scholarly journals Thinking Together: A Duoethnographic Inquiry Into the Implementation of a Field Experience Curriculum

in education ◽  
2015 ◽  
Vol 21 (2) ◽  
pp. 49-64
Author(s):  
Jackie Seidel ◽  
Laurie Hill
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Education Program ◽  
Field Experience ◽  
Field Experiences ◽  
Good Work ◽  
Narrative Approach ◽  
Close Collaboration ◽  
Bachelor Of Education

This paper examines the experiences of two colleagues working in close collaboration over several years to create, implement, and assess an innovative and integrative cohort-based, preservice-teacher, field-experience curriculum in a new Bachelor of Education program. Engaging a duoethnographic narrative approach, this paper both inquires into the experiences of the authors and traces the complex interrelational work and personal work that was required to do "good" work together on behalf of preservice students and partners in the "field."Keywords: field experiences; duoethnography; teacher education; curriculumchange

scholarly journals Preservice Teacher Experience with Technology Integration: How the Preservice Teacher’s Efficacy in Technology Integration is Impacted by the Context of the Preservice Teacher Education Program

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Liz Ebersole
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Preservice Teacher ◽  
Education Program ◽  
Self Efficacy ◽  
Field Experience ◽  
Teacher Education Program ◽  
Preservice Teacher Education ◽  
Iste Standards

This paper explores self-efficacy theory (Bandura), situated learning theory (Lave & Wenger), and self-determination theory (Ryan and Deci), the technological pedagogical content knowledge framework (TPCK or TPACK; Mishra & Koehler) and the International Society for Technology in Education (ISTE) Standards (for Educators) as they relate to the preservice teacher education program, including both coursework and field experience. Regarding teacher education program coursework, this paper examines research studies that report on findings from both quantitative and qualitative research about preservice teachers’ experience with technology integration in the context of the teacher education program, in which the TPACK framework or ISTE Standards were used in the curricular design of the program’s academic coursework. Regarding teacher education program field experience, this paper examines the context provided by the mentor teachers’ self-efficacy regarding and use of technology.

In Sync

2016 ◽  
pp. 152-171
Author(s):  
Yolanda Lyght Dunston
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Student Surveys ◽  
Technical Problems ◽  
Teaching Online ◽  
Human Element ◽  
Key Factor ◽  
Levels Of Support

This chapter explores the concept of student involvement in distance education, and whether or not it is possible for HBCUs to provide an online learning environment that upholds their traditional ideals of a close and personalized educational experience, particularly in a teacher education program that requires field experiences. Based on responses from 269 student surveys, the key factor appears to be the extent to which instructors recognize that online students are individuals with genuine concerns that deserve similar attention as their classmates on campus. This includes being flexible, assisting students who are not as skilled at setting and/or maintaining a pace, establishing and maintaining lines of communication, providing transparency with course grading, being prepared and organized, making themselves available, providing multiple levels of support and interaction, and dealing effectively with technical problems. Faculty at HBCUs should remember that teaching online is still teaching, and be careful not to remove the human element from the process.

Elementary Preservice Teachers and Questioning Strategies in Mathematics

2019 ◽  
pp. 60-65
Author(s):  
Sandra Browning
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Inservice Teachers ◽  
Questioning Strategies ◽  
Elementary Preservice Teachers ◽  
The Relationship ◽  
Cognitive Rigor

Research has demonstrated an interest in the relationship between teachers’ questioning strategies and children’s ability to reason and learn (Baroody & Ginsburg, 1990; Buschman, 2001; Fennema, Franke, Carpenter & Carey, 1993). Helping preservice teachers develop effective questioning strategies is an important component of a teacher education program. This session describes an exploration designed to determine if EC-6 preservice teachers can (a) recognize effective questioning strategies when observing inservice teachers and (b) use Hess’s Cognitive Rigor Matrix to analyze the level and effectiveness of their own questioning strategies during field experiences.

scholarly journals Integrating Education for Sustainability in Preservice Teacher Education: A Case Study From a Regional Australian University

2013 ◽  
Vol 29 (2) ◽  
pp. 152-164 ◽  
Author(s):  
Reece Mills ◽  
Louisa Tomas
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Teacher Educators ◽  
Preservice Teacher Education ◽  
School Level ◽  
Education For Sustainability ◽  
Structured Interviews ◽  
Enabling Factors ◽  
Bachelor Of Education

AbstractEducation for Sustainability (EfS) has been prioritised in the School of Education at James Cook University (JCU), Townsville, Australia. This article presents a case study that explores the ways in which teacher educators integrate EfS in their teaching in the Bachelor of Education (BEd) (Primary) at JCU, and their perceptions of enablers and constraints. Two key findings arose from the analysis of semi-structured interviews conducted with four subject coordinators, and their subject outlines: (1) teacher educators at JCU integrate EfS in different ways through their choice of assessment, content and/or pedagogy; and (2) constraints operating at the school level, namely teacher educators’ perceptions and understanding of EfS, were perceived to be salient challenges to the integration of EfS in the program. Vision, leadership and funding at the university level were also identified as enabling factors that warrant further investigation. Findings contribute to existing literature regarding the integration of EfS in preservice teacher education, and serve to inform practice at JCU and universities more broadly.

