Education Commons^™

What Writing Processes Do Teacher Candidates Use? Findings From A Think-Aloud Protocol, Tracy Linderholm, Amanda Wall, Xiaomei Song, Whitney Carter

Teaching/Writing: The Journal of Writing Teacher Education

The objective of this study was to examine changes in teacher candidates’ writing processes and writing quality while enrolled in a writing-enriched course that was part of a college of education’s teacher education program. Participants in the study were enrolled in an introductory middle grades course that focused on pedagogical methods in general. A modified think-aloud method was used to collect data on ten teacher candidates’ writing processes as they responded to a writing prompt, once at the beginning of the semester and then again at the end. Data examined were the final product of writing, writing processes used in …

Teacher Candidates And The Open Classroom: Concerns For Professional Growth, Safety, And Collaboration, Adam Huck

Excelsior: Leadership in Teaching and Learning

Environmental factors, personal experience, and social interactions influence the development of teacher candidates’ views of teachers’ roles in school and society (Rose, Monda-Amaya, & Preast, 2018). This is especially true when we consider the unique needs of each generation of teachers. Ecological systems theory and social cognitive theory frame this study as teacher candidates are the product of their personal experiences and social interactions within an education system that must respond to evolving societal needs.

This paper presents a descriptive analysis of two sections of a literacy methods course through the study of reflection journals, survey data, and exit interviews. …

Pathways To Teaching: The Cluttered Online Infrastructure For Potential Teacher Candidates, Kim M. Wieczorek

Excelsior: Leadership in Teaching and Learning

This paper examines a sampling of messages available to potential teacher candidates when searching online and querying, “How do I become a teacher?” Methodology used was discourse analysis of online search results using critical questions informed by Ellsworth’s (1997) notions of mode of address. Results reported here are from targeted searches on Google leading to hyperlink networks within institutional websites and social media platforms. In response to the search query on how to become a teacher, institutions present programmatic information that addresses viewers as already knowledgeable about the discourses of teacher education. Search results require browsers to sort through a …

Disrupting The Deficit Gaze: Equity Work With University Supervisors, Maika J. Yeigh

Journal of Educational Supervision

Teacher candidates commonly experience tensions within their clinical field placement classroom. Recently, candidates have brought forward tensions around the use of a deficit gaze (Dudley-Marling, 2007) on students and their families by their mentor teachers. Where candidates of the past would ignore negative framing, current candidates want to disrupt the status quo. This conceptual article describes one EPPs attempt to support teacher candidates “disruption” of instances where a mentor teacher used a deficit-lens toward students and/or their families. Clinical supervisors were offered professional development to support teacher candidates and guide them to disrupt in ways that maintained the professional relationship …

Full Steam Ahead: Creating Interdisciplinary Informal Learning Opportunities For Early Childhood Teacher Candidates, Sara L. Hartman, Danielle Dani

Journal of STEM Teacher Education

Early childhood teacher candidates benefit when presented with opportunities to engage meaningfully with their clinically-based school community. Informal learning events that are hosted after school hours but within school settings present a valuable way to provide these opportunities. Too often, content areas exist in isolation in classrooms, a stark contrast to the real world where content is connected and overlapping. Additionally, while many early childhood teachers express insecurity about their ability to teach STEM content, an integrated STEAM (STEM + Arts & Humanities) approach may help to promote comfort with STEM content and presents an authentic example of content integration. …

Covid-19, Equity, And The Future Of Education: A Conversation Between Teacher Candidates, Shayna Glenn, Kadee Kall, Kate Ruebenson

Northwest Journal of Teacher Education

When public schools closed in March 2020 due to COVID-19, A1, A2, and A3 were headed into the full-time student teaching segment of their year-long teacher preparation practicum experience. While everyone has faced uncertainty during the pandemic, these beginning teachers also shared unique challenges. In April they came together for a conversation with a NWJTE editor to talk about their experiences, the obstacles and opportunities facing schools right now, and their hopes for their students and themselves. All three envision a 2020-2021 school year focused on equity, inclusivity, and the importance of access for all children.

Pandemic & Education: A Conversation Between Teacher Candidates, Jake Carlsen, Eric Jensen, Anna Krytenberg

Northwest Journal of Teacher Education

When Oregon public schools closed in March 2020 due to COVID-19, Jake, Eric, and Anna were headed into the full-time student teaching segment of their year-long teacher preparation practicum experience. While everyone has faced uncertainty during the pandemic, these beginning teachers also shared unique challenges. In April they came together for a conversation with a NWJTE editor to talk about their experiences, the obstacles and opportunities facing schools right now, and their hopes for their students and themselves. All three envision a 2020-2021 school year focused on equity, inclusivity, and the importance of access for all children.

Not So Different After All: Examining The Shift From Oregon Teacher Work Sample Methodology To Edtpa, Chelsea Mabie

Northwest Journal of Teacher Education

Through a comparative analysis, the previous Oregon Teacher Work Sample Methodology utilized to assess preservice educators' competency is compared to the edTPA performance assessment, which formally replaces the later assessment system for newly minted Oregon educators as of the 2018-2019 school year. While Oregon Work Sample Methodology was cutting edge from the 1980s onward, the state legislature adopted edTPA in 2016. Many educators, administrators, and other hiring committees are not familiar with the new assessment system as they hire new educators coming out of state-accredited programs. After a comparison of both assessment systems' components in regards to InTASC standards, it …