A Needs Analysis of Korean Language Teachers in the United States for Teacher Education Program

2014 ◽  
Vol null (167) ◽  
pp. 65-102
Author(s):  
Lee, Sun-woo ◽  
방성원
Keyword(s):  
United States ◽  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
The United States ◽  
Language Teachers ◽  
Needs Analysis ◽  
Korean Language

Core Practices for World Language Teaching in the United States During the COVID-19 Pandemic

2022 ◽  
pp. 24-40
Author(s):  
Francis John Troyan ◽  
Emre Başok ◽  
David R. Carr
Keyword(s):  
United States ◽  
Teacher Education ◽  
Language Teaching ◽  
The United States ◽  
Language Teachers ◽  
World Language ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Core Practices ◽  
Based Instruction

This chapter presents the results of a nationwide questionnaire of world language teachers in the United States (n=135) that sought to examine how they perceived the impact of the COVID-19 pandemic on their ability to enact certain “core practices” for world language teaching. Quantitative analysis of Likert items and qualitative analysis of open-ended questions allowed for the examination of the teacher's perceptions of their practice related to three core practices that have been identified as essential to the work of contextualized, standards-based instruction. The findings contribute to an understanding of the realities of world language teaching during the COVID-19 pandemic, the disruptions created by it, and the challenges faced in carrying out the work of world language teaching. Given these insights, suggestions are made for ways forward for the work in core practices in world language teacher education, as well as for pedagogies for practice-based world language teacher education.

Performance-Based Assessment in Preparing Teachers

2019 ◽  
Author(s):  
Drew Polly
Keyword(s):  
United States ◽  
Teacher Education ◽  
Elementary Education ◽  
Teacher Education Program ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
National Board ◽  
Performance Based Assessment ◽  
Support Teacher

Performance-based assessments are assessments in which learners complete a complex task or series of tasks in order to demonstrate their learning. Originally designed and used with school-aged learners (ages 5 through 18), the use of performance-based assessments gained popularity in the early 2000s as a way to deeply assess learners’ knowledge and skills. The National Board of Professional Teaching Standards has been using performance-based assessments, which include video evidence of teachers, artifacts of student work, and teachers’ written reflections as part of their credentialing process. For individuals seeking their initial teaching license or teaching credential, in the past decade in the United States, teacher education programs have started to use performance-based assessments. The most widely used performance-based assessment in teacher education in the United States is edTPA, an assessment that was either required or used as an option in 37 states at the time this chapter was written. The edTPA assessment, similar to the National Board portfolio, includes video evidence from the teacher candidate’s instruction, lesson plans, artifacts of student learning, and the teacher candidate’s written reflections about their planning, teaching, and assessment of their students. This chapter describes performance-based assessments in teacher education programs, and focuses on how faculty members in one elementary education (students age 5–11) teacher education program revised its curriculum to support teacher candidates’ completion of the edTPA performance-based assessment.

ePortfolio Integration in Teacher Education Programs

2012 ◽  
pp. 250-264 ◽  
Author(s):  
Albert D. Ritzhaupt ◽  
Michele A. Parker ◽  
Abdou Ndoye
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teacher Education Program ◽  
Interaction Model ◽  
The United States ◽  
Electronic Portfolio ◽  
Student Perspective ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Stakeholder Interaction

Though ePortfolios have grown in acceptance by teacher education programs across the United States, there still remain many questions regarding whether the tools are meeting student and teacher education program needs. This chapter will address this concern by first describing ePortfolios within teacher education. Next, the chapter will present a stakeholder interaction model and identify the individuals involved in an ePortfolio system. Then, a series of integration questions will be highlighted from a teacher education perspective. Two teacher education programs’ ePortfolio initiatives are evaluated using the Electronic Portfolio Student Perspective Instrument (EPSPI) (Ritzhaupt, Singh, Seyferth, & Dedrick, 2008) in relation to several integration characteristics. Finally, recommendations to teacher education programs are made.

scholarly journals A Practice-Based Approach to Foreign Language Teacher Preparation: A Cross-Continental Collaboration

2021 ◽  
Vol 23 (1) ◽  
pp. 181-196 ◽  
Author(s):  
Malba Barahona ◽  
Kristin J. Davin
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Education Program ◽  
English Language ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Language Teaching ◽  
The United States ◽  
Language Teacher Education ◽  
Language Teacher

The international trend towards a practice-based approach in teacher education has permeated foreign language teacher education and English language teaching. A practice-based approach is based on the understanding that teachers learn to teach a language by engaging in “actual” teaching rather than “talking” about teaching. We report on the implementation of a practice-based approach in two different contexts: an initial English teacher education program in Chile and an initial foreign language teacher education program in the United States. We provide practical recommendations and areas of caution for future enactments. The findings demonstrate that incorporating a practice-based approach into the university classroom offers a useful affordance for examining and illuminating the complexities of foreign language teaching practice across contexts.

