Relevant bibliographies by topics / Teacher preparation

Academic literature on the topic 'Teacher preparation'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Teacher preparation"

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Napolitan, Kate, John Traynor, Deborah Tully, Joanne Carney, Susan Donnelly, and Leslie Rupert Herrenkohl. "Toward Teacher Preparation 3.0." Teachers College Record: The Voice of Scholarship in Education 121, no. 12 (December 2019): 1–44. http://dx.doi.org/10.1177/016146811912101206.

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Background/Context The literature review (Phelps, this issue) outlines tensions that can come about in partnerships and collaborations between P–12 schools and teacher education. With these challenges as part of the context, the authors of this article describe the particular moves that school-based and community partners working with four teacher education programs made to prepare preservice teachers who are better oriented toward students, their families, and communities as part of a legislative initiative. Purpose/Objective/Research Question/Focus of Study This article presents three cases of how four teacher education programs, in collaboration with partners, moved toward a more democratic model of teacher education as part of a legislative initiative in Washington state. Aspects of community teaching were central in each of the collaborations. Teacher education programs included in this article saw the moves they were making as working toward what Zeichner refers to as Teacher Preparation 3.0. Research Design This article employed qualitative methods. Conclusions/Recommendations In summary, all three cases included in this article imply that the development of community teachers actively engaged in community schools is as important to teacher preparation as it is to the success and well-being of the students, teachers, and families they serve. Therefore, the authors believe that further quantitative and qualitative exploration of the intersection between these two concepts, community schools and community teachers, is critical to the field of preservice teacher education. If universities wish to establish an equity-pedagogy characteristic of Teacher Preparation 3.0, they need to authentically partner with schools and communities to engage in contextually meaningful practices. By making long-term commitments to working respectfully, responsively, and in mutually beneficial ways with communities, families, schools, and districts, university teacher preparation programs can help make high-quality community schools available for all children.
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Hawk, Parmalee P., and Mary W. Schmidt. "Teacher Preparation." Journal of Teacher Education 40, no. 5 (September 1989): 53–58. http://dx.doi.org/10.1177/002248718904000508.

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Cruickshank *, Ken. "Towards diversity in teacher education: teacher preparation of immigrant teachers." European Journal of Teacher Education 27, no. 2 (June 2004): 125–38. http://dx.doi.org/10.1080/0261976042000223006.

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Arnstine, Barbara. "Rational and Caring Teachers: Reconstructing Teacher Preparation." Teachers College Record: The Voice of Scholarship in Education 92, no. 2 (December 1990): 230–47. http://dx.doi.org/10.1177/016146819009200207.

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Koedel, Cory, Eric Parsons, Michael Podgursky, and Mark Ehlert. "Teacher Preparation Programs and Teacher Quality: Are There Real Differences Across Programs?" Education Finance and Policy 10, no. 4 (October 2015): 508–34. http://dx.doi.org/10.1162/edfp_a_00172.

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We compare teacher preparation programs in Missouri based on the effectiveness of their graduates in the classroom. The differences in effectiveness between teachers from different preparation programs are much smaller than has been suggested in previous work. In fact, virtually all of the variation in teacher effectiveness comes from within-program differences between teachers. Prior research has overstated differences in teacher performance across preparation programs by failing to properly account for teacher sampling.
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Kurth, Jennifer, and Jean Ann Foley. "Reframing Teacher Education: Preparing Teachers for Inclusive Education." Inclusion 2, no. 4 (December 1, 2014): 286–300. http://dx.doi.org/10.1352/2326-6988-2.4.286.

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Abstract Inclusive education is increasingly common in K-12 schools, yet teacher preparation for inclusive education has been lagging. In the present study, interviews of teacher candidates, mentor teachers, university faculty, and fieldwork supervisors were completed to determine experiences of, and preparation for, inclusive education. Results indicate that teacher candidates received very mixed, and often contradictory, messages about inclusive education in their coursework and fieldwork experiences. Recommendations for building capacity for inclusive fieldwork and inclusive teacher preparation are proposed. Further, the need for teacher educators to reframe teacher preparation, from the traditional model of preparing teachers for largely segregated roles to providing the skills and techniques necessary for working and succeeding in inclusive settings, is discussed.
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Bilal, Muhammad, and Syed Asad Abbas Rizvi. "Multicultural Teacher Preparation in Practice: A Hermeneutical Disposition." European Scientific Journal, ESJ 12, no. 31 (November 30, 2016): 233. http://dx.doi.org/10.19044/esj.2016.v12n31p233.

