scholarly journals Students’ Level of Satisfaction and Their Technological Proficiency Growth in Teacher Education Coursework

2021 ◽  
Vol 14 (1) ◽  
pp. ep337
Author(s):  
Trang Phan ◽  
Earl Aguilera ◽  
Susan Tracz
Keyword(s):  
Teacher Education ◽  
Level Of Satisfaction ◽  
Education Coursework

scholarly journals Digital practice spaces and clinical practice in teacher preparation: Current uses and future possibilities

2021 ◽  
Author(s):  
Joshua Littenberg-Tobias ◽  
Sarah Kaka ◽  
Taylor Kessner ◽  
Anthony Tuf Francis ◽  
Katrina Kennett ◽  
...  
Keyword(s):  
Teacher Education ◽  
Clinical Practice ◽  
Teacher Preparation ◽  
Analytical Framework ◽  
Educator Preparation ◽  
Clinical Educator ◽  
Highly Effective ◽  
Education Coursework

This paper explores how the use of digital practice spaces (DPSs) can inform teacher preparation through a reimagining of clinical practice in teacher preparation by addressing the question: what roles might DPSs play in the ecology of apprenticeship opportunities for future educators? We leveraged AACTE’s Essential Proclamations and Tenets for Highly Effective Clinical Educator Preparation as an analytical framework to examine our own experiences using DPSs in our teacher education coursework. We discuss the alignment between these proclamations and the theoretical, conceptual, and practical underpinnings of DPSs. Finally, we consider the remaining proclamations that represent the horizons of DPSs within teacher preparation, a task we undertook as a set of informed provocations, envisioning how DPSs could be designed to support the proclamations not currently supported.

I have a student who…

2009 ◽  
Vol 19 (2) ◽  
pp. 356-371 ◽  
Author(s):  
Kathryn S. Young
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Ethnographic Study ◽  
Shared Understanding ◽  
Social Categories ◽  
Small Stories ◽  
Education Coursework

This article investigates the use of co-constructed narrative strands to better understand the function of institutional narratives in teacher education. It uses data drawn from a large ethnographic study of talk in interaction in teacher education coursework. The analysis demonstrates how a series of similar small stories functions together to create a larger message about social categories in schooling. Narratives created by preservice teachers, through shared understanding of category systems like gender and disability, penetrate stories told in coursework and impact understandings of students in schools.

Investigating Differences in Teacher Practices Through a Complexity Theory Lens: The Influence of Teacher Education

2017 ◽  
Vol 69 (1) ◽  
pp. 22-39 ◽  
Author(s):  
Susan D. Martin ◽  
Sherry Dismuke
Keyword(s):  
Teacher Education ◽  
Elementary Teachers ◽  
Complexity Theory ◽  
Teacher Educators ◽  
Teacher Practices ◽  
Learning Opportunities ◽  
Mixed Methods Study ◽  
Teacher Education Programs ◽  
Policy Makers ◽  
Education Coursework

How to prepare teachers to be effective in our nations’ classrooms seems to get increasingly complex, yet the links between teacher education and teachers’ eventual practices are little understood. Using complexity theory as a theoretical framework, this mixed-methods study investigated writing teacher practices of 23 elementary teachers. Twelve teachers had participated in a comprehensive course focused on writing, either at inservice or preservice levels. The other teachers had not taken any course focused on writing and had little to no writing professional development. Despite the small number of participants in our study, quantitative analysis demonstrated significant differences on multiple, effective practice indicators. These findings were borne out in qualitative analyses as well. Clear connections of teachers’ practices and understandings and the course were noted. These findings contribute to understandings of the ways in which teacher education coursework makes a difference in optimizing candidate learning and reducing the variability across teacher practices and subsequent student learning opportunities. Findings suggest implications for policy makers, teacher education programs, as well as for teacher educators and researchers.

scholarly journals English as a Second Language and English as a Foreign Language Preservice Teacher Cognitions: Research Insights from around the World (2005-2021)

