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1.
Katherine M. Kapustka Penny Howell Christine D. Clayton Shelley Thomas 《Equity & Excellence in Education》2013,46(4):489-505
A review of theoretical or conceptual writing on teacher education reveals numerous examples of the term “social justice” in discussions of preservice preparation. Despite this widespread use, little research documents if and how teacher education programs utilize the concept in their programs. This study examines how institutions that included “social justice” within their NCATE accreditation documents used the term in their articulation of program practices, goals, and values. Based on an extensive qualitative content analysis of NCATE conceptual frameworks, the authors assert that the social justice reform agenda is only weakly represented in accreditation artifacts and that there is little consensus on the enactment of social justice in teacher education, even among those programs that invoke the terminology. 相似文献
2.
Allan Walker 《Peabody Journal of Education》2013,88(5):468-485
In this article we discuss how school leaders address challenges when implementing innovative international education curricula, namely International Baccalaureate (IB) programs. Specifically, we frame challenges in curriculum implementation of and transition between IB programs from a “disconnection” perspective. We have often noticed when innovative programs are parceled together without preparation and thrust at great speed at schools, they become disconnected. The hasty implementation of multiple IB programs simultaneously at a school also causes disconnection. Drawing on extensive interview data from principals, mid-level leaders, and teachers in five IB schools adopting multiple IB programs in Asia, we detail curriculum disconnection facing IB schools and how school leaders, including teacher leaders, address such challenges by weaving various disconnected points, namely instrumental, intellectual, cultural, professional, and communicative disconnections. Based on findings from the multisite case study, we argue that school leaders in the case of IB schools adopt a range of leadership strategies to weave disconnection points. We reframe the leadership strategies as two aspects of distributed leadership: distributed instructional leadership and teacher leadership. In conclusion, we suggest that a central facet for successful leadership of IB schools that adopt multiple IB programs is about finding, focusing, and facilitating ways to address disconnections in curriculum implementation of and transition between different IB programs. 相似文献
3.
ABSTRACTThe increased pluralism in today’s United States society, including our public school student population, has called for physical education teacher education (PETE) programs to train teachers who can respond to the educational needs of students from diverse backgrounds. However, concerns have been raised with educator preparation programs’ ability to prepare teachers to address diversity in our schools. Therefore, the purpose of this article is to discuss the movement toward teaching for social justice in PETE with focus on preparing teachers for cultural diversity; this includes special attention to cultural humility as a missing component in physical education teacher preparation. We discuss the current state of diversity in PETE, leading to a discussion of social justice as a theme in teaching and teacher education in physical education. Next, we detail the underpinnings of social justice pedagogies in physical education and the need for infusing cultural humility in PETE. 相似文献
4.
ABSTRACTA group of preservice and first year teachers share their experiences as new teachers of Color entering the profession in urban public schools. Specifically, these novice teachers discuss the transition from an urban education teacher preparation program into the classroom and their successes and challenges enacting culturally relevant pedagogy. Findings showcase understanding self, community, and collaboration among critical pedagogues and navigating theory and practice as emergent themes. These new teachers speak to the journey of becoming the teachers they want to become and the challenges they encounter in public K-12 schools. Implications are presented to highlight the power and passion of these new teachers and how we, as critical scholars, must learn from them and work with them as we seek to disrupt the dominant, middle class, white discourse in teacher education programs and educational research. 相似文献
5.
Helen Grimmett Rachel Forgasz Judy Williams Simone White 《Asia-Pacific Journal of Teacher Education》2018,46(4):340-353
New accreditation requirements for Australian initial teacher education programs require that universities and schools establish quality partnerships to ensure strong links between pre-service teachers’ university-based learning and school-based professional learning experiences. This paper focuses on the shifts of identity, thinking and practice that occurred for five school-based mentor teachers as they co-created new professional experience practices alongside university-based teacher educators in a Teaching Academies of Professional Practice (TAPP) project. Interview data was analysed through the theoretical framework of Dialogical Self Theory to examine how the repositioning of mentor teachers as fellow teacher educators allowed for expansion in the understanding and enactment of their role. The findings of this study suggest that partnerships between schools and universities can enhance learning opportunities for all participants when commitments are made to creating collaborative and dialogical spaces to support new approaches to teacher education. 相似文献
6.
