Education Commons^™

Pre-Service Training On Media Education For Teachers At Czech Universities, Karolína Mackenzie

Journal of Media Literacy Education

The study shows the content of future teachers’ education and their needs to teach media education in their future practice. The preparation of future teachers within the faculties of education varies considerably across Europe, as does the level of teaching in primary and secondary schools. In the Czech Republic, media education is a cross-cutting topic in primary and some types of secondary schools and is rather rarely found in the university training of future teachers. The research shows the areas in which future teachers were prepared in their teacher training, their sense of readiness to teach and their needs in …

Toward A Renewal Of Supervisory Scholarship And Practice In Teacher Education: A Collaborative Self-Study, Brandon M. Butler, Rebecca West Burns, Craig Willey

Journal of Educational Supervision

University supervision of teacher candidates is a well-recognized component of teacher preparation. However, teacher education has long devalued supervision, largely relying upon retired teachers, administrators, and graduate students to serve as supervisors, often with little training or support. Although clinical practice has received increased focus among accrediting bodies, supervision as a field of scholarship and practice continues to receive little support within institutions or attention in teacher education. As supervision practitioners and scholars, the three authors engaged in collaborative self-study, sharing and interrogating professional autobiographies and narratives related to supervision, to make sense of institutional and professional contexts and to …

Full Issue: Journal On Empowering Teaching Excellence, Volume 7, Issue 2, Fall 2023

Journal on Empowering Teaching Excellence

The full-length Fall 2023 issue (Volume 7, Issue 2) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.

The Fall 2023 issue presents research and guidance on topics related to educational adaptation. The first article by C. Farrell describes an adaptation of the interteaching method to the hybrid delivery method. The second article by C. C. Loose and R. Jagielo-Manion describes a study of modules on personalized learning to preservice teachers and its impact on their comfort level and preparation to implement personalized learning in their classrooms. The third article by B. …

“I Changed My Mind”: Exploring Why College Students Change Majors To Become Teachers, Ross Bussell

Excelsior: Leadership in Teaching and Learning

While teacher education programs have long studied what draws students to choose a career in teaching, a less studied aspect of teacher candidates relates to students who change majors to become teachers. As a phenomenon that is common in teacher preparation, I am interested in better understanding why this happens. This article centers around six participants who began college choosing a science major, changing their course of study after at least one full year. Through questionnaires and semi-structured interviews, a discussion of what led the participants to change majors, what they were looking for when deciding to become teachers, and …

Meeting The Needs Of Multilingual Students: Using Teacher-Reported Challenges And Successes For Teacher Preparation, Vanessa Z. Mari, Steve Hayden

Northwest Journal of Teacher Education

Preparing teachers to meet the needs of multilingual students is the goal of TESOL and Bilingual education programs in higher education. What these programs use to determine what these needs are can vary by location, faculty, and population of learners. This qualitative study surveyed in-service teachers applying for their TESOL or Bilingual endorsements in a college in the southwest United States. Research questions asked about the challenges and successes teachers face in meeting the needs of multilingual students and used this data to determine themes. The data showed that teachers encounter challenges meeting the needs of multilingual students in the …

“There's An Unspoken Set Of Rules”: Rural Education In The Northern Plains, Louise M. Yoho, Jarrett D. Moore

The Rural Educator

Teacher preparation programs that operate in rural areas need to consider the lived experiences of rural students when making instructional decisions. However, exploration of rural schools and educators is seriously limited. This study aims to gain an understanding of students enrolled in teacher preparation programs in rural areas of the Northern Plains and the unique experiences they bring to, and need from, preservice teacher training programs. Seventeen interviews were conducted with rural participants who were enrolled in teacher preparation programs. Based on the data collected, we do not recommend changing the traditional canon of teacher preparation but do recommend contextualizing …

Developing Horizontal Expertise With Professional Learning Communities In Social Studies Teacher Preparation, Charles Tocci, Ann Marie Ryan

The Councilor: A National Journal of the Social Studies

As teacher education programs become increasingly organized around accreditation and licensure standards, finding opportunities to be responsive to teacher candidates' needs and interests has become more difficult. This paper traces the evolution of a professional learning community for secondary social studies teacher candidates as a key feature of one teacher education program and analyzes the collaborative projects designed for the purpose of developing horizontal expertise. We find that professional learning communities can serve as dynamic spaces to co-construct learning experiences with candidates in ways that prepare them for future professional learning as practicing social studies teachers.

What Does Written Reflection Reveal About Novice Teachers’ Knowledge, Beliefs, And Skills Related To Literacy Assessment?, Erin K. Washburn, Abby Pierce, Chyllis E. Scott, Carly Waters

Reading Horizons: A Journal of Literacy and Language Arts

Assessment of literacy learning has been a long-standing focus for future teachers in elementary education. Teacher educators use ongoing written reflection to promote learning before, during, and after coursework and field experiences. In this study, the researchers examined the effects of ongoing written reflection on two groups of novice teachers’ knowledge, beliefs, and skills about literacy assessment in a semester-long graduate-level literacy assessment course with embedded fieldwork. First, the researchers conducted qualitative and descriptive analyses to examine what novice teachers reflected about in their ongoing written reflections. Second, they conducted comparative analyses to examine the extent to which the two …

Using Multimodal Virtual Instruction To Build Preservice Teachers' Knowledge Of Dyslexia, Susan J. Chambre, Molly K. Ness

Excelsior: Leadership in Teaching and Learning

Increasing awareness about screening and instructional interventions for students with dyslexia is a necessary component of P-12 teacher preparation. Disparities in reading achievement for students with disabilities, including those with dyslexia, is evidenced in lower literacy testing scores as well as lower high school graduation rates for those with documented disabilities when compared to typical developing peers. Preservice teachers, however, continue to struggle with understanding, identifying, and providing targeted literacy instruction to remediate reading challenges for students with dyslexia. Emerging data on the impact of the COVID-19 school closures on lags in student’s reading attainment, further solidifies the need for …

Role Play: Actualizing The Iep Meeting For Pre-Service Teachers, Courtney A. Toledo

The Qualitative Report

Teacher preparation programs provide numerous teaching and learning opportunities for pre-service teachers; however, participating in an Individualized Education Program (IEP) meeting is not an experience that can be guaranteed. Leading and participating in IEP meetings are a responsibility that all special education teachers will be held accountable for, but many pre-service teachers will never be able to observe a real IEP meeting before entering the field. In this qualitative case study, the researcher utilizes a simulated IEP meeting to provide pre-service teachers with experience in participating in an IEP meeting prior to entering the profession. The case study method is …