Teacher Education and Professional Development Commons^™

Music And Community: Interdependence And Shared Learning In An Undergraduate Elementary Music Methods Course, Lisa Huisman Koops

Faculty Scholarship

In this study, the author investigated the creation of a community of learners in an under- graduate elementary music methods course. Participants included undergraduate students (n = 23) and a professor at a Midwestern liberal arts college. Data consisted of fieldnotes from class observations and interviews with the professor and students. The following priorities and concepts emerged as themes: interdependence, shared learning, personal growth, safe environment, and inclusiveness. The success of the community of learners seemed to be due in part to the professor’s dynamic, student-centered, interdependent approach to the course. Transferable aspects related to the creation of a community …

Processes Of Disposition Development In K--5 Teachers, Deborah A. Obara

UNLV Theses, Dissertations, Professional Papers, and Capstones

Educators concur that teacher competency requires more than teaching knowledge and skills; competency requires appropriate professional dispositions. The development of professional dispositions is an expected outcome of teacher education programs. Since 2002, program accreditation has been contingent on documentation that prospective teachers have met national standards for dispositions. The body of educational research on disposition assessment has been growing. Research on disposition learning and development, however, has been impeded by the prevailing conceptualization of dispositions as fixed traits resistant to change. The present study conceptualized dispositions as malleable constructs within a theoretical framework that synthesized a cognitive model of thinking …

The State Of Balance Between Procedural Knowledge And Conceptual Understanding In Mathematics Teacher Education, Damon L. Bahr, Michael J. Bossé

Faculty Publications

The NCTM Principles and Standards for School Mathematics calls for a balance between conceptual understanding and procedural knowledge. This study reports the results of a survey distributed to AMTE members in order to discover the opinions and practices of mathematics teacher educators regarding this balance. The authors conclude that there is wide disparity of views regarding the meaning of the terms "conceptual" and "procedural" as well as the meaning "balance" between the two, in terms of what constitutes mathematics, the learning and teaching of mathematics, and the assessment of mathematical proficiency.

Learning About Self Far From Home: A Pre-Service Teacher’S Intercultural Development During An International Program, Helen A. Marx

NERA Conference Proceedings 2008

Preparing teachers to effectively teach culturally diverse students, teacher educators advocate for the use of cross-cultural field experiences, including international study abroad programs. This paper reports on a qualitative case study of two pre-service teachers’ intercultural development during a semester-long teacher education study abroad program in London, England. Findings indicate that international experiences provide a catalyst to move pre-service teachers forward in their intercultural development. Implications include the need for multicultural teacher educators to take a developmental approach to pre-service teacher education informed by theories of intercultural development and cultural learning developed within intercultural communications.

Preservice, Secondary Social Studies Teachers' Perceptions Of Gender Equity, Margaret M. Monaghan

NERA Conference Proceedings 2008

This study examines preservice, social studies teachers’ perceptions of gender equity. The assumption that preservice teachers recognize gender as an important issue and are willing and able to take the initiative to remedy inequities in their classroom structures and content is considered. Six participants were interviewed using Seidman’s (2006) three-round, interview protocol. A focused life history was compiled to situate participants’ perceptions within their personal and professional experiences. Findings suggest a disconnect between preservice teachers' intentions and their practice in regards to gender equity. More explicit attention to gender equity in teacher education programs is recommended.

A Systematic Approach For Training Candidates To Use The Teacher Work Sample, Beth Walizer, Taggart Germaine, Keith Dreiling

Academic Leadership: The Online Journal (2003-2012)

The purpose of this paper is to describe the benefits of scaffolding the work sample criteria through a teacher preparation program for elementary education candidates. This article illustrates the way that Fort Hays State University’s teacher education program has successfully implemented a work sample process. A process of scaffolding the criteria was woven throughout the elementary teacher education program to instruct candidates on how to develop, implement, and assess instructional units of study. As a way to describe the teacher work sample process, the authors have contextualized the model, provided components of a teacher work sample, and presented a program …

From Traditional Delivery To Distance Learning: Developing The Model, Marie F. Holbein

Faculty Articles

Today’s classrooms are no longer bound by geography. Distance learning has provided an attractive and increasingly highly regarded alternative to traditional face-to-face instruction. However, effective implementation requires a shift in thinking for both students and instructors. The purpose of this article is to describe a model for applying a traditional campus-based graduate course to a distance format.

