pedagogy of theory" and a "pedagogy of theorizing", it explores the difference between prospective teachers learning about education in teacher preparation courses and learning from it by critically reading the educative process in their own preservice education classrooms. Challenging the idea that preservice education is merely preparation for a practicum conducted elsewhere and in the future, this paper proposes that teacher education classrooms become practicum environment in-and-of-themselves, where practice gets theorized and theory is not only considered for practice but is indeed practiced as it interrogates practice.  相似文献   

15.
《Quest (Human Kinetics)》2012,64(4):398-415
ABSTRACT

Physical education teacher education programs have a responsibility to prepare preservice teachers in the technical aspects of teaching while also preparing them for the sociopolitical realities of teaching a marginalized subject. There is also a need for inservice teachers to engage in continuing professional development related to socialization and school sociopolitics to build upon lessons learned during initial teacher education. In the United States, one such professional development opportunity is reflected in master’s degree programs. These programs are typically guided by the National Association for Sport and Physical Education advanced standards for physical education teacher education. However, these standards do not currently have any reference to socialization or sociopolitical learning. The purpose of this article is to propose that an additional standard focusing on sociopolitical skills and teacher socialization be added to the National Association for Sport and Physical Education advanced standards for U.S.-based post-licensure master’s degree programs.  相似文献   

16.
Abstract

Researchers interviewed 22 teacher education students prepared in an experimental high school professional development school (PDS) and 20 teacher education students simultaneously prepared in the campus‐based traditional program (TP). The purpose of this research was to examine the impact of program location on preservice teachers' program‐related beliefs and experiences. Results demonstrated that those preservice teachers prepared in the PDS participated in a greater variety of experiences, became more involved with the public school classes, interacted more with teachers and students, and were more satisfied with their preparation than were the TP students. Additionally, PDS‐prepared students made more frequent connections between theory and practice and exhibited greater confidence in their readiness to student teach. Campus‐based students voiced more dissatisfaction with the relevancy and currency of their courses and also with the quality and amount of their field experiences.  相似文献   

17.

The purpose of this article is to share the results of a study that explored the recommendations of practicing teachers about ways to prepare preservice teachers for including children with disabilities into general education classrooms. A survey was distributed to 71 practicing general elementary education teachers. The survey included the following questions: What should the general education student know about teaching students with special needs? Should this information be included in one course or integrated with other course content? General education teachers reported that teacher education programs should include the following content: behavioral strategies, conflict resolution and social skills, identification of students with special needs, adaptation of curriculum and materials, adaptation of instructional strategies, legal regulations and individual education programs, and co-teaching, teaming, and collaboration. These data suggest that preservice teacher preparation programs would include content courses to address these thematic areas and present a solid knowledge base about teaching children with disabilities.  相似文献   

18.
This article examines three conceptual reforms in US teacher education (competency‐based teacher education (CBTE), reflective teacher education (RTE) and constructivist teacher education (CTE)) for their effects on the education of multicultural, multilingual youth, as well as considering alternative certification (AC), known here as an ‘anti‐reform’. The author suggests that although each reform made incremental improvements in the ways that preservice teachers are prepared to teach multilingual and multicultural learners, none significantly altered the education of under‐served children and youth. For instance, CTE points out the importance of prior knowledge, but fails in connecting its core concepts with culturally relevant instruction. CBTE, while also generally failing to alter teacher preparation for multicultural learners, did try to make explicit connections for preservice teachers. RTE made explicit the moral consequences of working in diverse communities but fell short when it altered the apprenticeship–mentor relationship. AC of teachers is presented as the work of neo‐liberals whose largely successful efforts to deregulate teacher preparation offer both an improvement and retrenchment for urban children and youth. Finally, the article links the field’s focus on the preparation of teachers for diverse students and the moral dimension of teacher education, concluding that such a connection may be the only way to maintain the professional school preparation of teachers.  相似文献   

19.

This qualitative study examined the impact of mentoring relationships upon preservice and inservice teachers' literacy instruction. Twenty-two undergraduate students seeking teacher certification were assigned in pairs to tutor primary school students in a university reading clinic. Eleven classroom teachers seeking reading specialist certification conducted ten mentoring sessions with each pair of preservice teachers. Purposeful sampling was used to select three of the mentoring teams for data analysis. In two out of three teams, results indicated that preservice teachers expanded their instructional strategies as a result of three components of the mentoring relationship: selection of strategies, organization, and non-judgmental support. All inservice teachers reported increased reflection on and adaptation to their instructional strategies. Findings support the conclusion that early mentoring experiences foster growth for both preservice and inservice teachers.  相似文献   

20.
《师资教育杂志》2012,38(2):175-185

Two national reports published in 1986 marked the beginning of teacher education reform in the United States of America. Both of these reports proposed a twofold approach to teacher education reform: first, to enrich the professional education of teachers by eliminating undergraduate teacher certification programs and requiring graduate level training; and second, to change the structure of the teaching profession by replacing the existing undifferentiated system in which all teachers have the same rank with a two-tiered system in which lead teachers or career professionals would assume higher level responsibilities and receive higher salaries than regular teachers. A ten-year follow-up report identified some progress toward these goals of teacher education reform but criticised schools of education for not making greater efforts to connect their educational programs to elementary and secondary schools. The report argued specifically for professional development schools to link university schools of education to school systems. Most of the recent efforts to reform teacher education have adopted this approach. A particular focus has been the preparation of new and experienced teachers to educate an increasingly diverse student population.  相似文献   

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