Teacher Education and Professional Development Commons^™

Voices From The Field, Lina B. Soares

Georgia Educational Researcher

This research study sought to determine the impact from participation in a practicum field experience on teacher candidates’ perceived professional dispositions for effective teaching. A further intent was to describe what teacher candidates perceived to be the necessary professional dispositions for effective teaching as they reflected on their experiences in their particular preparation contexts. A mixed-methods sequential explanatory design was used to examine and understand the development of dispositions from pre-service teachers’ perspectives. The participants consisted of seventeen middle grade undergraduate students who completed over 200 hours of field experience while attending a mid-size university in the Southeastern region of …

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.

Building Quality In Teaching And Teacher Education, Nan Bahr, Suzanne Mellor

Australian Education Review

AER 61 discusses the contemporary influences on initial teacher education, with particular attention to the notion of quality teaching, and the role of teacher education and teacher educators in the development of quality teachers. Section 1 introduces the key concept of ‘quality’ and explores the notion of quality in teaching. Section 2 reviews the context of education in Australia with discussion of the organisation and management of the educational systems, with particular attention to the different roles Federal and State/Territory governments play. Section 3 considers teaching as a profession by examining the nature of teachers’ work, working contexts and demands, …

Navigating The Waters Of Accreditation: Best Practices, Challenges, And Lessons Learned From One Institution, Tracey Covington Hasbun, Amanda M. Rudolph

Faculty Publications

In higher education, as many as 50% of educator preparation programs (EPPs) look to a national accreditation agency as one way to provide evidence of the rigor and quality of their programs. Although a large number of EPPs find value in the self-study and external review that come with the national accreditation process, the process itself can be daunting and time-consuming. Many look to the literature or to the accreditation experiences provided by other institutions as a means to assist their own accreditation journey. The purpose of this article is to discuss one regional, comprehensive EPP’s experiences with national accreditation, …

What About Writing?: A National Study Of Writing Instruction In Teacher Preparation Programs, Sherry Dismuke, Susan Martin

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

This study explores how writing instruction is taught to pre-service teachers across the US. Despite growing writing demands in K-12 classrooms, our national survey of literacy teacher educators revealed that colleges and universities rarely offer stand-alone writing instruction courses. Instead instructors are responsible for embedding writing instruction into their reading courses. Equally concerning, our data revealed a lack of confidence among many teacher educators regarding teaching writing. This study highlights the need for greater attention to writing in teacher education and adds to the conversation of why these issues continue to plague higher education.

Constructing Online Communities Of Practice, Marvin Cohen, Babette Moeller, Michelle Cerrone

Occasional Paper Series

The authors document the ways in which online communities of practice enable teachers to have meaningful conversations sharing practices and discussing the nuances of teaching math.

Teaching Science Teachers In An Online Context With A Constructivist Approach, Frederick W. Freking, Jenny D. Ingber

Occasional Paper Series

The authors discuss the development of an online STEM-based teacher education program, providing a template for the inclusion of constructivist practices, such as course activities and student teaching.

Preservice Teachers Engaged In Professional Learning Community To Explore Critical Literacy, Vanessa Casciola

USF Tampa Graduate Theses and Dissertations

As demographics change, our school populations are ever changing. Preservice teachers (PSTs) need to be aware of how to meet the needs of all of their future students. Teacher education programs have been charged with the duty of preparing these PSTs for the diverse school population they will encounter. This qualitative multiple case study focused on the influence of specific work with PSTs in the inquiry process within a learning community to make sense of critical literacy. The following research questions guided this study: (1) How do elementary PSTs engaged in practitioner inquiry make meaning of critical literacy instruction within …

Enhancing Teacher Learning From Guided Video Analysis Of Literacy Instruction: An Interdisciplinary And Collaborative Approach, Carrie Eunyoung Hong, Irene Van Riper

Journal of Inquiry and Action in Education

The technological infrastructure for the use of instructional and professional videos is common in today’s educational venues. However, there has been a dearth of awareness and training to help teachers critically analyze and effectively utilize video recordings of authentic classroom instruction for their professional development. This self-study examined the teaching and learning process, particularly knowledge and lessons that we, as teacher educators, learned from commentary regarding video analysis and pre- and post- surveys completed by the candidates in a graduate level special education course. The investigation explored the extent to which the guided video analysis process facilitated the candidates’ 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 …

For The Public Good: Quality Preparation For Every Teacher, Karen Demoss

All Faculty and Staff Papers and Presentations

The Sustainable Funding Project at Bank Street College of Education was established to address a significant problem in public education: how to ensure that all aspiring teaches are prepared through affordable, high-quality programs so that every teacher enters the profession ready for the demands of 21st century classrooms. This report tackles quality sustained clinical practice as one part of the affordability question.