Gifted Education Exposure In Introductory Special Education Texts: Quantitative Text Content Analysis, Sandra Kay Hansen Wentworth

Dissertations

This present study was designed to examine and compare 10 introductory special education textbooks used in mandatory introductory special education courses. The percentage of text devoted to gifted education chapters in comparison to specific learning disabilities, behavior disorders, mental retardation, autism spectrum disorders, and speech/language/communication disorders was explored for statistically significant differences. Paired samples t tests were conducted to analyze the data. A statistically significant difference was found between the coverage of gifted education and autism spectrum disorders among the 10 examined texts. No other significant statistical findings were found between various exceptionalities among the 10 examined texts. The prevalence …

Advice, Cautions, And Opportunities For The Teachers Of Binational Teachers: Learning From Teacher Training Experiences Of Georgia And Nebraska Teachers In Mexico, Edmund T. Hamann

Department of Teaching, Learning, and Teacher Education: Faculty Publications

With the rapid growth and geographic spread of Mexican-origin student populations in the United States, the practice of U.S. teachers going to Mexico for travel study/professional development has become increasingly common. This paper considers what U.S teachers’ Mexican travel study experiences entail by looking at narratives from Nebraska and Georgia educators who made summer trips to Mexico to learn about Mexican education.

Teachers' Participation In Formal Induction Programs And Their Subsequent Level Of Professional Growth In Wisconsin Public Schools, Paul Edmund Blanford Sr.

Dissertations

This study investigated the relationship between teachers' participation in formal induction programs and their subsequent level of professional growth as measured by two variables (graduate level credits/graduate degrees attained) as reported by public school teachers in the State of Wisconsin. In addition, selected demographic variables (teachers' age; teachers grade level taught; teachers' school district size; training and support provided to teachers in their first years of teaching; participation by teachers in mentoring and induction programs; teachers' level of education) were examined for their predictive relationships with teacher induction and professional development.

This study was conducted during the spring of 2007. …

Crazy About Teaching, Kausar Waqar

Institute for Educational Development, Karachi

No abstract provided.

Alumnos Transnacionales: Las Escuelas Mexicanas Frente A La Globalización, Víctor Zúñiga, Edmund T. Hamann, Juan Sánchez García

Department of Teaching, Learning, and Teacher Education: Faculty Publications

Counter to the expectations that Mexico-U.S. migration is one-way, adult, and from Mexico to the United States, this Spanish-language book includes nine chapters describing various facets of the lives and educational circumstances of students encountered in Mexican schools who have previously attended U.S. schools. Data were derived from written questionnaires from a sample of more than 24,000 students in the Mexican states of Zacatecas and Nuevo León, of whom 632 had U.S. school experience and/or a U.S. birthplace and thereby American citizenship, and from more than 125 interviews with transnational students and their teachers. This study variously considers transnational students' …

Becoming A Teacher In The Developing World, Ayesha Bashiruddin, John Retallick

Books

No abstract provided.

Program Accountability In Teacher Education: A Study Of The Perceptions Of University And State Government Leaders In The State Of Washington, Gary W. Ballou

Antioch University Dissertations & Theses

This dissertation explored the perceptions of accountability in teacher education programs in the State of Washington across three different stakeholder groups: university deans and/or program directors, legislators, and executive staff members (Governor). This qualitative study involved three (3) rounds of interviews. First, individual open-ended interviews were conducted with 30 individuals (10 Washington state legislators, 5 executive staff members, and 15 university deans/program directors). Second, individual follow-up interviews were conducted with 5 participants from the first round of interviews. Third, a focus group comprised of the same 5 participants from the follow-up interviews were asked for even deeper specifications and insights …

Transracialized Selves And The Emergence Of Post-White Teacher Identities, John Raible, Jason G. Irizarry

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This article draws on two previous studies by the authors, both based on interviews with European-American individuals, to document white experiences with multiculturalism, race, and cultural differences. We consider recent developments in research on whiteness and offer a perspective on racial identities defined as discursively enacted identifications that are rooted in racialized discourse communities. We provide profiles of two white women who draw upon assets developed, in our view, largely through their successful negotiation of relationships with racially and culturally different members of multicultural discourse communities. Next, we demonstrate a methodology based on the narrative analytic tools of Stanton Wortham …

