Teacher Education and Professional Development Commons^™

Facing Publishing Paralysis In Teacher Education: Book Critique Of Writing Your Journal Article In Twelve Weeks (2nd Ed.), Donna Zerr, Carissa Gober, David Wolff

Essays in Education

Our lived experiences as Teacher Education faculty in the realm of scholarly writing was filled with anxiety and trepidation. In the attempt to develop as writers, we participated in a professional learning community book discussion on Wendy Laura Belcher’s workbook, Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing Success (2nd ed.). The text’s exercises helped motivate our steps through the writing process and developed productive writing habits for publication. This article is a critique of the book which helped us face and overcome our fears of writing with the intention to publish academic scholarship. The workbook …

Pedagogical Content Knowledge (Pck) Change And Professional Development For Educators: An Assessment Of A Master’S In Chemistry Program For High School Science Teachers, Mary Charlotte Bautista

Electronic Theses and Dissertations

The M.S. Chemistry – Chemical Education Specialization program at South Dakota State University provides in-depth general chemistry coursework to in-service high school science teachers in a virtual format. The goal of the program is for the teachers enrolled to become more effective teachers while gaining content knowledge in chemistry; in essence, to increase their pedagogical content knowledge (PCK). The aim of this study is to follow participants through their experience in this program in order to understand how the program’s requirements enhance its participants’ teaching and learning. A narrative framework follows one participant through their two-year experience in the program, …

Preservice Teachers’ Perceptions And Knowledge Of Response To Intervention/Multitiered Systems Of Support, Alexandra J. Taylor, Tommy Wells, Amy E. Lein

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

There has been considerable research that establishes the need to improve teachers’ knowledge of and ability to effectively implement response to intervention (RtI)/multi-tiered systems of support (MTSS), and there is a scarcity of research examining interventions addressing these concerns. In a mixed methods study, we examined the perceptions and knowledge of the RtI/MTSS frameworks of undergraduate preservice teaching candidates enrolled in a dual certification program at a small, private Catholic university in Kentucky, before and after participating in a semester-long, experiential learning project. The project involved monitoring both the reading and mathematics progress of struggling elementary or middle school-aged students …

Assessing Teacher Candidates’ Pedagogical Judgement: An Analysis Of Clinically-Based Instructional Assignments, Sonia Janis, Mardi Schmeichel, Joseph Mcanulty, Chantelle Grace, Kaitlin Wegrzyn

Journal of Educational Supervision

Research on clinically-based teacher education indicates that facilitating clinical experiences for teacher candidates improves their preparation for the profession. While we have answered the call to implement rich clinical experiences in our teacher education program, we have found that we also needed to design new, robust strategies to assess what the candidates are taking away from their clinical experiences. This paper describes our use of Horn and Campbell’s (2015) notion of “pedagogical judgment” to analyze the work of social studies teacher candidates in clinical placements. We describe a rubric developed to evaluate candidates’ pedagogical judgment and offer insights into the …

Using An Online Numeracy Practice Test To Support Education Students For The Numeracy Component Of The Lantite, Thuan Thai, Kate Hartup, Adelle Colbourn, Amanda Yeung

Australian Journal of Teacher Education

In Australia, teacher education students must pass the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) to meet accreditation requirements. Although this has been mandated since 2016, there are currently few resources available for students to use in preparation for the test. To help students prepare for the numeracy component of the LANTITE, we developed an online Numeracy Practice Test (NPT) through the institution’s learning management system. This study assessed the learning analytics from the NPT between students who subsequently passed the numeracy component of the LANTITE with those that failed. Our results show that students who passed performed …

Understanding How Experienced World History Teachers In Minnesota Choose Course Content: A Mixed Methods Study, Kathleen Ferrero

All Graduate Theses, Dissertations, and Other Capstone Projects

Education in the United States has consistently utilized tests as well as a relatively standard curriculum to educate the youth. However, the introduction of the No Child Left Behind Act and the subsequent implementation of the Common Core State Standards Initiative, has created an educational environment focused largely on math and literacy skills. This mixed methods study discovered the primary factors experienced world history teachers in Minnesota utilize to balance historical thinking skills and the inclusion of current events against national and statewide curricular standards. Five experienced teachers were interviewed, and their responses coded using qualitative methods. These themes informed …

