scholarly journals Centering Voices: Weaving Indigenous Perspectives in Teacher Education

2021 ◽  
Vol 21 (3) ◽  
pp. 115-141
Author(s):  
Laryssa Gorecki ◽  
Carol Doyle-Jones
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Classroom Practice ◽  
Research Question ◽  
Ways Of Knowing ◽  
Truth And Reconciliation Commission ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Bachelor Of Education ◽  
Indigenous Perspectives

The value of weaving Indigenous perspectives into the mainstream curricula of Ontario teacher education programs is gaining prominence (Bell & Brant, 2015; Nardozi, Restoule, Broad, Steele, & James, 2014; Tanaka, 2016). Since the Truth and Reconciliation Commission of Canada’s Calls to Action (2015),  efforts are being made across Ontario to “educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms” (TRC #62, p. 7). Despite growing efforts within teacher preparation programs, many settler teacher candidates are still anxious (Kanu, 2011; Morcom & Freeman, 2019); they fear practicing inadvertent cultural appropriation, and/or offending or misinforming their students and colleagues. To address these concerns, we posed the research question: What impact would Indigenous guest speakers and workshop leaders have on helping Settler teacher candidates navigate Indigenous content in a culturally appropriate and respectful manner? Using an action research framework, we explored how Indigenous ways of knowing impacted the attitudes of teacher candidates in a Bachelor of Education program. The data we collected suggests that by listening to and learning from Indigenous teachings, teacher candidates can attain a deeper understanding of relationality (Wilson, 2008) as it applies to Indigenous ways ofknowing. While certain questions remained, pre-service teachers had an increased knowledge of Indigenous content, and felt more comfortable integrating Indigenous perspectives into their classroom practice.  

The Struggle to Professionalize Teaching: Examining edTPA as a Professionalization and Deprofessionalization Tool

2021 ◽  
Vol 123 (9) ◽  
pp. 57-86
Author(s):  
Craig De Voto ◽  
Jessica J. Gottlieb
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Structural Changes ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Snowball Sampling ◽  
Preparation Programs ◽  
Organizational Contexts ◽  
Making Sense ◽  
Embedded Case Study

Background/Context: In the United States, strengthening the professionalization of teaching and teacher education has received extensive attention. Notably, the educative Teacher Performance Assessment (edTPA) has gained traction. Developed by the Stanford Center for Assessment, Learning, & Equity (SCALE) in 2009, edTPA requires teacher candidates to videotape their teaching and reflect via three different tasks: planning, instructing, and assessing. More than one third (900+) of all teacher preparation programs (TPPs) across 41 states are now using edTPA, making it the most widely used licensure assessment in the field. Objective: In this study, we examine differences in how stakeholders (i.e., administrators, faculty, and staff) within and across TPPs are making sense of edTPA. We then examine why such differences in edTPA sensemaking have transpired, including varying policy designs, organizational contexts, and individual attitudes/values. Finally, we illustrate how these differences reflect a deeper historical dilemma in teacher education between those supporting professionalism (i.e., program-specific attitudes/beliefs) and those supporting the professionalization of teaching (i.e., structural or systemic characteristics across programs). Participants: Through purposive and snowball sampling, we interviewed 69 stakeholders across eight TPPs in two states, Illinois and Iowa. These stakeholders were interviewed between 2015 and 2018, approximately 1 year after their TPP adopted edTPA (via mandate or voluntarily). Research Design: We employed a multiple embedded case study design. The first set of cases were the two states selected (Illinois and Iowa) because their policy designs differed (mandated vs. voluntary). The second set of cases were the eight TPPs selected. One-hour interviews were conducted with each of the 69 stakeholders across these case TPPs. Using a sensemaking conceptual framework, instrumental case analysis was then used to examine how stakeholders made sense of edTPA and why. Findings/Results: We found diverse perspectives across our case TPPs as to how stakeholders viewed and implemented edTPA—as either a professionalization or a deprofessionalization tool. Those espousing a view of professionalization supported the assessment as a means to strengthen the profession’s perceived legitimacy and quality, whereas those espousing a view of deprofessionalization believed that it is detrimental in these regards. We argue that this divergence reflects enduring disagreement concerning the mechanisms that define “good” teaching and how best to measure it. Conclusions: We found that structural changes, such as edTPA adoption, may move a field toward being more or less professionalized, but those changes do not guarantee alignment or agreement among the professionals within that workforce. Improving this dilemma within teacher education therefore begins with coming to some reasonable consensus on how best to balance professionalization and professionalism.

