Deaf Teacher Candidates in Hearing Classrooms: A Unique Teacher Preparation Program

2000 ◽  
Vol 145 (1) ◽  
pp. 15-21 ◽  
Author(s):  
David S. Martin ◽  
Richard R. Lytle
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Teacher Preparation Program ◽  
Preparation Program

scholarly journals Implementing Action Research in a Teacher Preparation Program: Opportunities and Limitations

2021 ◽  
Vol 21 (2) ◽  
pp. 47-71
Author(s):  
Glenda L. Black
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Action Research ◽  
Professional Learning ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Problem Solving Skills

Action research has the potential to reconstruct schools into professional learning communities that are able to identify educational issues and develop appropriate solutions for 21st century learning. Increasingly, teacher education programs are providing action research experiences to encourage analytical thinking and problem-solving skills (Darling-Hammond, 2009, 2012). The purpose of this study was to critically examine the experiences of the teacher educator and teacher candidates involved in the implementation of an action research component over four years in a revised consecutive initial teacher preparation program. A case study design using action research methodology was used in the research, which provided the tools to explore a complex phenomenon within its context: the implementation of an action research assignment in a core course in a teacher preparation program. The perceptions of the faculty teaching the course and the teacher candidates (n=544) in each of the four years provided insight into challenges, benefits, and lessons learned.  The discussion centers on the implementation of action research in a compulsory course in a teacher education program; identifying opportunities and limitations settled into four main categories: structural incongruence, reflection, growth, and recommendations.

Learning to Teach

2018 ◽  
pp. 587-612
Author(s):  
Gabrièle Abowd Damico ◽  
Lawrence J. Ruich ◽  
John M. Andrésen ◽  
Gretchen Butera
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Field Experience ◽  
Teacher Candidate ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
University Supervisor ◽  
Evaluative Feedback ◽  
Triadic Relationship

This chapter describes an approach to field experience that provides the opportunity for a long-term relationship between a teacher candidate and their supervising teacher in a teacher preparation program called Community of Teachers (CoT). CoT emphasizes the importance of this relationship in several ways. The program empowers teacher candidates and their mentors to choose one another. In addition, the length of the field experience provides an opportunity for teacher candidates to more deeply engage in the process of becoming a teacher within the context of a classroom and a school that they come to know well. A triadic relationship between the teacher candidate, supervising teacher, and university supervisor provides the opportunity for support as well as evaluative feedback for the teacher candidate. Benefits also accrue to the supervising teacher.

Elementary Teacher Candidates' Perspectives on the Teaching and Learning of English Learners

2018 ◽  
pp. 23-41
Author(s):  
Stefanie D. Livers ◽  
Liang-Yin. Lin
Keyword(s):  
Teacher Preparation ◽  
English Learners ◽  
Elementary Teacher ◽  
Teacher Candidates ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Preparation Programs ◽  
Successful Teachers ◽  
Research Institution ◽  
Elementary Teacher Candidates

Research suggests that K-12 teacher candidates are not prepared to meet the needs of English Learners (ELs) (O'Neal, Ringler, & Rodriguez, 2008), and that their belief systems about teaching impact their ability to learn best practices for instruction (Nosich, 2009). In order to be successful teachers of ELs, teacher candidates must be adequately prepared to meet the needs of diverse learners by making targeted changes to instruction. It is essential that teacher preparation programs include opportunities to develop knowledge and skills. The goal of this study was to evaluate one preparation program's effect on knowledge, beliefs and attitudes, and self-efficacy of teacher candidates in regard to teaching ELs. The study examined perceptions, experience and knowledge of ELs and the effectiveness of a teacher preparation program in changing teacher candidates' beliefs about ELs. This exploratory study builds on previous research from a four-phase elementary teacher preparation program at a research institution.

Bug-in-Ear Coaching for Teacher Candidates: What, Why, and How to Get Started

2019 ◽  
Vol 55 (3) ◽  
pp. 178-184
Author(s):  
Kelley Regan ◽  
Margaret P. Weiss
Keyword(s):  
Teacher Preparation ◽  
Real Time ◽  
Performance Feedback ◽  
Teacher Candidates ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Teaching Behavior

Practice-based opportunities are provided throughout a teacher preparation program. During these opportunities, teachers demonstrate learned skills and strategies and receive performance feedback. Real-time feedback is delivered when the teaching behavior is occurring, allowing for more immediate and, typically, more targeted performance feedback. A technology-enabled practice for providing real-time feedback is bug-in-ear (BIE) coaching. This article provides a step-by-step guide for BIE coaching.

scholarly journals Enhancing Educational Technology Confidence among Teacher Candidates: Benefits of and Lessons Learned from a 1:1 Device University-Elementary School Partnership

10.28945/4129 ◽  
2018 ◽  
Vol 17 ◽  
pp. 423-440
Author(s):  
Gregory M Francom ◽  
Andria L Moon
Keyword(s):  
Educational Technology ◽  
Teacher Preparation ◽  
Technology Use ◽  
Teacher Candidates ◽  
Outcome Expectations ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
Social Outcome ◽  
Preparation Program ◽  
University Partnership

