“Best Practices” for Evaluating Teacher Preparation Programs

2021 ◽  
Author(s):  
Marilyn Cochran-Smith ◽  
Emilie Reagan
Keyword(s):  
Teacher Preparation ◽  
Best Practices ◽  
Teacher Preparation Programs ◽  
Preparation Programs

Preparing to Teach with Flipped Classroom in Teacher Preparation Programs

2015 ◽  
pp. 1461-1481 ◽  
Author(s):  
Beverly B. Ray ◽  
Angiline Powell
Keyword(s):  
Higher Education ◽  
Teacher Preparation ◽  
Best Practices ◽  
Preservice Teacher ◽  
Flipped Classroom ◽  
Theoretical Foundation ◽  
Meaningful Learning ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Preservice Teacher Preparation

The chapter outlines best practices in the use of Flipped Classroom to promote active and meaningful learning in higher education, specifically preservice teacher preparation courses. The theoretical foundation supporting the use of Flipped Classroom is reviewed as well as issues related to its use. Recommendations as to how to integrate Flipped Classroom are examined as well. Linkage to the goals of teacher preparation programs are made to assure the reader's understanding of the recommendations that follow.

Evidence-Based Transition Practices

2022 ◽  
pp. 1246-1267
Author(s):  
James L. Soldner ◽  
Dimity Peter ◽  
Shahrzad Sajadi ◽  
Maria Paiewonsky
Keyword(s):  
Teacher Preparation ◽  
Best Practices ◽  
Students With Disabilities ◽  
Adult Life ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Youth With Disabilities ◽  
Education Of Students ◽  
Academic Content

Preparing youth to become active and independent citizens is a critical goal for all societies. However, youth with disabilities are less likely to achieve the same adult outcomes as their non-disabled peers. Although there is a growing body of research that has identified best practices regarding the facilitation of youth with disabilities from school to an inclusive adult life, many teachers do not have the requisite skills or knowledge to facilitate this process. This chapter explores best practices in transition education for teachers beyond the academic content, identifying eight key strategies that should inform teacher preparation programs. Using a case study from Iran, this chapter critically reflects on the relevance of these strategies in an international context, where inclusion and education of students with disabilities is an emerging field.

scholarly journals ESL Teacher Certification Policy: Current Trends and Best Practices

2021 ◽  
Vol 6 ◽  
Author(s):  
Christopher Gras ◽  
Christina Kitson
Keyword(s):  
Teacher Preparation ◽  
Best Practices ◽  
Language Learning ◽  
Teacher Certification ◽  
International Association ◽  
State Policies ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Current Trends ◽  
K 12

Utilizing aspects of the Standards for Initial TESOL Pre-K-12 Teacher Preparation Programs (2018), this study seeks to review and critique current trends in ESL teacher certification policy nationwide. Data collection involved triangulating state policies found online with a brief questionnaire sent to teacher certification boards nationwide (51 in total). The researchers focused on whether or not state policies: (1) offer initial and/or add-on ESL certification; (2) have a test-out option for add-on ESL certification; (3) require a certain number of credits for add-on ESL certification; (4) align their coursework topic requirements with guidelines set forth by TESOL. Data analysis highlighted changes in policy from a previous survey conducted during the NCLB era (Reeves, 2010), and compared requirements in each state’s policy to the Standards for Initial TESOL Pre-K-12 Teacher Preparation Programs (2018). Findings reveal an alarming trend toward less rigorous add-on certification (i.e., endorsement) pathways as well as a number of states either no longer offering initial certification or providing options for testing-out of coursework altogether. Additionally, many state policies outline required coursework, but few follow ESL teacher preparation guidelines set by TESOL International Association (TESOL) (2019). This has led to a notable rift between current ESL teacher education policy and evidence-based best practices such as coursework on the linguistic and cultural aspects of second language learning.

Evidence-Based Transition Practices

2019 ◽  
pp. 98-119
Author(s):  
James L. Soldner ◽  
Dimity Peter ◽  
Shahrzad Sajadi ◽  
Maria Paiewonsky
Keyword(s):  
Teacher Preparation ◽  
Best Practices ◽  
Students With Disabilities ◽  
Adult Life ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Youth With Disabilities ◽  
Education Of Students ◽  
Academic Content

Preparing youth to become active and independent citizens is a critical goal for all societies. However, youth with disabilities are less likely to achieve the same adult outcomes as their non-disabled peers. Although there is a growing body of research that has identified best practices regarding the facilitation of youth with disabilities from school to an inclusive adult life, many teachers do not have the requisite skills or knowledge to facilitate this process. This chapter explores best practices in transition education for teachers beyond the academic content, identifying eight key strategies that should inform teacher preparation programs. Using a case study from Iran, this chapter critically reflects on the relevance of these strategies in an international context, where inclusion and education of students with disabilities is an emerging field.

Preparing to Teach with Flipped Classroom in Teacher Preparation Programs

2014 ◽  
pp. 1-22 ◽  
Author(s):  
Beverly B. Ray ◽  
Angiline Powell
Keyword(s):  
Higher Education ◽  
Teacher Preparation ◽  
Best Practices ◽  
Preservice Teacher ◽  
Flipped Classroom ◽  
Theoretical Foundation ◽  
Meaningful Learning ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Preservice Teacher Preparation

The chapter outlines best practices in the use of Flipped Classroom to promote active and meaningful learning in higher education, specifically preservice teacher preparation courses. The theoretical foundation supporting the use of Flipped Classroom is reviewed as well as issues related to its use. Recommendations as to how to integrate Flipped Classroom are examined as well. Linkage to the goals of teacher preparation programs are made to assure the reader’s understanding of the recommendations that follow.

Assessing and Evaluating Teacher Preparation Programs

2014 ◽  
Author(s):  
Frank C. Worrell ◽  
Mary M. Brabeck ◽  
Carol Anne Dwyer ◽  
Kurt F. Geisinger ◽  
Ronald W. Marx ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Preparation Programs
Sign in / Sign up

Export Citation Format

Share Document