Novice Teachers' Perceptions of Support, Teacher Preparation Quality, and Student Teaching Experience Related to Teacher Efficacy

2002 ◽  
Vol 27 (3) ◽  
pp. 331-341 ◽  
Author(s):  
Neil Knobloch ◽  
M. Susie Whittington
Keyword(s):  
Teacher Preparation ◽  
Teacher Efficacy ◽  
Novice Teachers ◽  
Student Teaching ◽  
Teaching Experience ◽  
Teachers Perceptions ◽  
Support Teacher

Are We Preparing or Training Teachers? Developing Professional Judgment in and Beyond Teacher Preparation Programs

2017 ◽  
Vol 69 (1) ◽  
pp. 7-21 ◽  
Author(s):  
Roya Q. Scales ◽  
Thomas DeVere Wolsey ◽  
Susan Lenski ◽  
Linda Smetana ◽  
Karen K. Yoder ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Novice Teachers ◽  
Student Teaching ◽  
Case Reports ◽  
Positioning Theory ◽  
Teacher Preparation Programs ◽  
Professional Judgment ◽  
Preparation Programs ◽  
Three Phase ◽  
Multiple Case

This three phase longitudinal multiple-case study, framed by positioning theory, investigated how four novice teachers learned to use professional judgment in their literacy instruction. Data sources from coursework, student teaching, and novice teaching were included. Interviews, observations, researchers’ observational notes, and school and classroom demographics were compiled and analyzed to create case reports. Findings indicated while they differed in their use of professional judgment as novice teachers, participants learned this skill in student teaching rather than in coursework, which caused us to question whether teacher preparation programs are preparing teachers to use professional judgment or training them for technical compliance.

scholarly journals Support for teacher candidates and the edTPA

2020 ◽  
Vol 4 (2) ◽  
pp. 173-182
Author(s):  
Dia Gary ◽  
Dylan Thomas ◽  
Joseph Miller
Keyword(s):  
Best Practices ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Research Study ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
Passing Rate ◽  
Significant Difference ◽  
The Mean ◽  
Support Teacher

Equipping new teachers in today’s society is a noble and challenging task. Of late, many additional licensing standards for teachers create additional responsibilities for universities that provide pedagogy, knowledge, and content for teacher candidates. Identification of best practices that support teacher candidates on the Educative Teacher Performance Assessment (edTPA) is of interest to many teacher education programs. The purpose of this research was to analyze whether incorporating a mock edTPA had beneficial results on the passage of the edTPA. This study spanned fourteen ten-week quarters and included 688 teacher candidates who were preparing to become certificated teachers at a university in Washington State. The questions that were posited were: a) Does a capstone class requiring a mock edTPA benefit students? b) Which edTPA rubrics are the most challenging, and why are they challenging? This research study found that adding a mock edTPA prior to the student teaching experience did not produce a statistically significant difference in scores when compared to the group who received an embedded curriculum. When comparing the two different time periods, the passing rate was not significantly different and there was little difference in the mean scores of both groups.

scholarly journals THE TEACHER QUALIFICATION SCHEME: A CASE OF ALBANIA

2013 ◽  
Vol 55 (1) ◽  
pp. 11-27
Author(s):  
Tidita Abdurrahmani
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Novice Teachers ◽  
Teaching Experience ◽  
Teacher Qualification ◽  
Years Of Teaching Experience ◽  
The University ◽  
Depth Interviews ◽  
Desk Research ◽  
Induction Scheme

The study aims to analyse the results of “Teacher Qualification Exam” in Albania, and to link these results with teacher preparation curricula taught in public universities. The methodology of research includes desk research on the literature about curricula and teacher continuous professional development, elaboration of the results of the testing of 3064 teachers, analysis of the university teacher preparation curricula in terms of skills development, the elaboration of the results of questionnaires developed by novice teachers, and in depth interviews with students graduating from the education departments. As a result, the research shows the relationships amongst the curricula developed in the teacher preparation faculties in Albania, the poor results of novice teachers involved in the induction scheme, and the comparatively low results of teachers pertaining to the third category of the Qualification Scheme (novice teachers having no more than 5 years of teaching experience) in Albania. It is advisable to adopt a better professional development scheme. Key words: desk research, novice teachers, teacher qualification.

Supporting Teacher Candidates Completing the edTPA

2018 ◽  
pp. 109-125
Author(s):  
Deborah Greenblatt
Keyword(s):  
Student Teaching ◽  
Digital Literacy ◽  
Teacher Candidates ◽  
Teaching Experience ◽  
Literacy Skills ◽  
Standardized Assessments ◽  
Stressful Situation ◽  
Diverse Population ◽  
Schools Of Education ◽  
Support Teacher

The edTPA (Teacher Performance Assessment) is an enormous undertaking that requires much time and effort. This can create a stressful situation that can have an impact on the teacher candidates and affect their student teaching experience. With this in mind, schools of education have to look for ways to support teacher candidate and make the process less burdensome while not losing sight of the goals of student teaching or their school missions. This chapter will start with an explanation of the acceptable guidelines for support for the edTPA. It will then move into explaining the challenges teacher candidates face such as mastering unfamiliar language, test documents, and digital literacy skills followed by support strategies. The next section considers the populations of teacher candidates who might need specialized support due to the lack of local scoring and the inherent biases embedded in standardized assessments for a diverse population. The chapter concludes with the benefits and consequences of providing support for teacher candidates to pass the edTPA.