Aim/Purpose: This study describes and evaluates a teacher preparation program that combines a school-university partnership and a 1:1 device initiative. Background: This educational design research report combines a 1:1 technology device experience with a school-university partnership to enhance teacher preparation for educational technology use. Methodology: This is a mixed-methods educational design research study. Interview responses share benefits and lessons learned from the program experience. Survey responses give information about educational technology confidence among teacher candidates who took part in this program. Contribution: This study provides a description of a unique teacher preparation program designed to enhance educational technology confidence among teacher candidates and shares lessons learned from this experience in light of collected data. Findings: Teacher candidates’ social outcome expectations for using technology were increased. Qualitative data indicate that the program also benefitted elementary school teachers by enhancing educational technology confidence and providing extra help. Recommendations for Practitioners: University teacher candidates should be given more embedded technology-focused classroom experiences. Smaller university class sizes are necessary to support these types of experiences. Recommendation for Researchers: Future studies could more deeply investigate how school-university partnership programs with technology affect teacher candidates’ social outcome expectations and educational technology confidence. Impact on Society: Approaches to teacher preparation similar to the one presented in this study can enhance students’ social outcome expectations for using technology. Future Research: Future studies could investigate various educational technology initiatives’ effects on teacher candidates’ educational technology confidence and share teacher preparation program designs aimed at enhancing educational technology use.

Curated Conversations

2021 ◽  
pp. 257-275
Author(s):  
Jessica A. Manzone ◽  
Rebecca J. Peeples
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Teacher Preparation Program ◽  
Student Interest ◽  
Transfer Of Knowledge ◽  
Preparation Program ◽  
Professional Educators ◽  
Practical Strategy ◽  
K 12

The transfer of knowledge and skills to the K-12 classroom is a central objective for any teacher preparation program. This chapter highlights how the skill of developing critical conversations around diverse literature can be woven into the coursework of any teacher preparation program. Theories such as Rings of Culture, Authentic Text, and Implicit Learning anchor this chapter. This chapter provides a practical strategy for building the capacity in teacher candidates necessary to transfer the authentic application of diverse literature to promote social justice and action to the K-12 classroom. The authors articulate how the high-leverage practice of developing Curated Conversations can be used to create environments that foster student voice, student choice, and student interest in any classroom. When modeled for teacher candidates, this strategy can become internalized into their practice and promote the development of professional educators committed to social justice and action.

scholarly journals The Early Findings of an Urban Education Teacher Preparation Program

2013 ◽  
Vol 2 (1) ◽  
pp. 29-44
Author(s):  
Alice W. Terry ◽  
Catherine Head
Keyword(s):  
Urban Education ◽  
Public Schools ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Professional Development School ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Program ◽  
Preparation Programs ◽  
Diverse Classrooms

A university near a major city in Georgia and a large, urban school district established a Professional Development School (PDS) in which the majority of junior and senior-level pre-service teacher coursework and fieldwork took place at seven urban, high-needs public schools.  The purpose of this study was to provide preliminary feedback to the middle grades teacher preparation program concerning the UE (Urban Education) program in preparation for the second cohort of UE interns and the second year of study with the first cohort.  What emerged from the study was evidence that the program, for its participating teacher candidates, leads to commitment, strengthens self-efficacy, and fosters early development of teacher efficacy, but which ultimately evolves into teacher candidate overconfidence.  As pressure continues to mount concerning the quality of education in America, teacher preparation programs must improve their programs in order to better prepare teachers for diverse classrooms.  This study relates one such effort toward that end.

scholarly journals The Role Of Student Performance Reviews In A Teacher Preparation Program: Can This Teacher Candidate Be Saved?

2005 ◽  
Vol 2 (8) ◽  
Author(s):  
Nina G. Dorsch ◽  
Diane H. Jackman
Keyword(s):  
Teacher Preparation ◽  
Student Performance ◽  
Teacher Candidates ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Program ◽  
Preparation Programs ◽  
Performance Review ◽  
Performance Reviews

Teacher preparation programs assess students’ knowledge, skills, and dispositions throughout the program.  When concerns about student performance arise, the Student Performance Review is a vehicle for “saving” teacher candidates.

Complex Instructional Knowledge Made Accessible for Teacher Candidates through the Alignment of Concepts in Visual Format

2012 ◽  
Vol 7 (1) ◽  
Author(s):  
Nancy Maynes ◽  
Lynn Julien-Schultz
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
New Teacher ◽  
Teacher Preparation Program ◽  
Teacher Education Programs ◽  
Preparation Program ◽  
Assessment Skills ◽  
Conceptual Paper ◽  
Support Teacher ◽  
Program Research

Complex concepts that relate to planning lessons, teaching them, and assessing learning may be very difficult for some teacher candidates. Relationships among ideas are difficult to name and identify as new teacher candidates begin learning about teaching. Five visual organizers have been prepared to support teacher preparation program goals in relation to the planning, teaching, and assessment skills of new teachers. These organizers have been used in both consecutive and concurrent teacher education programs. Teacher candidates’ reflections about these visual supports show that they value their ability to facilitate understanding of complex concepts. The purpose of this paper is to present and explain these organizers and how they are used in one teacher preparation program. Research related to their perceived value is mentioned but is peripheral in this theoretical conceptual paper.

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