Growing Teachers from Within: Implementation, Impact, and Cost of an Alternative Teacher Preparation Program in Three Urban School Districts

2020 ◽  
Author(s):  
Julia Kaufman ◽  
Benjamin Master ◽  
Alice Huguet ◽  
Paul Yoo ◽  
Susannah Faxon-Mills ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
School Districts ◽  
Urban School ◽  
Urban School Districts ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Alternative Teacher Preparation

Addressing Beginning STEM Teachers' Needs to Teach in High-Need School Districts

2020 ◽  
pp. 221-234
Author(s):  
Anne Marie Seitsinger ◽  
Jay Fogleman ◽  
Kathy Peno ◽  
Cornelis de Groot
Keyword(s):  
Teacher Preparation ◽  
Instructional Technology ◽  
School Districts ◽  
Highly Qualified Teachers ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Highly Qualified ◽  
Preparation Program ◽  
Federal Grant ◽  
Preparation Programs

Highly qualified teachers with strong STEM backgrounds are needed to teach children, particularly in high-need school districts. One university's teacher preparation program used a constructivist approach to build candidates' technological, pedagogical, and content knowledge to enhance their preparation to teach in classrooms where they are expected to utilize instructional technology effectively. Teacher preparation programs prepare candidates to a certain degree, however, beginning teachers continue to need support. This chapter reports on how prepared these new STEM teachers were to teach and the challenges they faced in high-need school districts. This chapter also discusses the instructional technology provided to these teachers from a federal grant to address some of these challenges. The chapter concludes that beginning STEM teachers benefit from induction supports that 1) provide university-based mentoring, 2) allow them to continue to use strategies and technologies they had access to during their teacher preparation program, and 3) continue to develop themselves as professionals.

A Statewide Early Childhood Alternative Teacher Preparation Program Delivered via Synchronous Video Conference

2019 ◽  
Vol 38 (4) ◽  
pp. 210-216
Author(s):  
Barbara J. Fiechtl ◽  
Karen D. Hager
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Teacher Preparation ◽  
Early Childhood Special Education ◽  
Teacher Preparation Program ◽  
Video Conference ◽  
Preparation Program ◽  
Urban Districts ◽  
Alternative Teacher Preparation ◽  
Rural And Urban

This article describes a statewide online alternative teacher preparation program in early childhood special education. The history and evolution of the program is explained along with the programmatic changes that resulted from working with noncertified teachers with a wide variety of backgrounds in both rural and urban districts. Challenges and solutions for providing coursework and supervision via distance to all areas of a state will be presented.

scholarly journals Implementing Action Research in a Teacher Preparation Program: Opportunities and Limitations

2021 ◽  
Vol 21 (2) ◽  
pp. 47-71
Author(s):  
Glenda L. Black
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Action Research ◽  
Professional Learning ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Problem Solving Skills

Action research has the potential to reconstruct schools into professional learning communities that are able to identify educational issues and develop appropriate solutions for 21st century learning. Increasingly, teacher education programs are providing action research experiences to encourage analytical thinking and problem-solving skills (Darling-Hammond, 2009, 2012). The purpose of this study was to critically examine the experiences of the teacher educator and teacher candidates involved in the implementation of an action research component over four years in a revised consecutive initial teacher preparation program. A case study design using action research methodology was used in the research, which provided the tools to explore a complex phenomenon within its context: the implementation of an action research assignment in a core course in a teacher preparation program. The perceptions of the faculty teaching the course and the teacher candidates (n=544) in each of the four years provided insight into challenges, benefits, and lessons learned.  The discussion centers on the implementation of action research in a compulsory course in a teacher education program; identifying opportunities and limitations settled into four main categories: structural incongruence, reflection, growth, and recommendations.

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