Teachers' Education And Training Factors And Their Influence On Formative Assessment Processes, William Clark Reed

Theses and Dissertations in Urban Services - Urban Education

This study sought to identify factors in teachers' education and training that may be associated with their capacity to use formative testing to inform instruction and, ultimately, improve their students' achievement. This research involved the identification of teachers' educational and training variables that might influence their abilities to analyze formative testing results, interpret the analyses, and modify instruction so as to improve students' achievement in third grade mathematics. The goal was to identify those factors in (1) teachers' educational histories and (2) teachers' professional development and training histories that contribute to their capacity to use formative testing results to inform …

Retrieving Meaning In Teacher Education: The Question Of Being, Karl Hostetler, Margaret A. Macintyre Latta, Loukia K. Sarroub

Department of Teaching, Learning, and Teacher Education: Faculty Publications

In this article we examine “meaning” and “action” within the “good” work of teaching and learning. One premise of our argument is that teachers and students deserve to experience this good. The second premise is that meaning is part and parcel of Being; the debate about meaning must include attention to meaning as a question/project of Being. We offer our experiences as an educational anthropologist, educational philosopher, and teacher educator who strive to retrieve and pursue meaning and Being as common resources and aspirations.

Teacher Mentoring Programme: A Vehicle To Support Professional Development For Improving The Quality Of Education In Districts Of Sindh And Balochistan Of Pakistan, Rakhshinda Meher, Asghari Ummulbanin, Ghazala Mursaleen

Book Chapters / Conference Papers

In general practices it is noticed that there is greater improvement in teacher’s performance if they refresh themselves by attending different professional development programmes. They start rethinking about their role as effective teacher and how to support novice teachers. In order to support the novice teachers and develop them professionally there is a need of quality teacher education programme. Literature reveals that “Teacher mentoring programs have dramatically increased since the early 1980s as a vehicle to support and retain novice teachers. The vast majority of what has been written about mentoring focused on what mentors should believe and do in …

Teacher Status : A Symposium, Anjum Halai

Books

No abstract provided.

A Reading Apprenticeship Model For Improving Literacy: A Pre-Service Teacher Case Study, Divonna M. Stebick, Diana J. Pool, Jonelle Pool

Education Faculty Publications

A major challenge of today's standards-based assessment movement targets the need to address and improve the achievement of struggling readers. As teacher education programs must prepare content teachers to address the challenges of teaching students who lack reading skills, we need to prepare out pre-service teachers to help students make meaning while reading any text. To accomplish such a goal, comprehension instruction must be explicit, direct, and effective. As VanDeWeghe (2004b) notes, even though students may still need development as readers at the secondary level, there may be confusion surrounding where reading instruction is addressed in the secondary curriculum. After …

Book Review: Transforming Teacher Education: Reflections From The Field, Ryan Flessner

Scholarship and Professional Work – Education

Book review of: Transforming teacher education: Reflections from the field D. Carroll, H. Featherstone, J. Featherstone, S. Feiman‐Nemser and D. Roosevelt (Eds), 2007 Cambridge, MA: Harvard University Press 266 pp. ISBN 978‐1‐8917‐9233‐5

Teacher Education, Motivation, Compensation, Workplace Support, And Links To Quality Of Center-Based Child Care And Teachers’ Intention To Stay In The Early Childhood Profession, Julia C. Torquati, Helen Raikes, Catherine Huddleston-Casas

Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications

The purposes of this study were to present a conceptual model for selection into the early childhood profession and to test the model using contemporaneous assessments. A stratified random sample of center-based child care providers in 4 Midwestern states (n = 964) participated in a telephone interview, and 223 were also assessed with the Early Childhood Environment Rating Scale—Revised or the Infant–Toddler Environment Rating Scale to rate global observed quality, and the Caregiver Interaction Scale to rate interactional quality. When the model was tested with infant–toddler and preschool teachers combined, having a Child Development Associate (CDA) predicted global observed quality, …