Assessing Teacher Candidates' Professional Competence for Evaluating Teacher Education Programs

2018 ◽  
pp. 418-442
Author(s):  
Urban Fraefel ◽  
Kerstin Bäuerlein ◽  
Antje Barabasch
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Professional Competencies ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
Special Focus ◽  
Education Programs ◽  
Preparation Programs ◽  
German Speaking

The conception of teacher preparation programs in German-speaking countries usually rests on a largely normative set of professional competencies to be acquired by teacher candidates. The fact that this cluster of competencies is quite complex entails the considerable challenge of finding adequate procedures for the assessment at the end of the training. Valid and reliable information on professional competencies of teacher candidates can only be obtained by analyzing their actual teaching performance in the classroom. This chapter discusses theoretical assumptions of current assessment practices, a variety of methodological approaches, current developments, and implications for teacher education programs. A special focus is on the use of video portfolios as an assessment tool in the final stage of teacher preparation programs. The results of such assessments can provide a solid base for answering the question of whether the training program has managed to achieve its major objective, namely to qualify the candidates to teach successfully.

scholarly journals Hybridized teacher education programs in NYC: A missed opportunity?

2015 ◽  
Vol 23 ◽  
pp. 89 ◽  
Author(s):  
Angus Shiva Mungal
Keyword(s):  
New York ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Teach For America ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
Teaching Fellows

This qualitative study describes the development of hybrid teacher preparation programs that emerged as a result of a “forced” partnership between university-based and alternative teacher preparation programs in New York City. This hybrid experiment was a short-lived, yet innovative by-product of a somewhat pragmatic arrangement between Teach for America, NYC Teaching Fellows and various universities to meet state requirements for credentialization. The institutions benefited from the arrangement but noteworthy here is the documentation of how the teacher education programs informed each other and potentially created a richer educational experience for teacher candidates than either of the programs had alone. With the development of Relay, a stand-alone, alternate graduate school, the partnership, despite its early promise, was ended. With all of its challenges, this forced partnership was characterized by creative and competitive tensions, rather than what ultimately became two parallel teacher education systems largely isolated and in competition with each other. 

scholarly journals Deepening Knowledge to Inspire Action: Including Aboriginal Perspectives in Teaching Practice

in education ◽  
2014 ◽  
Vol 19 (3) ◽  
Author(s):  
Angela Nardozi ◽  
Jean-Paul Restoule ◽  
Kathy Broad ◽  
Nancy Steele ◽  
Usha James
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Research Question ◽  
Initial Teacher Education ◽  
Teacher Resistance ◽  
Key Points ◽  
Future Practice

Deepening Knowledge Project, through Ontario Institute for Studies in Education (OISE), undertook research within the Initial Teacher Education program to explore the relationships between teacher candidates and Aboriginal content. Our research question was, "Which strategies used within OISE’s Central cohort are most powerful in increasing teacher candidates’ willingness and readiness to incorporate Aboriginal knowledges and pedagogies into their classroom practice?" Data consisted of surveys administered to approximately 70 teacher candidates at three key points in their program as well as two rounds of interviews with five purposively selected participants. We found that teacher candidates most appreciated the inclusion of First Voice perspectives, in-depth instruction on current and historical events, and a continuous examination of privilege as means to prepare them for incorporating Aboriginal content into their future practice. While most students reported feeling more confident and willing to include Aboriginal perspectives near the end of their program, there are three commonly stated questions, reported on preprogram surveys that lead to inaction on Aboriginal inclusion. Addressing these questions directly should help encourage more teachers to take up Aboriginal perspectives in their classrooms.     Keywords: Indigenous knowledge; teacher education; teacher resistance

A Rational and Manageable Value-Added Model for Teacher Preparation Programs

2016 ◽  
Vol 32 (5) ◽  
pp. 728-750 ◽  
Author(s):  
Michael P. Brady ◽  
Katie Miller ◽  
Jazarae McCormick ◽  
Lawrence A. Heiser
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Value Added ◽  
Teacher Preparation Programs ◽  
Full Time ◽  
Preparation Programs ◽  
Grade Point ◽  
Value Added Model ◽  
K 12

Educators struggle with “value-added” teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates’ lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates’ grade point averages (GPAs). Results indicated that teacher candidates’ lessons are a viable value-added model (VAM) alternative for TPPs.

scholarly journals ENHANCING THE ROLE OF FIELD EXPERIENCE SUPERVISORS: TOWARD MULTICULTURAL EQUITY IN A TEACHER PREPARATION PROGRAM

2021 ◽  
pp. 24-36
Author(s):  
Lisa VASQUEZ
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Field Experience ◽  
Historical Context ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Multicultural Society ◽  
Preparation Programs ◽  
Program Leaders

The current state of education embodies increasing public demands and policy mandates for teacher accountability in all classrooms, pre-kindergarten through Grade 12. Leaders expect increased academic performance to meet grade-level curriculum standards within a multicultural society. Teacher preparation programs are tasked to create and manage field experiences that guide practice within diverse learning communities. Teacher candidates interact with the cultural, social, and historical context of schools, of professional colleagues, and of the pupils they teach. In addition, teacher candidates should be prepared to develop practices that are intentional, personalized, differentiated, and purposeful for the pupils within their classrooms. This paper offers a case study of one university’s re-design of field experience supervision in its teacher preparation programs. The curriculum designers sought to ensure support for teacher candidates based on each student’s individual needs, while fostering systemic change responsive to ideas of race, gender, and other areas of intersectionality in a multicultural society. The field supervisor was the key to connect the practical, field-based experiences with the vision and mission of the university. Thus, program leaders identified the need to invest in the professional development of field supervisors in a way that brought the vision and mission to life—from words to action. The resulting framework included a multi-faceted approach of coaching / mentoring, professional development, and reflective discourse with colleagues.