Jerry B. Ayers William J. Gephart Paul A. Clark 《Journal of Personnel Evaluation in Education》1988,1(4):335-343
Summary Evaluation of teacher education became a major thrust of a Center for Excellence in teacher education when the Tennessee Higher Education Commission (THEC) established the project in 1986. A major accomplishment in the project was realized when the Accreditation Plus Model was amalgamated for the project's evaluation approach. A-Plus! Thorough study of existing evaluation approaches were convincing. No one approach seemed capable of doing the task. At the same time it seems ludicrous to create a new evaluation approach to add to the existing 40 or so models.As an evaluation form, Accrediatation Plus has a long history. It goes back to 1895 when staff members of the University of Michigan tried to determine the quality of secondary schools to decide whose graduates ought to be readily admitted into the University of Michigan. At the start (in the late 1890s), accreditation focused on program evaluation. The evaluation need in the work of the Center for Teacher Education Evaluation was the same—the quality assessment of education programs.The idea of eclecticism moves in the same general direction. By recognition that accreditation is not the be all and end all in evaluating teacher education programs, the Center keeps open the use of any/all the existing models in an application of the Accreditation Plus Model. Eclecticism means selecting what appears to be the best in various doctrines, methods, or styles. It also means being composed of elements drawn from the various sources. In selecting A-Plus as the evaluation approach for the project, we capitalize on a long and effective history supplemented by the best of the current crop.Figure 1 represents the evaluation of teacher education using the accreditation approach. It describes the model's components and in some places, the relationships of those elements. The Center's staff is working to detail further the elements of the accreditation approach to evaluation. Questions and comments are welcomed as we move further with this work.now on Sabbatical 相似文献
7.
A paradigm shift toward evidence-based clinical practice: Developing a performance assessment 总被引：1，自引：0，他引：1
Nancy Wentworth Lynnette B. Erickson Barbara Lawrence J. Aaron Popham Byran Korth 《Studies in Educational Evaluation》2009,35(1):16-20
The Clinical Practice Assessment System (CPAS), developed in response to teacher preparation program accreditation requirements, represents a paradigm shift of one university toward data-based decision-making in teacher education programs. The new assessment system is a scale aligned with INTASC Standards, which allows for observation and evaluation of teacher candidate performance over time to show growth from novice to high level proficiency. This article describes the creation of the CPAS and examines results from its implementation in early childhood, elementary, and secondary programs in both early and capstone clinical experiences. Three years of implementation experiences have informed decisions on supervisory practices, program offerings and requirements, alignment of course outcomes, and understanding of strengths and weaknesses of individual licensure programs. 相似文献
8.
《Studying Teacher Education》2013,9(2):129-142
This article, inspired in part by the Levine report that criticizes teacher education programs in the United States for being out of touch with practices that work in real classrooms, is a self-study that explores the rift between educational theory, particularly theory that pushes for social constructionist, child-centered approaches to teaching, and teaching practices in majority African-American, inner-city schools. The authors conducted this year-long self-study to answer the question: What could the college's education program do to improve preparation for teaching in inner-city schools? Through their year-long collaboration in a middle-school writing classroom in an inner-city charter school, the authors examined what a prospective teacher learned in his education program that helped and hindered him and then explored how the successful approaches he developed as a new teacher could be incorporated into the college's preservice program. 相似文献
9.