Paper 2: The Mathematical Preparation Of Secondary School Teachers, Kelly W. Edenfield

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019)

In the summer of 2007, a group of doctoral students at the University of Georgia gathered to discuss the mathematical preparation of secondary teachers. The group used Mathematics for High School Teachers: An Advanced Perspective by Usiskin, Peressini, Marchisotto, and Stanley (2003) as the catalyst for the discussion. Participants agreed that future teachers need opportunities to examine high school and college mathematics differently from the way they had as students, with specific emphasis on connections, representations, and history. Features of this text that were highlighted in the discussions were the attention topics with commonly held misconceptions, the historical rationales and …

Quality In Education: Teaching And Leadership In Challenging Times. Vol. 2, Sajid Ali, Meher Rizvi

Books

No abstract provided.

Which One Is Better: Saying Student Teachers Don't Reflect Or Systematically Unlocking Their Reflective Potentials: A Positive Experience From A Poor Teacher Education Faculty In Ethiopia, Jeylan Wolyie Hussein

Australian Journal of Teacher Education

This paper is informed by Deweyean pragmatism, critical pedagogy, Marxist humanism and social constructivism, all of which see teacher professional learning as a process of constructing knowledge and identity through critical interdependence. In addition to presenting the philosophical root of the reflective approach to teaching and the structure for engaging student teachers in reflective processes, I present the outcome of my own and my colleagues’ attempts to unlock the reflective potentials of student teachers at a poor teacher education faculty in Ethiopia and a theoretical/methodological framework to deal with the reflective data. I hope that teacher educators who work with …

Learning To Use Innovative Pedagogy: The Experience Of A Primary Science Teacher In Pakistan, Nelofer Halai

Institute for Educational Development, Karachi

This study examined the experiences of primary science teachers when they weThis study examined the experiences of primary science teachers when they were exposed to a new and innovative teaching strategy and the process that they followed in using the strategy in the class- room for the first time. Four primary science teachers, among the 22 participants of an 8-week Certificate in Education (Science) in Karachi, were observed and interviewed after the four-day teaching session where they were instructed how to use "Discrepant Events" to teach science content. Only the case of Farhana Batool, a teacher in a private school, …

What Music Teachers Want: The Emergence Of A Unified Understanding Of An Ideal Teacher Education Course, Julie Ballantyne

Australian Journal of Teacher Education

‘Burnout’ and praxis shock seem to be causing teachers to leave the profession early. Much research suggests that this is a reflection on the quality of teacher education programs. Interviews with teachers who were in their first four years in the secondary music classroom reveal how they view their pre-service preparation, and therefore provide an insight into how pre-service teacher education might be effectively reconceptualised. This paper explores the relationship between Zeichner and Liston’s (1990) teacher education ‘traditions’ and early-career music teachers’ perceptions of an ‘ideal’ teacher education course. Analyses of interviews with 15 early-career secondary classroom music teachers suggest …

Teacher Education In Pakistan With Particular Reference To Teachers' Conceptions Of Teaching, Amin Rehmani

Examination Board

This paper discusses teacher education in Pakistan with particular emphasis on teachers’ conceptions of teaching in improving quality of education. This paper is based on an initial study that examines teachers’ conceptions of teaching in the context of Pakistan. The study seeks to explore whether teachers’ conceptions of teaching influence decision-making in classroom teaching. It describes conditions of teaching and learning in Pakistan and argues for reform in teacher education to improve quality of teaching and learning.

Pre-Service Teacher Education In Central Asia, Jamal Papieva

Book Chapters / Conference Papers

This paper presents the nature of pre-service teacher education in Soviet and post-Soviet Central Asia, a case of Kyrgyzstan; highlights the main issues and discuses the possibilities and approaches undertaken for improving pre-service teacher education. After Central Asian republics gained independence, their higher education was challenged by broad changes in political and economic life, and by the destruction of their ideological values. In general, higher education was always part of the bigger Soviet system of education. All principles of higher education structurization, its missions and goals, its strategy and main curriculum requirements were centrally developed in Moscow, and then sent …

The Teaching Of Research In A Teacher Education Programme, Iffat Farah, Nelofer Halai

Book Chapters / Conference Papers

No abstract provided.