Showing papers in "The Teacher Educator in 2005"
TL;DR: In this article, a linkage between teacher education and societal problem solving is proposed, which is anchored in three aspects of critical thinking: disposition toward critical thinking, cognitive skill in critical thinking and information bases for critical thinking.
Abstract: Emphasizing critical thinking in teacher education could potentially increase society's effectiveness in addressing national and international problems. This linkage between teacher education and societal problem solving is predicated on three major possibilities: (a) Increased emphasis on critical thinking in teacher education will increase the emphasis on critical thinking in K‐12 education, (b) increased emphasis on critical thinking in K‐12 will lead to increased use of critical thinking within society, and (c) increased use of critical thinking among society's leaders and citizens will produce better problem solving at a societal level. The proposed linkage between teacher education and societal problem solving is anchored in three aspects of critical thinking: disposition toward critical thinking, cognitive skill in critical thinking, and information bases for critical thinking.
62 citations
TL;DR: This article adapted the teacher work sample methodology from the student teaching level to a 4-week, 25-hour field experience occurring relatively early in a teacher education program to promote planning and reflection in preservice teachers.
Abstract: This article describes adapting teacher work sample methodology from the student teaching level to a 4‐week, 25‐hour field experience occurring relatively early in a teacher education program The goals of the project were twofold: (a) to examine whether an adapted version of the teacher work sample would promote planning and reflection in preservice teachers, and (b) to explore the potential of an adapted teacher work sample as an assessment tool Adaptations to the original, such as emphasizing formative over summative assessment, are briefly described Survey and focus group data from a pilot combined with survey data from a semester of full implementation with 270 teacher candidates indicate the teacher work sample is useful for promoting reflection and an understanding of student assessment The advantages of the teacher work sample are maximized when teacher candidates are engaged in whole class instruction
17 citations
TL;DR: The authors explored the use of "bumpy moments" in teacher education to examine preservice teachers' understandings of actual teaching events, using these instances as a springboard for consideration and discussion of appropriate knowledge and theory that might be applied to the decision-making process.
Abstract: Preservice teachers' interpretations and reflections on observed classroom events are central to their development as teachers. The following study explores the use of “bumpy moments” in teacher education to examine preservice teachers' understandings of actual teaching events. Results of this study offer insights into how bumpy moments might be used as a programmatic tool for identifying and encouraging reflection in preservice teachers, using these instances as a springboard for consideration and discussion of the appropriate knowledge and theory that might be applied to the decision‐making process. A framework for effectively employing the use of bumpy moments as a pedagogical tool in teacher education is pro posed, suggesting one possible way that teacher educators might further address preconceptions and early understandings of the teaching process.
17 citations
TL;DR: In this paper, the authors examine the preparation needs of secondary education teachers and the realities of today's secondary education classrooms, and find that theoretical knowledge in best practices of special education are not adequately addressed in secondary education preparation programs, and both methods faculty and inservice secondary teachers need to learn effective content enhancement practices, principles of strategy instruction, effective curriculum design, and technology skills.
Abstract: Teaching teachers to effectively adapt the general curriculum for students with disabilities in general education classrooms is a challenging and often overwhelming task for preservice methods faculty. In order to examine the preparation needs of secondary education teachers and the realities of today's secondary education classrooms, inservice secondary education teachers and preservice methods faculty were matched in intensive, asynchronistic, online discussions. An initial attitude, knowledge, and skills survey was completed by both groups of participants and compared to the results of the online discussions. Findings of this small case study revealed that (a) theoretical knowledge in best practices of special education are not adequately addressed in secondary education preparation programs, and (b) both methods faculty and inservice secondary teachers need to learn effective content enhancement practices, principles of strategy instruction, effective curriculum design, and technology skills....
14 citations
TL;DR: The Butterfly Project as mentioned in this paper utilizes a metaphor as a valuable tool in a secondary introductory teacher education course to facilitate raising preservice teachers' awareness of student diversity and the teachers' need for sensitivity to it.