《Teaching and Teacher Education》2001,17(5):547-566
Since the mid-eighties, national organizations have been working together in an effort to reform schools and, more specifically, to reform teaching. Paralleling the movement toward developing curriculum standards for students, professional standards for teachers have also been developed for the purpose of teacher education program accreditation. The objective of this national coalition is to strengthen the teaching profession and raise its standards—eventually enhancing the quality of student learning—by redesigning teacher licensing and accountability requirements for teacher education programs, and engaging teachers in on-going professional development. In this study we address three specific questions: (1) what representations of teaching and teachers are portrayed in the professional teaching standards, their related policies and assessment? (2) how are standards-based reform policies affecting teacher education programs? (3) what representations or conceptions of teaching and teachers are currently reflected in teacher education programs in the context of this reform? To address these questions two states were selected as test cases. Reform documents, policies and practices, as well as interviews with key participants in the reform (e.g., teacher educators, state-level administrators) are described and analyzed, and constitute the evidential basis for this study. The patterns emerging from the data indicate that teacher educators’ degrees of resistance or cooperation with externally imposed frameworks is influenced by their conception of teaching, education and its purpose. Further, as teacher educators uncritically participate in the standards-based movement it becomes impossible for them to entertain alternative perspectives on teaching and education outside of the framework provided to them by the standards. 相似文献
10.
Rita Hagevik William Veal Erica M. Brownstein Elizabeth Allan Cathy Ezrailson Joseph Shane 《Journal of Science Teacher Education》2010,21(1):7-12
The 2003 National Science Teachers Association Standards for Science Teacher Preparation (NSTA-SSTP) were developed to provide guidelines and expectations for science teacher preparation programs. This article
is the fourth in a special JSTE series on accreditation written to assist science teacher educators in meeting the NSTA-SSTP. In this article, the authors discuss pedagogical content knowledge and how this is expressed in the NSTA-SSTP. Included are competencies and examples needed for a science teacher preparation program to document developing pedagogical
content knowledge in preservice science teachers. 相似文献
11.
12.
Ann L. Wood Ph.D. 《Innovative Higher Education》2006,31(1):43-62
As part of educational reform, many institutions of higher education are undergoing accreditation processes. Based on interviews, observations, and the author's experiences in accreditation reviews, this discussion delineates three stages of planning for an accreditation process. Recommendations are organized by each stage of preparation into long- and short-term action plans with specific tasks. Analyzing the process of accreditation across institutions and programs led to the identification of common elements that can make planning an accreditation effective and efficient. This article maps the roles and responsibilities of accreditation stakeholders and the need for communication and collaboration throughout the process.Ann L. Wood earned a Ph.D. in educational psychology from The University of Michigan and a M.A. in special education and a B.A. in sociology, psychology, and education from Michigan State University. She is currently the Co-Principal Investigator for the Comprehensive Teacher Education Institute and an Assistant Professor in the Charter College of Education at California State University, Los Angeles. Her special interests are educational reform, urban education, lives of faculty and teachers, higher education, teacher development, and teacher induction 相似文献
13.
As former and current STEM (science, technology, engineering, and mathematics) school teachers in Singapore, we explore the challenges we both experienced while teaching at different STEM schools. Through this article, we make a case for the teacher preparation programs locally and around the world to give more attention to a changing education landscape with emerging specialized STEM schools. Nonetheless, even though specialized STEM teacher preparation is needed, we also caution that having such a specialized program may limit teachers' horizontal transition to mainstream schools and awareness of the contextualized needs of more diverse learners. 相似文献
14.
Elizabeth B. Kozleski Taucia Gonzalez Laura Atkinson Cynthia Mruczek Lisa Lacy 《欧洲特需教育杂志》2013,28(2):156-172
This paper reports findings from an 18-month qualitative study that followed the experiences of nine teacher residents, their site professors, site coordinators, clinical teachers and principals in three professional learning schools. The study examined the tensions that emerged as teacher preparation theory intersected with the context-bound realities of daily life in schools and the political constraints that diminish possibilities for inclusive education. The paper addresses implications for teacher preparation programmes by reporting how teacher residents negotiated their understanding of and commitment for inclusive education through three themes: (a) critical reflection as an emergent practice, (b) whose learning, and (c) the trouble with behaviour. Interpreting these themes has implications for programmatic designs in teacher preparation. 相似文献
15.