scholarly journals Being and Becoming Woke in Teacher Education

2020 ◽  
Vol 14 (1) ◽  
pp. 73-88 ◽  
Author(s):  
Timothy Babulski
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Education Program ◽  
School Environment ◽  
Teacher Candidates ◽  
Intellectual Development ◽  
Teacher Education Program ◽  
The United States ◽  
Theory And Practice ◽  
Being And Becoming

The role education plays in society has been contested in the United States since the inception of public education. Historically this contention has produced a delicate balance between promoting the social justice concerns of educating democratic citizens and the disciplinary concerns of individual intellectual development. Teacher preparation programs in American normal schools, colleges, and universities have traditionally struck a similar balance between theory and practice. In the past several decades, however, the rise of neoliberalism in American politics has shifted the balance away from equity, diversity, and inclusivity. The purpose of this study is to provide an account of the lived experiences of teacher candidates with the phenomena of being and becoming “woke” within a teacher education program that reflects neoliberal values but maintains a stated commitment to social justice. This study includes narrative vignettes that explore the phenomenality of “wokeness” as it manifests in the public-school environment and the teacher education program. It also addresses the effects of neoliberalism on teacher candidates’ willingness and ability to take up social justice for themselves, their students, and society.

Standardizing Latinx early childhood educators: (Un)intended consequences of policy reform to professionalize the workforce

2020 ◽  
Vol 18 (6) ◽  
pp. 725-738
Author(s):  
Leanna Lucero ◽  
Blanca Araujo ◽  
Michelle Salazar Pérez
Keyword(s):  
United States ◽  
Teacher Education ◽  
Early Childhood ◽  
Standardized Testing ◽  
Teacher Education Program ◽  
The United States ◽  
Early Childhood Educators ◽  
Early Years ◽  
Policy Reforms ◽  
The Impact

The field of early childhood and its teacher education programs, globally, have experienced intensified policy reforms to “professionalize” the workforce. This has had (un)intended consequences of standardizing how Latinx preservice educators in the United States have learned about engaging in early years education and care. To discuss the impact of these (un)intended consequences, we first describe the historical context around standardized testing and the policies that support their use for teacher licensure in the United States and New Mexico, where our teacher education program resides. We then problematize these policies and provide examples of approaches used to counter the (un)intended consequences of such reforms. Finally, we make recommendations for future policy reforms that rethink teacher education and licensure programs, so that they value and centralize the often-marginalized knowledge of Latinx early childhood educators and teacher educators.

scholarly journals Sustainability of an Urban Teacher Education Program

2019 ◽  
Vol 3 (3) ◽  
pp. 21
Author(s):  
Laura Atkinson ◽  
Sarup R. Mathur ◽  
Stanley H. Zucker
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Education Program ◽  
Teacher Candidates ◽  
Liberal Arts ◽  
Teacher Education Program ◽  
The United States ◽  
Urban Teacher Education ◽  
Urban Teacher ◽  
The Impact

Most of the teacher preparation programs in the United States adhere to a traditional curriculum that includes courses in foundations, liberal arts, methods, and student teaching. Too often these programs fail to provide opportunities for culturally responsive teaching where teacher candidates are encouraged to explore the role of culture in developing identity, providing space for learning, and building communities. A one-year Urban Teacher Education Program (UTEP) was created that focused on preparing teachers to work with disadvantaged, underprivileged, and marginalized children in urban schools. Teacher candidates received spaces to question their own thinking and reflect about issues related to (1) identity, (2) culture, (3) learning, and (4) assessment during this program. Four years after program completion, five participants from UTEP were selected for this study. The study used a mixed method approach to measure maintenance in transformation in their thinking. The results showed sustainability of the impact of the program four years later.

scholarly journals Unleashing Student's Perspectives on Novel Teacher Education Program

2021 ◽  
Vol VI (I) ◽  
pp. 213-220
Author(s):  
Afaf Manzoor ◽  
Muhammad Shakir ◽  
Hafeez Ullah
Keyword(s):  
United States ◽  
Teacher Education ◽  
Data Analysis ◽  
International Development ◽  
Teacher Education Program ◽  
The United States ◽  
Interview Protocol ◽  
Agency For International Development ◽  
Pre Service Teacher ◽  
Insight Into

Bachelor in Education 4 years has been launched in the universities of Pakistan for the pre-service teacher training across Pakistan. This study was conducted to have the perception of students about the newly launched B.Ed 4 years program with the collaboration of the Teacher Education Project by the United States Agency for International Development (USAID). The enrolled students (n-40) of the B.Ed 4 year program were a sample of the study. An interview protocol was administered to have an insight into IUB students. Students' perception was taken in the form of their viewpoints right from the beginning like a reason for taking admission in this program, perception prevailing in their surrounding community about this newly launched degree and the university's role assessment in coming up to their expectations. NVIVO-11 was used for data analysis. It can be concluded that there are no doubts about the viability and marketability of the program in future.

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