Abstract: The Butterfly Project utilizes a metaphor as a valuable tool in a secondary introductory teacher education course to facilitate raising preservice teachers' awareness of student diversity and the teachers' need for sensitivity to it, while demonstrating and fostering a constructivist approach to teaching. Traditionally, use of metaphors in teacher education has focused on challenging assumptions and beliefs about the profession through examining preservice teachers' metaphors of teaching. The use of metaphors can be expanded to provide a transformative, reflective experience in fostering pedagogical knowledge and connecting theory to practice. Themes emerging from student writing in the project provide implications for action research for teacher educators to inform their own practice.
14 citations
TL;DR: A Professional Development School (PDS) partnership sought to integrate the goals of both groups by providing high school students with an understanding of teachers and teachers' work, and participants in an urban Teaching Professions Academy (TPA) engaged in course work, teaching experiences, and visits to institutions of higher education as discussed by the authors.
Abstract: A critical problem facing educators today is the inability of our teacher education system to produce substantial numbers of teachers from racial, ethnic, and language minority groups. However, there is little research on partnerships that link the roles of institutions of higher education with those of school districts whose goal is to grow their own members of the teaching profession. A Professional Development School (PDS) partnership sought to integrate the goals of both groups by providing high school students with an understanding of teachers and teachers' work. High school participants in an urban Teaching Professions Academy (TPA) engaged in course work, teaching experiences, and visits to institutions of higher education. The success of TPA was in the ability of multiple stakeholders to provide different forms of support and insights into the program.
11 citations
TL;DR: The authors developed and implemented the Caring Community Model (CCM) in teacher education in order to create meaningful relationships in a safe and supportive environment and found that teachers who were participants in this qualitative study reported that they cared more about other group members, considered themselves to be members of a family, had shared values, generally practiced the principles of the CCM, and developed personal strength to manage a variety of situations.
Abstract: We developed and implemented the Caring Community Model (CCM) in teacher education in order to create meaningful relationships in a safe and supportive environment. Preservice teachers who were participants in this qualitative study reported that they cared more about other group members, considered themselves to be members of a family, had shared values, generally practiced the principles of the CCM, and developed personal strength to manage a variety of situations. We propose that using this model to nurture caring attributes in preservice teachers—and thereby influence caring in PreK‐16 classrooms—can help overcome the personal, family, ethnic, and class problems that often get in the way of effective teaching, learning, and living.
11 citations
TL;DR: This paper examined the perspectives of four student teachers who used computer-mediated discussion (CMD) during their school-based field practicum and concluded that using an online discussion forum can give student teachers professional and personal support and encourage close relationships with peers and can be used as a tool to construct content knowledge about teaching and learn ing.
Abstract: This qualitative study examined the perspectives of 4 student teachers who used computer‐mediated discussion (CMD) during their school‐based field practicum. Five types of data were collected for this study: interviews, focus group transcripts, concept maps, e‐mail correspondence, and archived online messages. Analysis of the data suggests that using an online discussion forum can give student teachers professional and personal support and encourage close relationships with peers and can be used as a tool to construct content knowledge about teaching and learn ing. However, 1 participant did not engage freely online and believed CMD unnecessary. This lack of engagement exemplifies limits of using CMD with student teachers. Conclusions focus on the possibilities and limits of using an online discussion forum for supporting student teachers during their school‐based field practicum.
10 citations
TL;DR: In this paper, a case study explores the use of an alternative teacher licensure program, defines the components of a web-based curriculum, and illustrates the benefits and challenges of a Webenhanced teacher education program.
Abstract: College and university teacher education programs are increasingly required to integrate technology into teacher preparation in response to the requirements of national accreditation groups like the International Society for Technology in Education (ISTE) and the National Council for Accreditation of Teacher Education (NCATE). Delivery of teacher education programs through pure distance education methodologies still has critics. A Web‐enhanced approach, with on‐campus courses and Web‐based information and/or testing as a supplement, is suggested as a compromise. An alternative teacher licensure program in career and technical education at Ohio State University uses this approach extensively, with positive results. This case study explores the use of an alternative teacher licensure program, defines the components of a Web‐based curriculum, and illustrates the benefits and challenges of a Web‐enhanced teacher education program. Student and faculty issues and reactions are outlined, along with stra...
10 citations
TL;DR: The authors summarizes and critically analyzes recommendations developed by The Teaching Commission (2004) in Teaching at Risk: A Call to Action, which call for teacher performance pay plans, overhauling current teacher education programs and practices, modifying existing or creating new teacher licensing policies, and increasing job responsibilities of school principals.