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It is a fact that learning to teach is basically a social and practical activity that is supported and informed by theoretical reflections. Field experience and realities should be the core component of any teacher preparation program. That is why, most of the teacher education programs based on theory into practice model. The main aim of this research is not to reject this model, but to sketch out an alternative way of teacher preparation that is based upon teacher’s own context and socio cultural settings or in other words teacher preparation must be organized Hermeneutically. The hermeneutical approach of Hans-Georg Gadamer, is not only of philosophical importance but contains practical implications also. The concepts of understanding, interpretation and application are the core concepts of teacher preparation. In contrast to adopting an entire theory as the guiding principle to the whole content and practice of teacher preparation courses, this research argue for the focus to be on inculcating a hermeneutic disposition in all teachers preparation programs and courses. Hermeneutics is basic to human interaction, especially in dealing with student-teachers belongs to diverse socio-cultural settings or multicultural environment. The main argument or focus of this research is that it is necessary that the teacher preparation programs must be consider the problem of multiculturalism (inter and intra cultural). Multicultural Teacher Preparation (MTP) or hermeneutical mode of teacher preparation plays an important role in the preparation of teachers. It will be helpful for teachers to develop a deep level understanding of students needs belongs to various backgrounds and perspectives, not through applying a predetermined model of classroom activities, but through helping future teachers to recognize their own prejudices and how these help to determine their understandings of diversity in their future classrooms. Developing a hermeneutic disposition in teachers training facilitates and enrich experience of future teachers. A mixed method design was used to conduct the study.
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Moores, Donald F. "Editorial: Teacher Preparation." American Annals of the Deaf 148, no. 3 (2003): 211–12. http://dx.doi.org/10.1353/aad.2003.0022.

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Borowiec, Jonathan B., and Robert K. James. "Science Teacher Preparation." Clearing House: A Journal of Educational Strategies, Issues and Ideas 73, no. 5 (May 2000): 252–53. http://dx.doi.org/10.1080/00098650009600963.

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Wilson, Suzanne M., Robert E. Floden, and Joan Ferrini-Mundy. "Teacher Preparation Research." Journal of Teacher Education 53, no. 3 (May 2002): 190–204. http://dx.doi.org/10.1177/0022487102053003002.

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Dissertations / Theses on the topic "Teacher preparation"

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Grudnoff, Alexandra Barbara. "Becoming a Teacher: An Investigation of the Transition from Student Teacher to Teacher." The University of Waikato, 2007. http://hdl.handle.net/10289/2647.

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This thesis seeks to gain greater knowledge of the process of transition and development that beginning primary teachers undergo over their first year of teaching. The research focus is on investigating and understanding this process from the standpoint of the beginning teacher. Of particular interest is an examination of how the teacher preparation programme, contextual features of the school, and participants' own beliefs and biographies influence and impact on their transition to teaching and their professional and identity development as first year teachers. This longitudinal study takes an interpretive approach to investigate the first year teaching experiences of 12 beginning teachers in 11 primary schools. The qualitative methodology used in this thesis shares characteristics with a case study approach and utilizes procedures associated with grounded theory. Data were gathered systematically over a year by way of 48 semi-structured, individual interviews, two focus group interviews, and 48 questionnaires, supplemented by field notes. The collected data were analyzed, coded, and categorized, and explanations and theory that emerged from this process were grounded in the data. The findings of this study have three broad sets of implications for the education and induction of beginning teachers. Firstly, they question the role that practicum plays in the transition from student to teacher. The findings suggest that the practicum component of teacher preparation programmes should be re-conceptualized and redesigned to provide authentic opportunities for student teachers to be exposed to the full range of work demands and complexity that they will encounter as beginning teachers. Secondly, becoming a successful teacher appears to depend on the quality of the school's professional and social relationships, particularly in terms of the frequency and type of formal and informal interactions that ii beginning teachers have with colleagues. While the major source of satisfaction and self-esteem came from seeing the children whom they taught achieving socially and academically, the beginning teachers also had a strong need for affiliation, which was enabled through positive, structured interactions and relationships with colleagues. The study also indicates that employment status influences the way that the beginning teachers view their work and themselves as teachers, with those in relieving positions displaying greater variability in terms of emotional reactions and a sense of professional confidence than those employed in permanent positions. The third set of implications relate to beginning teacher induction. The study points to variability in the quality of induction experiences and challenges policy makers and principals to ensure that all beginning teachers are provided with sound and systematic advice and guidance programmes which are necessary for their learning and development. While the study confirms the critical role played by tutor teachers in beginning teacher induction, it suggests that the focus is on emotional and practical support rather than on educative mentoring to enhance new teachers' thinking and practice. This thesis provides a comprehensive and nuanced view of how beginning to teach is experienced and interpreted. It paints a complex picture of the relationship between biography, beliefs, preparation, and context in the process of learning to teach. The study contributes to the literature on the education of beginning teachers. It highlights the need for developing a shared understanding amongst policy makers, teacher educators, and schools regarding the multiplicity and complexity of factors that influence the transition and development of beginning teachers.
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Lockman, Alison Schirmer. "Changes in teacher efficacy and beliefs during a one-year teacher preparation program." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1163188044.