2022 ◽  
Author(s):  
Mustapha Chmarkh
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Second Language ◽  
Foreign Language ◽  
Preservice Teacher ◽  
Language Learners ◽  
Teaching Practice ◽  
Field Placements ◽  
Efl Teacher ◽  
Education Coursework

This review examined English as a Second Language (ESL) and English as a Foreign Language (EFL) preservice teacher cognition studies spanning a 17-year period (2005 to 2021). The main objective was to explore the nature and development of preservice ESL and EFL teacher cognitions as they relate to their teacher-education coursework and teaching practice. Findings indicate that preservice ESL/EFL teacher cognitions are complex, multifaceted, recursive, and frequently related to their experiences as language learners. Although studies included in this review were conducted in different international contexts, the findings were consistent: there is a need for supportive and comprehensive preservice-teacher preparation that accounts for three factors. (1) Valuing preservice teachers’ beliefs as language learners, (2) facilitating preservice teachers’ negotiation of newer beliefs resulting from teacher education coursework, and (3) preparing them to negotiate tensions in their interactions with their mentors in field placements. This paper concludes by discussing pedagogical implications for teacher education programs.

scholarly journals Exploring Diversity and Nurturing Generativity Through in situ Teacher Education

2019 ◽  
Vol 29 (1) ◽  
Author(s):  
Leyton Schnellert ◽  
Donna Kozak
Keyword(s):  
Teacher Education ◽  
Language Arts ◽  
Teacher Candidates ◽  
Discursive Space ◽  
Education Data ◽  
Bachelor Of Education ◽  
Critical Case Study ◽  
Education Coursework

This critical case study (Grosvenor & Pataki, 2017; Merriam, 2009) examines how taking up diversity and plurality within in situ literacy and language arts courses in a Bachelor of Education program created a critical discursive space within mainstream teacher education. Data in this research included interviews with teacher candidates and course assignments. Findings suggest that teacher candidates learned to seek and value diverse students’ funds of knowledge, grappled with inclusive practices, and developed equity-oriented pedagogy within in situ teacher education coursework. Through this project we contribute to the rising recognition that in situ teacher education through a lens of diversity can generate curriculum drawing from the literacies and lifeworld experiences of all learners (Grant & Agosto, 2008; Moll, 2014).

Leveraging the Power of Play in Rehearsals: Supporting Complex Practice in Literacy Teacher Education

2021 ◽  
Vol 123 (3) ◽  
pp. 1-18
Author(s):  
Nicholas E. Husbye
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Data Collection ◽  
Teacher Development ◽  
Teacher Educator ◽  
Video Recording ◽  
Literacy Education ◽  
School Based ◽  
Urban Institution ◽  
Education Coursework

Context There is an ever-growing body of work continuing the argument for play as a pedagogical resource that supports the learning of the youngest learners; despite this, there continues to be little evidence play has been considered as such in teacher education. Research Focus The study sought to understand the role of play and playful pedagogies in a school-based literacy education course within a teacher educator program. Setting Research was conducted in a school-based literacy education course housed in an urban school in the Midwest. Participants Preservice teachers enrolled in literacy education coursework at a midsized urban institution of teacher education. Research Design Data utilized in this study comes from a multiple case study using a practitioner inquiry lens. Data Collection and Analysis Data collection occurred over five semesters (Spring 2016-Spring 2018). Types of data included mid- and end-of-semester interviews, audio and video recordings of rehearsals, video recording of enactments, and a variety of artifacts produced by preservice teachers within the course. Findings Play, utilized within the context of a literacy education course, promoted the development of complexity tolerance: an ability to entertain the variables that may impact their teaching, even those they had not thought of. Recommendations This complexity tolerance supported preservice teachers in being able to respond to student learning in the moment, deviate from instructional planning when necessary, and interrogate their own educational histories. It is a powerful pedagogical tool to support preservice teacher development when intentionally invoked in teacher education coursework.

Sign in / Sign up

Export Citation Format

Share Document