Abstract: This paper summarizes and critically analyzes recommendations developed by The Teaching Commission (2004) in Teaching at Risk: A Call to Action. Nineteen commissioners, primarily representing corporate and government sectors, developed the report. Recommendations call for teacher performance pay plans, overhauling current teacher education programs and practices, modifying existing or creating new teacher Licensure policies, and increasing job responsibilities of school principals. It has been suggested that the majority of The Teaching Commission does not understand the complexities associated with K‐12 schooling and teacher preparation and operates from an ideology framed by marketplace thinking (e.g., competition, efficiency, and production emphasis). This ideological thinking and lack of understanding results in misidentified problems and corresponding mistaken solutions. Interestingly, a vast body of knowledge already exists with which to frame meaningful reform and renewal in teacher educat...
9 citations
TL;DR: In this paper, the authors present a set of suggestions to guide and deepen the reflection that should go into a philosophy statement and connect the philosophy statement to the content of a social foundations course in a way that makes that content more relevant to classroom practice.
Abstract: When preservice teacher candidates write their philosophies of education, the results are often relatively superficial statements filled with well‐intentioned truisms. As a result, the exercise does little to clarify beliefs about teaching and learning or direct future professional growth. The suggestions that follow grew out of an ongoing attempt to both guide and deepen the reflection that should go into a philosophy statement and, at the same time, connect the philosophy statement to the content of a social foundations course in a way that makes that content more relevant to classroom practice.
TL;DR: In this article, the authors examined how preservice teachers of students with emotional disturbance (ED) experience their learning development as they progress through an intensive, 1-year internship within a professional development school (PDS).
Abstract: The purpose of this study was to determine how preservice teachers of students with emotional disturbance (ED) experience their learning development as they progress through an intensive, 1‐year internship within a professional development school (PDS). This study is distinctive in its systematic examination of learning to teach from the perspectives of interns in a nontraditional context of a special education PDS setting. A variety of data were collected from preservice teachers over a 9‐month period, including videotaped teaching episodes, informal and formal interviews, and conversations in weekly seminars, journals, and statements of teaching philosophy. From this information, a model was constructed outlining four stages of learning development in preservice teachers: (a) naive confidence, (b) uncertainty and doubt, (c) cautious risk taking, and (d) role maturity. This research confirms the stage model Fuller and Bown (1975) postulated and extends it to include the experiences of special ed...
TL;DR: In this article, a study concerning the effects of a 2-year professional development initiative designed to improve teachers' methods of developing understanding of mathematical concepts and procedures was conducted, and the results revealed significant changes in teaching methods and student achievement.
Abstract: This paper reports on a study concerning the effects of a 2‐year professional development initiative designed to improve teachers' methods of developing understanding of mathematical concepts and procedures. The initiative sought to accomplish this goal by engaging teachers in a learning environment consisting of modeled lessons, focus sessions, and hands‐on workshops. Pre and post analyses revealed significant changes in teaching methods and student achievement. Findings are shared to deepen the knowledge base and make it accessible to teacher educators and professional developers in order to inform their decisions about teacher education programs and professional development design.
TL;DR: The authors investigated the effects of two types of post-organizers on undergraduate students' content knowledge and understanding of effective teaching behaviors and found no significant difference between the two groups regarding content knowledge, but a significant difference was found between the groups related to understanding effective teaching behaviours.
Abstract: The purpose of this study was to investigate the effects of 2 types of post‐organizers on undergraduate students' content knowledge and understanding of effective teaching behaviors. Students enrolled in the same methods course were randomly assigned to either the control or experimental post‐organizer group. The control and experimental students attended all class sessions together and received the same instruction for the first 130 minutes of class. The control and experimental students were then separated for the last 15 minutes of each class session. The control group participated in post‐organizers that involved review of the content taught during class. The experimental group participated in post‐organizers that involved review of the effective teaching behaviors that were modeled during class. No significant difference between the groups was noted regarding content knowledge, but a significant difference was found between the groups related to understanding effective teaching behaviors. Im...
TL;DR: For example, the authors describes a teacher preparation course for Spanish and art at the University of Southern California, where the teacher was able to observe the current teachers and also test out her own teaching skills.