Teaching Diversity to Preservice Teachers: Encouraging Self-Reflection and Awareness to Develop Successful Teaching Practices

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Marla S. Sanders ◽  
Kathryn Haselden ◽  
Randi M. Moss
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Professional Education ◽  
Teacher Candidates ◽  
Culturally Diverse ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
Diverse Schools

AbstractThe purpose of this article is to promote discussion of how teacher education programs can better prepare teacher candidates to teach for social justice in ethnically and culturally diverse schools. The authors suggest that teacher education programs must develop teacher candidates’ capacity to teach for social justice through preparation programs that encourage critical reflection and awareness of one’s beliefs, perceptions, and professional practice. The authors ask the following questions: How can teacher educators provide structures in professional preparation programs that will produce reflective practitioners? How might we prepare teacher candidates who are constantly thinking about how they perceive their students and their families and how those perceptions affect the way they relate to students? Through a discussion of five case scenarios, the authors discuss prior research on preparing teachers for culturally diverse schools and offer suggestions for improving professional education programs.

A New Conceptual Model for Principal Involvement and Professional Collaboration in Teacher Education

2009 ◽  
Vol 111 (2) ◽  
pp. 480-510
Author(s):  
Anita M. Varrati ◽  
Mary E. Lavine ◽  
Steven L. Turner
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Beginning Teachers ◽  
Preservice Teacher ◽  
Conceptual Model ◽  
Student Teaching ◽  
Teacher Candidates ◽  
School Principal ◽  
Preparation Programs ◽  
University Supervisor

Background/Context Beginning teachers often identify the school principal as a key figure for support and guidance. Few teacher education conceptual models exist that significantly integrate the building principal into the clinical experiences of teacher candidates. The rationale behind initiating discourse on principal involvement grows out of current policy and reform initiatives that require increased accountability for improved student performance. The call for more deliberate principal involvement in preservice also arises in regard to teacher attrition and retention concerns. Having the principal engage in active mentoring during preservice may positively address these issues by providing a more complete socialization and enculturation process into today's context of schooling. Purpose/Objective/Research Question/Focus of Study The major research questions for this study were: (1) What are the level and types of support that building principals provide for the preparation of new teachers? (2)What are the obstacles that may be preventing principals from becoming more involved with teacher preparation? (3) What are the types of activities that make sense for principal involvement with field experience and student teaching? (4) What are suggestions for more meaningful collaboration between schools and teacher/administrator preparation programs? Research Design The study was designed as an interpretive qualitative research project that attempted a measure of self-reporting through in-depth interviews. Conclusions/Recommendations M3—A new conceptual model of collaboration (three supports for preservice teacher: mentor, university supervisor, and principal) was presented to include the principal with the preservice teacher, university supervisor, and cooperating teacher in a community of practice for teacher preparation. To build on this research and continue the discourse about the principal's role, several implications and areas for future study are presented: (1) investigation of teacher preparation programs more in depth to get further information about how principals are involved in teacher education, (2) implementation of the M3 conceptual model in a pilot capacity during field and student teaching experiences to gather more data about collaboration, especially the role of the principal, (3) the collaboration of principal preparation and teacher education programs to address this aspect of supervision in course content and internships, (4) the difference in perceptions of prospective and practicing principals regarding their role with teacher candidates during preser-vice, and (5) study of professional development schools to see how the principal is involved in a supervisory and instructional leadership capacity with preservice teachers.

Using Mobile Technology for Student Teaching Observations of Special Education Candidates

2015 ◽  
pp. 114-127
Author(s):  
Josh Harrower ◽  
Cathi Draper Rodríguez
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Student Teaching ◽  
Mobile Technology ◽  
Video Conferencing ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
Pre Service Teacher

Student teacher supervision has been an important part of teacher preparation almost since the inception of teacher education programs. The goal of this type of supervision is to strengthen the skills of the pre-service teacher. Providing this type of observation can be difficult for teacher preparation programs and university faculty. Many factors, including large numbers of students in teacher education programs and student placements in remote schools, contribute to this. In order to make the most effective use of faculty and pre-service teacher time, other options for providing this support need to be explored. The rapidly developing field of mobile technology (e.g., iPads, iPhones, Smart Phones) can be used to facilitate student teaching observations. This chapter discusses how teacher preparation programs can implement candidate field supervision using video conferencing via mobile technology to increase the ability to conduct observations in schools and in a more efficient manner. It also explores the security of video conferencing applications and the issues related to using video conferencing in special education classrooms, where student confidentiality is heightened.

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