The PDSA Overhaul

2017 ◽  
pp. 87-105
Author(s):  
Joy N. Stapleton ◽  
Kristen C. Cuthrell ◽  
Christina M. Tschida ◽  
Elizabeth A. Fogarty
Keyword(s):  
Teacher Preparation ◽  
Elementary Education ◽  
Student Teaching ◽  
Teaching Experience ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Pdsa Cycle ◽  
Challenges And Opportunities

This chapter describes how faculty in a large, rural teacher preparation program adopted a model for change built upon the tenets of improvement science and the PDSA cycle. Using PDSA in teacher preparation allows programs to pilot the innovations and test refinements quickly. Data are collected and analyzed as the innovations are implemented so changes can be made on an ongoing basis and the innovations can become increasingly effective. A case study surrounding critical reform areas for teacher preparation will be described to show how elementary education faculty moved through multiple PDSA cycles while reforming teacher candidate support in the year-long student teaching experience. The considerations, challenges, and opportunities for using the PDSA cycle in teacher preparation programs will also be presented. This case study can serve as a model for other teacher preparation programs looking to use disciplined inquiry to drive program improvement.

Web-Based Simulations for the Training of Mathematics Teachers

2013 ◽  
pp. 308-340 ◽  
Author(s):  
Maria Meletiou-Mavrotheris ◽  
Katerina Mavrou
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Web Based ◽  
Learning Contexts ◽  
Virtual Field ◽  
Technological Developments ◽  
Digital Simulations

A crucial step in learning to fly an airplane is to use a simulator, where the risks are minimized or even eliminated, and similar problems and hazards can be replayed and reflected upon time after time. A key aspect of this case study is to exploit such techniques by adopting the latest technological developments in simulating teaching practice to give pre-service teachers more “teaching” experience than would otherwise be practical or possible in typical student teaching placements. The case study explores the affordances offered by digital simulations for contextualizing pre-service teachers’ learning of mathematics content and its pedagogy. Using the simulated classroom SimSchool as a virtual field experience, the authors seek to bridge the classic gap between teacher preparation and practice by creating reality-based learning contexts that strengthen pre-service teachers’ appreciation of how to implement standard-based mathematics instruction in complex classrooms.

Using Photovoice to Initiate Improvement in a PETE Program

2017 ◽  
Vol 36 (1) ◽  
pp. 83-96 ◽  
Author(s):  
Ashley Walker ◽  
Jody L. Langdon ◽  
Gavin Colquitt ◽  
Starla McCollum
Keyword(s):  
Preservice Teachers ◽  
Data Analysis ◽  
Teacher Preparation ◽  
Focus Groups ◽  
Student Teaching ◽  
Teacher Education Program ◽  
Action Plan ◽  
Teaching Experience ◽  
Teacher Preparation Program ◽  
Curricular Change

There is limited research that includes democratic practices to evaluate the PETE program in its ability to prepare preservice teachers (PTs). In other areas such as community health, methodologies have been used to provide a voice to individuals living the experience. The purpose of this study was to examine PTs’ perceptions of a teacher education program during the student teaching experience using Photovoice. A group of PTs (N = 16) from a university in southeast Georgia were given 14 days to capture the strengths and weakness of their teacher preparation program through photography. The PTs then discussed their photographs during two focus groups with the researcher. The focus groups were audio recorded and transcribed. Data analysis included an evaluation of interview transcripts and photographs using content analysis to identify significant themes that emerged. An action plan to promote curricular change was created by the PTs and presented to PETE faculty.

scholarly journals Classroom Management Self-Efficacy of Pre-Service Teachers

2018 ◽  
Vol 5 (2) ◽  
pp. 134
Author(s):  
Tammie T. Patterson ◽  
Dr. Aarek Farmer
Keyword(s):  
Classroom Management ◽  
Student Teaching ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Management Program ◽  
Preparation Programs ◽  
Classroom Organization ◽  
Teachers Perceptions ◽  
Organization And Management ◽  
Quasi Experimental

<p><em>This quantitative, quasi-experimental design study examined 75 pre-service teachers’ perceptions of their own self-efficacy regarding</em><em> </em><em>classroom management. Data was collected at three different intervals throughout the student teaching experience, which was also accompanied by a training seminar focusing on classroom organization and management (Classroom Organization and Management Program). Results showed that pre-service teachers exhibited significantly higher perceptions of self-efficacy at different intervals throughout their student teaching. Data from this study provides Educator Preparation Programs (EPPs) with further data, which will allow them to create program curricula and strategies to better prepare pre-service teachers to become successful and confident classroom teachers. </em><em></em></p><em></em><em></em>

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