Abstract: To some I am revered to sainthood. When asked what I do for a living, I typically hear, \"Oh, bless your heart. I don't know how you do it!\" (with a look of near shock that someone could actually teach middle school and LIKE it). For me, it is the perfect fit. I started off with two undergraduate degrees in Spanish and Art. After working a year in a few different jobs that were somewhat related to those fields, I realized I was looking for more. Encouraged by others, I looked into a master's and certification graduate program. It was there that I immersed myself in coursework, practicum experience, and a love of education. Looking back at my preparation, I feel that I was well prepared in the areas of educational theory and psychological development. I knew the history of education and the different policies and teaching strategies that had evolved over the years. I understood the development of the students that I would be teaching, and how their brains function (and sometimes fail to function) depending on dieir ages. I even knew the importance of differentiated instruction, though I was a little unsure of how to implement it. My teacher preparation courses also gave me opportunities for a lot of hands-on experience through the variety of practicums—both at the high school and middle school level. I visited two different high schools and one middle school. I was able to observe the current teachers and also test out my own teaching skills. My student teaching experience was one of the best experiences I could have possibly had—teaching three levels of high school Spanish, including an upper level 4th-year class, which was in conjunction with a 3rd-year class. Not many student teachers are given the opportunity to attempt to teach a split class and see how successful they can be. One area in which I was truly prepared for teaching was technology. Part of this had to do with my own interest in using technology in the classroom, but another part was definitely because of the strong technology component in the curriculum. It was there that I began creating Web pages for the first time and really understood
TL;DR: A response to Grineski's "misidentified problems and mistaken solutions" can be found in this paper, where the authors discuss missing the mark of a teacher's response to a misidentified problem and mistaken solution.
Abstract: (2005). Response: Missing the mark: A response to Grineski's ‘misidentified problems and mistaken solutions' The Teacher Educator: Vol. 41, No. 2, pp. 126-139.
TL;DR: In this paper, the authors examined how using a community of learners at the end of undergraduate education programs, rather than at the onset, is an effective way to organize undergraduate education and found that students in the community of learner's configuration fared better in several areas, including feeling a sense of belonging, feeling comfortable sharing perspectives and having a broader understanding of different pedagogies.
Abstract: Although the concept of learning communities is not new, many colleges and universities use learning communities differently. This study examines how using a community of learners at the end of undergraduate education programs, rather than at the onset, is an effective way to organize undergraduate education. A comparison of students who did not experience a community of learners model with students who did is provided. The data reveal that students in the community of learner's configuration fared better in several areas, including feeling a sense of belonging, feeling comfortable sharing perspectives, and having a broader understanding of different pedagogies. Also discussed is the process utilized by our university in implementing the community of learners model.
TL;DR: In this article, the authors discuss some of The Teaching Commission's responses, while trying to identify concerns with these responses without engaging in a form of academic ''he said, she said''.
Abstract: Given my article and the response it generated from The Teaching Commission, it is obvious that the Commission and I not only hold different perspectives, but also differ greatly on the underlying assumptions and assertions about public schooling and teacher education. It seems our differences may go even deeper, to a fundamental disagreement about the purposes of public schooling. In the space given, I will discuss some of The Teaching Commission's responses, while trying to identify concerns with these responses without engaging in a form of academic \"he said, she said.\" Thanks are extended to the editors for creating this forum. A good place to begin is with The Teaching Commission's claims about the overwhelming support of the No Child Left Behind (NCLB) Act of 2001. Concerns have been expressed about the impossibility of implementing NCLB due to inadequate funding and about the harm the law is doing to educational quality and equity efforts (\"Failing Our Children,\" 2004). In a joint statement prepared by over 50 national education and civil rights groups, several concerns were identified; for example, punitive measures for failing schools do nothing to improve these schools (\"Joint Organizing,\" 2004). Moreover, anti-NCLB legislation in 47 state houses has detailed various plans for critically responding to this legislation, such as complete separation from all requirements (Communities for Quality Education, 2005). And these sentiments are growing. On August 22, 2005, Connecticut became the first state to file a lawsuit against the federal government regarding lack of necessary monies to implement NCLB requirements (Archer, 2005). It is not only policy makers voicing these concerns; citizen opposition is also increasing (Lowell & Gallup, 2005; \"NCLB Resistance,\" 2004). In addition,