Moving Beyond Four Walls

2011 ◽  
pp. 370-400 ◽  
Author(s):  
Tina L. Heafner ◽  
Teresa Petty ◽  
Richard Hartshorne
Keyword(s):  
Teacher Preparation ◽  
Social Studies ◽  
Student Teaching ◽  
Video Conferencing ◽  
Social Studies Methods ◽  
Face To Face ◽  
Lateral Entry ◽  
Qualitative Research Study ◽  
Remote Observation ◽  
Licensure Programs

In this qualitative research study, the authors explore the use of the Remote Observation of Graduate Interns (ROGI) as a tool for expanding online instruction for teacher licensure programs. Data are presented evaluating the differences between remote (synchronous) and face to face observational processes for a social studies lateral entry teacher, a student teaching social studies graduate intern, a social studies methods instructor, and a generalist. Through their rich, thick descriptions of the data, they conclude that remote and face to face observations are not equivalent methods; however, they are comparable and thus interchangeable, providing an innovative alternative for addressing constraints of traditional observation processes and shrinking operational budgets. Finally, the authors describe how ROGI moved learning and assessment beyond four walls and the potential ROGI offers in redefining teacher preparation using a multimedia video conferencing platform.

Using Mobile Technology for Student Teaching Observations of Special Education Candidates

2015 ◽  
pp. 114-127
Author(s):  
Josh Harrower ◽  
Cathi Draper Rodríguez
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Student Teaching ◽  
Mobile Technology ◽  
Video Conferencing ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
Pre Service Teacher

Student teacher supervision has been an important part of teacher preparation almost since the inception of teacher education programs. The goal of this type of supervision is to strengthen the skills of the pre-service teacher. Providing this type of observation can be difficult for teacher preparation programs and university faculty. Many factors, including large numbers of students in teacher education programs and student placements in remote schools, contribute to this. In order to make the most effective use of faculty and pre-service teacher time, other options for providing this support need to be explored. The rapidly developing field of mobile technology (e.g., iPads, iPhones, Smart Phones) can be used to facilitate student teaching observations. This chapter discusses how teacher preparation programs can implement candidate field supervision using video conferencing via mobile technology to increase the ability to conduct observations in schools and in a more efficient manner. It also explores the security of video conferencing applications and the issues related to using video conferencing in special education classrooms, where student confidentiality is heightened.

Using Mobile Technology for Student Teaching Observations of Special Education Candidates

2016 ◽  
pp. 726-739
Author(s):  
Josh Harrower ◽  
Cathi Draper Rodríguez
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Student Teaching ◽  
Mobile Technology ◽  
Video Conferencing ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
Pre Service Teacher

Student teacher supervision has been an important part of teacher preparation almost since the inception of teacher education programs. The goal of this type of supervision is to strengthen the skills of the pre-service teacher. Providing this type of observation can be difficult for teacher preparation programs and university faculty. Many factors, including large numbers of students in teacher education programs and student placements in remote schools, contribute to this. In order to make the most effective use of faculty and pre-service teacher time, other options for providing this support need to be explored. The rapidly developing field of mobile technology (e.g., iPads, iPhones, Smart Phones) can be used to facilitate student teaching observations. This chapter discusses how teacher preparation programs can implement candidate field supervision using video conferencing via mobile technology to increase the ability to conduct observations in schools and in a more efficient manner. It also explores the security of video conferencing applications and the issues related to using video conferencing in special education classrooms, where student confidentiality is heightened.

Multimodality in the Preparation of Teachers of the Social Studies

2016 ◽  
pp. 1501-1536
Author(s):  
Margaret E. Bérci
Keyword(s):  
Social Studies ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Methods Course ◽  
Social Studies Methods ◽  
Web Based ◽  
Education Practice ◽  
Face To Face ◽  
The Social ◽  
Study Process

The chapter outlines a project designed to address the challenges in developing and delivering the Social Studies methods course. The knowledge base represents a symbiotic integration of selected philosophical, theoretical, and methodological ideas. Specifically, it reports on two pilot courses that integrate online, traditional face-to-face, and Web-based formats. The project scaffolds the resulting weave with the Case Study process for Problem-Based Learning. This integration advances teacher education practice and facilitates the development of teacher candidates' democratic understanding of the issues surrounding the teaching and learning of Social Studies. It demonstrates the usefulness of multimodality in Education.