McDonaldization is the processes of the fast-food industry that dominate segments of societies worldwide. Few studies address how McDonaldization applies to the accreditation of teacher education programs. This article demonstrates how the Council for the Accreditation of Education Programs (CAEP) could be perceived as a McDonaldized organization that propagates American understandings of teacher education in non-US universities. The article applies the five principles of McDonaldization to CAEP Accreditation and addresses possible influences on non-US universities seeking CAEP accreditation outside the US borders. Specifically, the article discusses the cultural challenges, language concerns, and issues regarding indigenous knowledge that non-US universities face. 相似文献
16.
Elizabeth Dutro Ashley Cartun Kim Melnychenko Ellie Haberl Briana Pacheco Williams 《The New Educator》2018,14(3):252-269
As teacher educators located in K–12 and university contexts, we had experienced the often-highlighted disconnections between university teacher education and preservice apprenticeships in schools. Thus, calls for innovations in preparation programs aimed at deeper immersion in practice spoke to our desires to move literacy methods preparation into schools in ways that allowed teacher candidates, children, classroom teachers, and university instructors to be together in practice. A central goal of our work was to use our partnership as a path toward deeply intertwining practices of literacy teaching with critical lenses and pedagogies centered on justice. In this article, we situate our partnership in the landscape of research on practice-based teacher preparation and critical scholarship in teacher education. We describe our partnership, including its layers of contexts, relationships, and opportunities for critical, mediated practice, and our methods of studying our work over time. Our findings illustrate how the design of our partnership has afforded opportunities to (a) trace how critical ideas and practices thread across contexts of participants’ learning and (b) critically reframe problematic language, policies, and practices with novice teachers. We end by highlighting implications of our work for others invested in critical project-based partnerships. 相似文献
17.
The National Center for Educational Statistics (NCES, 2010) continues to report substantial underachievement of diverse student populations in the nation's schools. After decades of focus on diversity and multicultural education, with integrating field and clinical practice, candidates continue to graduate without adequate knowledge, skills and dispositions to teach diverse students. The National Council of Accreditation of Teacher Education (NCATE) requires teacher education programs to engage in assessment practices that examine candidates' competence to teach diverse students and to inform the unit. In this article the authors discuss the need to triangulate the results of performance-based assessment and to systematically examine the growth of candidates' competence to teach every student. They propose a rigorous and systematic unit (i.e., teacher education program unit) assessment practice, using reliable and valid instruments to measure candidates' efficacy to teach diverse students, which will provide effective data for teacher education programs to become proactive to improve programs. 相似文献
18.
This research study examined faculty members' reaction to criticisms about the quality and design of teacher preparation programs at schools and colleges of education. The researchers found that there is confusion among teacher preparation professionals about their programs and research. The study also showed that, in general, teacher educators are resistant to change. 相似文献
19.
Randi B. Wolfe Francine C. Falk‐Ross 《Journal of Early Childhood Teacher Education》2013,34(2):157-165
Abstract Undergraduate pre‐service teachers enrolled in the first professional semester of an early childhood teacher preparation program were assigned clinical placements in schools with diverse student populations. Pretest and posttest self‐report questionnaires and focus group discussions were used to gain insight into the impact of the experience. Quantitative and qualitative analysis of the feedback indicate that early clinical placements in diverse settings can positively impact student attitudes toward children of religious and cultural groups different from their own. Such experiences can also impact student views of priorities in teacher education. Implications for teacher preparation programs are offered. 相似文献
20.
美国通过评价来切实保障教师教育课程的质量。美国的教师教育课程评价大体可以分为教师教育机构外部专业组织开展的认证和机构内部的学生学习评价两部分。美国专业组织开展的教师教育认证由于标准的清晰性、人员的专业性、过程的规范性、结果的透明性,能够对教师教育专业及其课程起到重要的指导与监督作用。美国教师教育机构内的各门课程都非常重视对学生学习过程和结果的评价,作品评价、表现性评价和成长记录袋评价等评价策略得到广泛使用。这启发我们,应该重视对教师教育课程评价的研究并切实改进我们的评价实践。 相似文献