Enhanced Teacher Preparation Coming to You Live from the Teacher Learning Center!

2008 ◽  
Vol 45 (1) ◽  
pp. 26-31 ◽  
Author(s):  
Michelle Hovland ◽  
Cynthia Chandler
Keyword(s):  
Teacher Preparation ◽  
Teacher Learning ◽  
Learning Center

A Research Review of Literacy Tutoring and Mentoring in Initial Teacher Preparation: Toward Practices That Can Transform Teaching

2019 ◽  
Vol 51 (2) ◽  
pp. 233-251 ◽  
Author(s):  
James V. Hoffman ◽  
Natalie Svrcek ◽  
Catherine Lammert ◽  
Annie Daly-Lesch ◽  
Erica Steinitz ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Preservice Teacher ◽  
Teacher Learning ◽  
Selection Criteria ◽  
Research Review ◽  
Literacy Tutoring ◽  
Group Experiences ◽  
Hybrid Spaces ◽  
The One ◽  
Preservice Teacher Learning

Our goal through this literature review is to report and synthesize the findings from research into literacy tutoring and literacy mentoring in initial teacher preparation. We identified a total of 62 published articles that met our selection criteria. We identified four conceptual areas of focus to organize and represent our findings: (a) the structural and design features of the one-to-one or small-group experiences, (b) preservice teacher learning and growth within the tutorial/mentoring experience, (c) preservice teacher learning and growth beyond the tutorial/mentoring experience, and (d) mediating factors associated with preservice teacher growth. We discuss the challenges and promises for this line of research for transforming teacher preparation through the attention to third and hybrid spaces for mentoring experiences.

Using the Conceptual Change Model of Learning as an Analytic Tool in Researching Teacher Preparation for Student Diversity

2012 ◽  
Vol 114 (8) ◽  
pp. 1-35
Author(s):  
Douglas Larkin
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Conceptual Change ◽  
Teacher Learning ◽  
Theoretical Framework ◽  
Student Diversity ◽  
Change Model ◽  
Analytic Tool ◽  
Diverse Classrooms ◽  
Conceptual Change Model

Background/Context In regard to preparing prospective teachers for diverse classrooms, the agenda for teacher education research has been primarily concerned with identifying desired outcomes and promising strategies. Scholarship in multicultural education has been crucial for identifying the knowledge, skills, and attitudes needed by teachers to respond to student diversity in a morally and educationally sound manner. Less attention, however, has been paid to the theoretical mechanisms by which preservice and in-service teachers are presumed to change their minds about the meaning of diversity in their classrooms. Current efforts to prepare teachers for diverse classrooms are currently only loosely anchored in the now robust knowledge about how people learn. As a result, many of the strategies deployed by teacher educators toward this end would be greatly strengthened by a theory of conceptual change. Purpose/Objective/Research Question/Focus of Study The purpose of this article is to argue that drawing on the theory of conceptual change as commonly applied to learning in science classrooms is an appropriate and valuable framework for understanding how teachers change their ideas about the pedagogical implications of student diversity. After a description of two traditions of conceptual change learning, the Teaching for Conceptual Change model articulated by Peter Hewson, Michael Beeth, and Richard Thorley is deployed to analyze two different accounts of teacher learning. Research Design This research entails demonstrating the use of the conceptual change framework as an analytic tool for understanding teacher learning. Consequently, this article draws from two different sources of data for this purpose. The first consists of a text content analysis of the opening to Vivian Paley's book, White Teacher. The second uses data from an empirical qualitative study conducted by the author to examine the experiences of a preservice biology teacher over a semester of full-time student teaching. Conclusions/Recommendations The article concludes with a discussion on the conceptual change model as a theoretical framework with explanatory power and outlines the implications for teacher preparation efforts. This view of teacher learning promises a potentially fruitful theoretical framework for explaining those elements of teacher education for diversity that have already demonstrated their power, such as racial autobiographies, cross-cultural tutoring experiences, and various approaches to reflection that are employed in teacher education programs. By bringing the lens of conceptual change theory to examine these practices, we can understand more clearly why they appear to work in some cases and not in others. The conceptual change model of learning, however, suggests that dissatisfaction with one's current conceptions alone may be insufficient for learning. Teachers throughout the professional continuum commonly engage in reflection about their practice, and the present research suggests that the process of articulating and examining statements of these conceptions may represent a powerful tool for professional growth.

scholarly journals Building Argumentation Skills in the Biology Classroom

2021 ◽  
Vol 83 (2) ◽  
pp. 104-111
Author(s):  
Sheila A. Homburger ◽  
Dina Drits-Esser ◽  
Molly Malone ◽  
Louisa A. Stark
Keyword(s):  
High School Students ◽  
Teacher Learning ◽  
Science Learning ◽  
Field Testing ◽  
Learning Center ◽  
School Students ◽  
Argumentation Framework ◽  
Science Practices ◽  
Genetic Science ◽  
Student Skill

Arguing from evidence is one of eight key science practices in which students should engage. It is an essential component of science, yet students have difficulties with this practice. We describe a scaffolded claims-evidence-reasoning (CER) argumentation framework that is embedded within a new eight-week, freely available curriculum unit developed by the Genetic Science Learning Center – Evolution: DNA and the Unity of Life. The scaffold provides high school students with practice in both developing and evaluating written arguments. It is designed to incrementally build student skill week-by-week, starting with an introduction to the CER components of an argument, and ending with students evaluating data and constructing a supported written argument. We also present evaluation findings from field testing the argumentation scaffold in the context of the complete Evolution unit in dozens of classrooms. And we discuss how this integrated, scaffolded approach to argumentation influenced both student and teacher learning.

scholarly journals An activity theory approach toward teacher professional development at scale (TPD@Scale): A case study of a teacher learning center in Indonesia

2020 ◽  
Vol 21 (4) ◽  
pp. 525-538
Author(s):  
Cher Ping Lim ◽  
Juliana ◽  
Min Liang
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Activity Theory ◽  
Information And Communication Technologies ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Theory Approach ◽  
Learning Center ◽  
Teacher Professional

AbstractContinuous teacher professional development (TPD) ensures that teachers have the capacity to continually plan and implement quality teaching and learning that supports students in achieving their expected program/course learning outcomes. However, teachers’ access to quality TPD is a challenge due to geographical limitations, gender, special needs, marginalized communities, and the government’s policies, or lack of policies, regarding teachers. There are tensions between quality and equity, and cost implications that may hinder the scaling up of quality TPD programs. This paper adopts an activity theory approach to examine how a teacher learning center (TLC) in a regency of Indonesia enhances teachers’ access to quality TPD. The findings reveal that teachers learn in the TLC through different TPD activities. Information and Communication Technologies (ICT) are found to mediate the professional learning activities, learning resources, learning support, and assessments in the TLC. Furthermore, three key stakeholders—the local government, teacher working groups, and school principals—play significant roles in supporting teachers’ professional learning in the TLC.

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