Multimodality in the Preparation of Teachers of the Social Studies

2014 ◽  
pp. 128-163
Author(s):  
Margaret E. Bérci
Keyword(s):  
Social Studies ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Methods Course ◽  
Social Studies Methods ◽  
Web Based ◽  
Education Practice ◽  
Face To Face ◽  
The Social ◽  
Study Process

The chapter outlines a project designed to address the challenges in developing and delivering the Social Studies methods course. The knowledge base represents a symbiotic integration of selected philosophical, theoretical, and methodological ideas. Specifically, it reports on two pilot courses that integrate online, traditional face-to-face, and Web-based formats. The project scaffolds the resulting weave with the Case Study process for Problem-Based Learning. This integration advances teacher education practice and facilitates the development of teacher candidates' democratic understanding of the issues surrounding the teaching and learning of Social Studies. It demonstrates the usefulness of multimodality in Education.

Synergistic Teacher Preparation

2017 ◽  
pp. 345-367
Author(s):  
Tracy J. Goodson-Espy ◽  
Tracie McLemore Salinas
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Rural School ◽  
Rural School Districts ◽  
Institutional Barriers ◽  
Face To Face ◽  
Lateral Entry ◽  
Barriers To Change ◽  
Scholarship Program ◽  
Synergistic Relationships

Rural schools face unique challenges in recruiting well-trained STEM teachers for grades 6-12. Working with teacher education institutions, rural school districts can inform pathways to teacher licensure and therefore assist in crafting ones that better align to rural contexts. This chapter explores synergistic relationships among various STEM teacher pathways including graduate certificates in STEM education, the Robert Noyce scholarship program, licensure-only and lateral entry programs, and online vs. face-to-face teacher pathways. Institutional barriers to change in teacher education and ways of overcoming these challenges are also described.

Shopping carts and apple tarts

2009 ◽  
Vol 16 (3) ◽  
pp. 150-153
Author(s):  
Lewis H. Walker ◽  
Lynn S. Waldron
Keyword(s):  
Preservice Teachers ◽  
South Carolina ◽  
Teacher Preparation ◽  
Social Studies ◽  
Language Arts ◽  
Student Teaching ◽  
Natural Science ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
School Classroom

Typical of many teacher preparation programs, the preservice teachers at Lander University in Greenwood, South Carolina, engage in a number of field experiences prior to their extended student teaching. During the field experience that immediately precedes student teaching, each preservice teacher spends fifty hours working with students in a single classroom. In preparation for this experience, the preservice teachers develop and design ten-day units centering on social studies that integrate mathematics, language arts, natural science, health, and the creative and kinesthetic arts. One requirement of designing the unit is to include at least two integrated lessons involving mathematics in which the classroom students operate outside the school classroom.

The Special Education Teacher Pipeline: Teacher Preparation, Workforce Entry, and Retention

2021 ◽  
pp. 001440292110101
Author(s):  
Roddy J. Theobald ◽  
Dan D. Goldhaber ◽  
Natsumi Naito ◽  
Marcy L. Stein
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
General Education ◽  
Student Teaching ◽  
Early Career ◽  
Special Education Teacher ◽  
Teacher Education Programs ◽  
Education Teacher ◽  
General Education Setting ◽  
Licensure Programs

We used data on the student teaching placements, degrees, teaching credentials, and workforce outcomes of more than 1,300 graduates of special education teacher education programs in Washington to provide a descriptive portrait of specific measures of special education teacher preparation and their relationships with workforce entry and early-career retention. Although rates of workforce entry and retention for these special education candidates were high, we documented considerably lower rates of entry into and retention in special education teaching positions for candidates who hold a dual endorsement in special education and another subject. These patterns have potential implications for the state’s new dual-endorsement requirement and for dual-licensure programs more broadly. Student teaching with a cooperating teacher who is endorsed in special education was also associated with a higher likelihood of becoming a special education teacher, even when controlling for whether the placement was in a special or general education setting.

A Rational and Manageable Value-Added Model for Teacher Preparation Programs

2016 ◽  
Vol 32 (5) ◽  
pp. 728-750 ◽  
Author(s):  
Michael P. Brady ◽  
Katie Miller ◽  
Jazarae McCormick ◽  
Lawrence A. Heiser
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Value Added ◽  
Teacher Preparation Programs ◽  
Full Time ◽  
Preparation Programs ◽  
Grade Point ◽  
Value Added Model ◽  
K 12

Educators struggle with “value-added” teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates’ lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates’ grade point averages (GPAs). Results indicated that teacher candidates’ lessons are a viable value-added model (VAM) alternative for TPPs.

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