The Impact Of Teacher Methodology Training For Higher Education Faculty Members, Nicole R. Baker

Scholar Week 2016 - present

Many college programs are designed to graduate individuals who are experts in their field of study, but not necessarily individuals who are trained in how to teach. This quantitative, quasi-experiment study examined college faculty member’s level of training in the area of teaching practices and methodology. The relation to student satisfaction, current course performance, attendance, the belief in the need for training, and faculty member’s sense of efficacy in teaching was explored. The Statistical Package for the Social Sciences (SPSS) was used to organize the data using a one-way ANCOVA to analyze the impact the level of training had on …

Lessons From The Field: A Collection Of Findings From Teacher Candidate Field Experiences, Tony Durr

Empowering Research for Educators

No abstract provided.

A Space To Learn, Amy R. Goods

Dissertations, Theses, and Capstone Projects

In this dissertation, I explore what it means to different people, in different places throughout life’s spectrum to create a space to learn. This dissertation is a collection of work that I have written throughout my time at the CUNY Graduate Center. The chapters herein represent an arch of my learning over the past five years. The title, A Space to Learn, has multiple meanings. For one, writing this dissertation has provided me a space to explore and reflect on a variety of topics, ranging from memory loss, to teacher preparation programs, to eugenics and special education, to tracking and …

Alternative Routes To Teacher Certification

Occasional Paper Series

Alternative routes to teacher preparation are clearly here to stay. A growing research literature on non-traditional pathways suggests the complexity of the task ahead. This report offers new teachers the opportunity to tell their own stories in their own words.

High-Needs Schools: Preparing Teachers For Today's World

Occasional Paper Series

In the second decade of the 21st century, some schools are in trouble and some schools are not. The subject of this Occasional Paper is the preparation of teachers for schools that--lacking sufficient resources, effective leadership, or vocal advocates--are failing to educate their students by any reasonable measures. The teachers and teacher educator contributors to this volume offer a more variegated set of responses grounded in a diversity of local experiences. Their approaches to researching and understanding the immediacy of becoming a teacher are based on decades of working in hard-pressed urban schools and the institutions that supply them with …

Constructivists Online: Reimagining Progressive Practice

Occasional Paper Series

No abstract provided.

Conflicting Perspectives: A Comparison Of Edtpa Intended Outcomes To Actual Experiences Of Teacher Candidates And Educators In New York City Schools, Deborah Greenblatt

Journal of Inquiry and Action in Education

The edTPA is a performance-based assessment of teacher candidates created by the Stanford Center for Assessment, Learning and Equity (SCALE) and nationally scored by Pearson Education. It is also promoted by American Association of Colleges of Teacher Educators (AACTE) as a “standards-based assessment.” As of the spring of 2018, the edTPA is used as a requirement for program accreditation or teacher candidate certification or program completion in 18 states.

This article analyzes the stated goals, objectives, and benefits made by SCALE and AACTE and compares them to data collected from interviews and open-ended questions with teacher candidates and teacher educators …

The Associations Between The Perception Of Helpfulness Of Teacher Induction Programs, Teacher Self-Efficacy, And Anticipated First-Year Teacher Retention In Shanghai Public Primary Schools, Xiaotian Han

University of the Pacific Theses and Dissertations

The purpose of the study was to: (a) determine to what extent the formalized teacher induction programs (TIPs) in Shanghai are perceived to be helpful for first-year public primary school teachers; (b) measure teacher self-efficacy and anticipated job retention of first-year teachers in Shanghai public primary schools; and (c) examine the degree to which these perceptions of helpfulness, teacher self-efficacy, and anticipated job retention are associated. In this study, retention is defined as remaining in a public primary school in Shanghai. Shanghai TIPs are one-year long, mandatory programs for first-year teachers in Shanghai public primary schools. The conceptual framework of …