Teacher Educator Identity In A Culture Of Iterative Teacher Education Program Design: A Collaborative Self-Study, Aurora Chang, Sabina Rak Neugebauer, Aimee Papola-Ellis, David Ensminger, Ann Marie Ryan, Adam Kennedy

Education: School of Education Faculty Publications and Other Works

Faculty in the School of Education at our institution have collaborated to re-envision teacher education at our university. A complex, dynamic, time-consuming and sometimes painstaking process, redesigning a teacher education program from a traditional approach (i.e., where courses focus primarily on theoretical principles of practice through textbooks and University-based classroom discussions), to a model of teacher education that embraces teaching, learning and leading with schools and in communities is challenging, yet exciting work. Little is known about teacher educators’ experiences as they either design or deliver collaborative field-based models of teacher education. In this article, we examine our experiences in …

Problematizing Assumptions, Examining Dilemmas, And Exploring Promising Possibilities In Culturally Relevant Pedagogy. A Response To “'I Didn’T See It As A Cultural Thing': Supervisors Of Student Teachers Define And Describe Culturally Responsive Supervision", Maria Dantas-Whitney, R. Dana Ulveland

Democracy & Education

In response to the study and recommendations presented in the article “'I Didn’t See it as a Cultural Thing,'” written by Linda Griffin, Dyan Watson and Tonda Liggett, we explore three interrelated topics. First, we seek to problematize some of the assumptions in the study. We review some of the authors’ approaches and assertions that seem to reflect a hierarchical power structure and a deficit model. Second, we examine our own dilemmas and struggles in enacting culturally relevant practices within our teacher education program. Our reflections derive from our recent experience preparing for a reaccreditation site visit by NCATE. Third, …

The Importance Of Linguistic Diversity Instruction Within Teacher Education Programs, Rhiannon L. Finney

Honors College Theses

The United States is continuously growing, and as it grows it has become more and more diverse. As diversity increases, awareness of culture becomes a more pressing and important manner. So, while schools have often worked to include and encourage multiculturalism and diversity within their boundaries, one major section has been left out of the equation. The importance of linguistic diversity is vastly misunderstood and left out of teacher education programs, negatively impacting young students, particularly those of traditionally marginalized groups. In order to better prepare prospective teachers and to help provide a real social change in an inherently racialized …

Understanding Through Narrative Inquiry : Storying A National Writing Project Initiative., Amy Renee Vujaklija

Electronic Theses and Dissertations

This narrative inquiry study informed the understanding of a professional development planning process within the National Writing Project Assignments Matter initiative sponsored by the Literacy Design Collaborative. Because little has been written about teacher-leaders in the roles of planning professional development for colleagues, this narrative inquiry used the three dimensions of situation, continuity, and interaction (Clandinin & Connelly, 2000; Dewey, 1938) to explore interviews, large and small group meeting recordings, and email communications among leadership team members during an initiative to plan professional development. Qualitative data analysis included coding of attributes, process, in vivo, and patterns (Saldaña, 2013). Pattern coding …

Examining Changes In Pre-Service Teachers’ Beliefs Of Pedagogy, Lynn Sheridan

Australian Journal of Teacher Education

Pre-service teachers enter teacher education with beliefs about teaching and ideas on pedagogical approaches. This research focuses on monitoring the pedagogical beliefs of a cohort of pre-service teachers’; pre-existing pedagogical beliefs on important/relevant pedagogy for secondary teaching and how these beliefs changed over the course of their degree. Data were collected from a cohort via a survey at the beginning and end of the year of the study. The cohort comprised pre-service teachers from each year of the four-year degree.