Using Computer-Based Technology to Determine Emergent Classroom Discipline Styles in Preservice Teacher Education

2005 ◽  
Vol 34 (1) ◽  
pp. 83-110 ◽  
Author(s):  
Seungyoun Lee ◽  
Jack V. Powell
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Preservice Teacher ◽  
Field Experience ◽  
Preservice Teacher Education ◽  
Early Childhood Teachers ◽  
Chi Square ◽  
Significant Difference ◽  
Computerized Simulation

Problems related to disruptive behaviors of children in schools continue to be a topic of public debate and empirical inquiry among teachers and researchers across America. Although this problem is historic, it has resurfaced, with momentous attention during recent years. This article focuses on a computerized simulation used as an integrated component of a curriculum course. The simulation includes discipline issues with certain situations as one of six categories of emphasis. The researchers attempted to ascertain the extent to which the simulation influenced selected disciplines styles of preservice teachers before and after field experience. Chi-square, Somers'd, Gamma, Correlation, and Regression were applied to the data using after field experience as a dependent variable. Significant difference was found on “rating of simulation on discipline before–after field experience” with Chi-square analyses (χ2 = 27.196; df = 12; p < 0.007), and with regression analyses ( b = .249). Thus, preservice teachers who experienced a computerized simulation on discipline before field experience perceived the computerized simulation on discipline as an effective tool to learn discipline after their four-week field experience. Computerized simulation is shown to be helpful to preservice early childhood teachers prior to field experience. Therefore, integrating technology-based simulations into preservice teacher education programs can potentially and effectively influence solving discipline problems in real classrooms by helping preservice teachers construct their own beliefs and philosophy about discipline. Emergent themes and direct quotes from preservice early childhood teachers are shown on the aspect of discipline.

Electronic Portfolios in Teacher Education

2011 ◽  
pp. 877-884 ◽  
Author(s):  
Andrew Kitchenham
Keyword(s):  
Teacher Education ◽  
British Columbia ◽  
Education Program ◽  
Teacher Education Program ◽  
Fine Tuning ◽  
Spare Time ◽  
Bachelor Of Education ◽  
Research Findings ◽  
The University ◽  
The Hill

As a punishment from the Greek gods for his numerous trickeries, Sisyphus was condemned to roll an enormous rock up a hill for eternity. As he reached the top of the hill, the rock rolled back to the bottom of the hill and he had to start anew. For some pre-service teacher education students, the work involved in creating an electronic portfolio becomes a Sisyphean task. However, upon completion of the e-portfolio, the students realize that the task has become a labour of love as they spend much of their spare time fine-tuning the finished product. This chapter describes that task and the pride that they feel at the end of their time in the teacher education program. The University of Northern British Columbia Education Program’s teacher education program has relatively new but very innovative and creationary. The professors teach undergraduate and graduate courses, are actively involved in graduate student supervision, provide professional development workshops to surrounding school districts on a regular basis, and publish research articles and present research findings at learnèd conferences. Since its inception in 2002, the Education Program has submitted and had approved its Bachelor of Education program by the teacher governing agency, the British Columbia College of Teachers (BCCT). Its graduates are hired by the surrounding districts, throughout BC and Canada, and overseas. It is, without a doubt, a solid program.

Preparing Urban Educators to Address Diversity and Equity through Field-Based Teacher Education

2016 ◽  
pp. 437-461 ◽  
Author(s):  
Adam S. Kennedy ◽  
Amy J. Heineke
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Education Program ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Iterative Design ◽  
Design And Implementation ◽  
Urban Educators ◽  
Urban Contexts

This chapter presents a case for field-based teacher preparation through mutually beneficial community partnerships in diverse urban contexts. Such models are a response to calls for change in teacher education, as well as to current policies and research on the central role of field experiences. Extant research is shared on partnerships as a key context for developing programs with depth, effectiveness, and sustainability. Next, information is presented about the development and implementation of one field-based teacher education program designed around mutually beneficial partnerships to prepare effective urban educators. Key themes and practices are demonstrated through data-based vignettes of collaborative field experiences with urban educators. These cases involve unique preparation experiences, stakeholders, and roles, but also serve as illustrations of the ways in which partnerships aimed at achieving mutual benefit must undergo continuous evaluation and redesign. Recommendations for iterative design and implementation of field-based models are offered.

Preparing Urban Educators to Address Diversity and Equity through Field-Based Teacher Education

2020 ◽  
pp. 757-781
Author(s):  
Adam S. Kennedy ◽  
Amy J. Heineke
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Education Program ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Iterative Design ◽  
Design And Implementation ◽  
Urban Educators ◽  
Urban Contexts

This chapter presents a case for field-based teacher preparation through mutually beneficial community partnerships in diverse urban contexts. Such models are a response to calls for change in teacher education, as well as to current policies and research on the central role of field experiences. Extant research is shared on partnerships as a key context for developing programs with depth, effectiveness, and sustainability. Next, information is presented about the development and implementation of one field-based teacher education program designed around mutually beneficial partnerships to prepare effective urban educators. Key themes and practices are demonstrated through data-based vignettes of collaborative field experiences with urban educators. These cases involve unique preparation experiences, stakeholders, and roles, but also serve as illustrations of the ways in which partnerships aimed at achieving mutual benefit must undergo continuous evaluation and redesign. Recommendations for iterative design and implementation of field-based models are offered.

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