Teachers’ Self-Efficacy Beliefs In Relation To Perceived English Proficiency And Teaching Practices: An Investigation Of Chinese Primary English As A Foreign Language (Efl) Teachers, Yun Zhang

University of the Pacific Theses and Dissertations

Research on self-efficacy has been a productive field and abundant research has shown that teachers’ self-efficacy beliefs influence teachers’ actions and performances and thus affect students’ learning outcomes. However, there is a lack of literature on EFL teachers’ self-efficacy beliefs and even less research was set in Chinese EFL contexts. On the one hand, this study was conducted to provide a general picture of the current status of EFL teachers’ perceived English proficiency, self-rated self-efficacy beliefs and self-reported teaching practices in terms of some demographic perspectives; On the other hand, it aimed to explore the correlations among Chinese primary EFL …

Escuela, Formación Docente Y Práctica Reflexiva En Maestros De Ied Debora Arango Pérez E Ied Brazuelos, Katherine Escobar Garzón

Licenciatura en Español y Lenguas Extranjeras

El presente trabajo de investigación, indaga sobre las comprensiones que tienen los maestros de instituciones educativas distritales de Bogotá sobre práctica reflexiva, formación docente y escuela. El propósito de esta investigación por parte de los integrantes del semillero de investigación EVA, del grupo Educación y Sociedad consiste en rastrear y analizar la relación que los maestros tienen de escuela a partir de la percepción de su formación inicial y sus experiencias, la reflexión de las acciones y procesos que pueden surgir en la escuela. La investigación se realizó dentro del paradigma cualitativo, utilizando la fenomenología como método de estudio en …

Teaching To Assess: An Evaluation Of Assessment Education For Secondary Teacher Candidates, Daniel M. Frederking

Theses and Dissertations

This study examined the assessment instruction of a four-year undergraduate secondary education program and its alignment to the teaching standards and the summative teacher licensure assessment. Document analyses were conducted on the program’s syllabi as well as the assessment portions of the InTASC standards and the handbook of the edTPA. Results highlighted several areas of misalignment in the areas of categorical concurrence, depth of knowledge, and range of knowledge. Also of note, preservice teachers in different secondary subject areas are receiving different amounts of assessment instruction. Additionally, local edTPA data was examined to highlight areas of strength and weakness. Students …

Infographic: The Career Intentions Of Early Career Teachers, Jo Earp

Teacher infographics

The latest Australian Institute for Teaching and School Leadership (AITSL) report on initial teacher education includes survey data about the career intentions of teachers with one to five years' teaching experience.

Reading Researchers In Search Of Common Ground: The Expert Study Revisited, Tiffany A. Flowers

Journal of Research Initiatives

The purpose of this book review was to analyze the main arguments regarding literacy instruction from various paradigms of research. The Foreword of this text was written by Dr. Patricia Edwards the Past President of the Literacy Research Association. As Dr. Edwards pointedly reveals in her endorsement of this text, “Reading researchers must find some common ground in order to provide teachers with the necessary strategies to teach children reading." Dr. Edwards takes a strong stance on the reading wars debate. This foreword leaves readers with key questions that are answered throughout the reading of this text such as, what …

Learning To Teach: Observing And Reflecting, Nancy Nager

All Faculty and Staff Papers and Presentations

This video series, “Learning to Teach,” provides a platform for professional development in early childhood education. It introduces viewers to compelling early childhood classroom footage accompanied by facilitated discussions about observations and teaching practices. You will get a hands-on look at how beginning teachers learn to closely observe children and engage in reflective conversations about children, materials, the classroom environment and themselves.

Teacher Development Multi-Year Studies: Conceptual Framework, Hilary Hollingsworth, Elizabeth Cassity, Debbie Wong, Jacqueline Cheng

Teacher education

The purpose of this conceptual framework for DFAT’s teacher development multi-year study series is to improve the following elements across the series: clarity on the purpose of the series; consistency in terminology and methodology; connections to give the ability to draw common conclusions and explain differences; communication to create a shared understanding of the series and each stakeholder’s role and responsibility, and to use internal and external means to engage strategically and disseminate findings. To date, Timor-Leste, Vanuatu and Laos have committed to undertake multi-year studies of their teacher development investments.