This research found that pedagogical beliefs changed over the duration of the course. This finding indicates that there are …

Enhancing Teacher Education In Primary Mathematics With Mobile Technologies, Sandy Schuck

Australian Journal of Teacher Education

Abstract

A challenge of teacher education is to produce graduate primary school teachers who are confident and competent teachers of mathematics. Various approaches to primary school teacher education in mathematics have been investigated, but primary teacher education graduates still tend to be diffident in their teaching of mathematics. In an age where personal use of mobile technologies is becoming ubiquitous, such technologies could provide a conduit into making mathematics teaching and learning more accessible to primary teacher education students. This paper introduces the use of a pedagogical framework which can scaffold mobile learning in mathematics teacher education programs. The paper …

The Social Construction Of Teachers' Practical Knowledge In The Advisement Conference Group: Report Of A Case Study, Gail Hirsch

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

The work described here concerns the phenomenon of teachers' practical knowledge and the dynamic processes involved in its articulation and development within the local context of the teacher education experience as these were examined in a longitudinal case study, Telling Tales Out of School (Hirsch, 1987).

A Theoretical Framework For Advisement, Dorothy Bloomfield

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes the theory and practice of advisement, offering a glimpse of the developmental facet of advisement and the relationship involved between advisor and advisee.

Advisement: From Bank Street To Binghamton, Margaret Yonemura

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

The author describes her experience of adapting the Bank Street advisement model to a new master's program in early childhood/elementary education at the State University of New York at Binghamton.

The Advisement Process In School Reform, Esther Rosenfeld

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

As the new Teacher Director at Central Park East II elementary school, the author chose to adapt Bank Street's advisement model to the staff development work at her school. She suggests that the process may be appropriately applied more broadly in efforts at school reform.

Developing Collaborative Leaders: Reflections On Leadership Advisement At Bank Street College, Lonnetta Gaines

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes the educational leadership advisement process in its role in preparing collaborative leaders.

Storytelling In Advisement, Nina Jaffe

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

As a folklore educator and storyteller, the author considers the role of storytelling as it occurs in advisement, not as performance art but as the primary role of communication in group meetings and individual conferences.

Advisement And Collaboration, Maureen A. Hornung, Ariel Katz, Claire Wurtzel

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes a collaboration between two Bank Street College advisees who had different strengths and levels of experience within the classroom.

Advisement: The Journey For Preservice Students, Maritza B. Macdonald

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes the characteristics of advisement in the Preservice Program at Bank Street College of Education within the context of nine field-related issues, which seem to be predominant in the professional development of preservice students.

Spreading Out Its Roots: Bank Street Advisement And The Education Of A Teacher, William Ayers

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes the intricate and life shaping lessons learned by the author during his tenure as a graduate student at Bank Street College.

Teacher: Being And Becoming, Edna K. Shapiro

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes an approach to teacher education that highlights aspects that have been treated as peripheral in most discussions of the education of teachers. Developed in the Graduate School of Education Bank Street College, this program, known as advisement, has retained its basic structure for more than four decades, although its rationale and practice have evolved and changed.

Called To Serve: A Choice To Teach In A High-Need School, Bradley Lichtfuss

Student Presentations

This project examined the current intent of undergraduate students here at St. Norbert College, specifically looking at where they intend to teach. It also examined how they would respond to financial incentives to join an urban education program and go and teach in a high-need school for three years.

Teachers' Preparation To Teach English Language Learners (Ells): An Investigation Of Perceptions, Preparation, And Current Practices, Pamela K. Correll

Theses and Dissertations--Curriculum and Instruction

This qualitative case study examined the perceptions of 79 elementary teachers regarding their preparation to teach students learning English as a second language (ELLs). The focus of this inquiry centered on factors related to the preparation of teachers for serving non-native English speaking students. The research questions that guided this study are: (a) What are teachers’ perceptions of their preparation for teaching English learners?; (b) What types of preparatory experiences do teachers perceive as supportive of their preparation for teaching ELLs?; and (c) How do teachers’ perceptions of their preparation shape their practices with ELL students?

Findings of this study …