Infographic: Early Career Teacher Induction, Jo Earp

Teacher infographics

A new report from the Australian Institute for Teaching and School Leadership includes data on the experiences and attitudes of early career teachers about their induction in schools.

Turning Policy Into Practice: A Case Study Examining The Interplay Between Policy, Research, And Program Design In Teacher Education, Ryan Andrew Nivens, Catherine Paolucci

Ryan Andrew Nivens

Excerpt:This presentation will consider the interplay between policy, international research and the design and development of a new mathematics teacher education program in the Republic of Ireland.

A Progressive Approach To The Education Of Teachers: Some Principles From Bank Street College Of Education, Nancy Nager, Edna Shapiro

Occasional Paper Series

In this paper we present Bank Street’s approach as represented in a set of five inter-related principles. We begin by briefly describing the origins and rationale of teacher education at Bank Street. From this description we generate principles that emerge from Bank Street’s history and practice, linking each principle to classroom images of teaching and learning. Enactment of these principles can and must vary in response to changing circumstances, needs, and mandates. In our view, this necessary variation highlights the guiding function of an explicit set of principles to govern and ensure the consonance, validity, and legitimacy of new practices.

Any Time, Any Place, Flexible Pace: Technology-Enhanced Language Learning In A Teacher Education Programme, Jocelyn M. Howard, Adèle Scott

Australian Journal of Teacher Education

Ongoing developments in e-learning, improved internet accessibility and increased digital citizenry provide exciting opportunities to integrate effective classroom pedagogies with online educational technologies, creating mixed-mode courses to enhance student engagement and facilitate greater autonomous learning. This research examines pre-service teacher education students’ perceptions of the effectiveness of experiential and digitally-mediated tools which take them beyond the constraints of traditional lecture-type delivery. Quantitative and qualitative results from distance and face-to-face cohorts show the value the students ascribe to tools employed in a modified language course. These are discussed in relation to reported changes in students’ proficiency in the target language and …

Victoria, The Education State?, Lawrence C. Ingvarson

Dr Lawrence Ingvarson (Consultant)

Experiences Of Agricultural Education Preservice Teachers Engaging In Critical Friendships, Sable Sellick

Graduate Theses and Dissertations

Like educators in other disciplines, agricultural education preservice teachers must find ways to improve as teachers using methods such as reflection or peer observation. Critical friendship combines both, promoting reflection through the use of a critical friend who observes an individual’s teaching and provides constructive criticism to help the individual advance their practice. This qualitative study sought to use the critical friendship concept to assist agricultural education preservice teachers in reflecting on their teaching techniques. Participants were randomly assigned to one of two groups; one group selected a critical friend in agricultural education, and the other group selected a critical …

Educational Revolution, Peter Taubman

Occasional Paper Series

Invites the reader to reclaim the conversation and turn back the on-going privatization and corporatization of public schools.

Preface: Challenging The Politics Of The Teacher Accountability Movement, Gail M. Boldt

Occasional Paper Series

Explains that this issue is intended as a resource for anyone concerned with re-framing and taking back the educational conversation, moving toward meaningful school reform that is based in a commitment to creating conditions under which teachers can develop the kinds of complex and sophisticated professional knowledges and practices that support authentic student learning.

An Investigation Of The Development Of Pre-Service Teacher Assessment Literacy Through Individualized Tutoring And Peer Debriefing, Dennis Murphy Odo

Journal of Inquiry and Action in Education

Many pre-service teachers lack deep understanding of assessment concepts and have low self-efficacy for using assessments but pre-service on-campus programs have been shown to support their assessment literacy development. Likewise, individualized tutoring has helped pre-service candidates improve instructional practice and peer debriefing has been found to help push their thinking. However, questions remain regarding the usefulness of these techniques to develop candidates’ assessment literacy. The primary aim of this exploratory qualitative study was to describe pre-service teachers’ perceptions of assessment literacy and the process of their assessment literacy development during a literacy assessment class containing an individualized tutoring component. Five …