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Niess, Margaret. "Mathematics Teacher TPACK Standards and Revising Teacher Preparation." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80742.

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What knowledge do teachers need for integrating appropriate digital technologies in teaching mathematics? An overarching construct called TPACK is proposed as the interconnection and intersection of knowledge among technology, pedagogy, and content and is referred to as the total knowledge package for teaching mathematics with technology. Five stages in the process of developing TPACK - recognizing, accepting, adapting, exploring, and adapting – describe the process of teachers’ learning to integrate technology. Teachers learn to teach mathematics from their own learning – K-12 mathematics - collegiate mathematics coursework, teacher preparation program, field experiences and professional development as they teach mathematics. The challenge is to identify appropriate experiences to guide this integration of technology in teaching mathematics in ways that develop TPACK. A framework for these experiences directs attention to emergent social and psychological perspectives.
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Travers, Karen Ann. "Elementary Pre-service Science Teacher Preparation: Contributions During the Methods Semester." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194976.

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The purpose of this study was to better understand the nature of the contribution of the mentor teacher and the methods instructor in the development of professional knowledge of pre-service teachers (PSTs) to teach elementary science. The PSTs' conceptions of teaching science were also explored to see if there were changes in their ideas about teaching science and what influenced these changes during the methods semester of a field-based elementary teacher preparation program. Specifically, this study examined the perceptions of the PSTs regarding the nature of mentorship that they received for the teaching of elementary science. Participants were 144 PSTs from five field-based elementary methods sites, their mentor teachers, and their methods instructor from a university program in a large urban area. Of interest in this study was examining the extent to which PSTs actually observed science teaching in their mentor teachers' classrooms during the methods semester. Analysis of an end-of-semester survey revealed that more than one-third of the PSTs never observed their mentor elementary teachers teach science. On an encouraging note, 62% of PSTs who observed at least some science teaching reported that they perceived their teachers as modeling inquiry science teaching strategies. Regarding the perceived quality of mentor support for learning to teach science, more than 90% of PSTs reported that they felt supported by mentor teachers in their growth of science teaching even if the mentor teachers did not incorporate science lessons into their school day. In addition, half of the PSTs' conceptions of teaching science changed over the methods semester, with the methods course and the elementary classroom as the two most influential factors.
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Rodoni-Wilson, Felicia Anne-Marie. "The connection between teacher preparation and the retention of beginning teachers." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2497.

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Over two million new K–12 teachers will be employed in the United States over this decade. Current conservative estimates state that close to thirty percent of new teachers hired to fill these positions will leave the teaching profession within the first three years. This study was designed to obtain current information about accredited teacher credentialing institutions with regards to how they affect teacher longevity in the teaching profession. Utilizing current research as a guide for determining what is needed to bolster the new teacher's ability to cope with the demands of the classroom, this research polled credentialing institutions in the state of California to determine if the elements existed within their programs. This study then presented the findings from the researcher created survey, the review of course catalogues, and follow-up interviews conducted for clarification. This research found that while ninety percent of the responses from the returned surveys agreed that teacher preparation programs do have a responsibility to affect teacher retention there are elements within all current programs surveyed that are missing.
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Sharp, L. Kathryn. "Building a Better Teacher: Teacher Preparation at a Crossroad." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4268.

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Pedro, Joan Yvonne. "Reflection in Teacher Education: Exploring Pre-Service Teachers' Meanings of Reflective Practice." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/28196.

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This qualitative interpretive study explored how five pre-service teachers constructed meaning of reflection, and how these meanings informed their practice. The purpose of this research was to better understand reflective practice in teacher preparation. The theories on reflective practice by Dewey (1933), Schon (1983, 1987), and van Manen (1977) guided this study. This research incorporated the historical and institutional contexts of the study, and applied a symbolic interaction theoretical and analytical framework (Denzin, 1978, Prus, 1996). The interpretations of the pre-service teachers' conceptions and understandings of reflective practice were captured through the transcriptions and analysis of interviews, and through the examination of the pre-service teachers' reflection journals. Participant-observations were recorded in field notes and serve to inform the social context of the study, as well as to provide portraits of the pre-service teachers, and to verify their responses. Themes were derived from the data and categorized within the symbolic interaction social processes of acquiring perspectives, achieving individuality, experiencing relationships, situating the act, and the act of reflection (Prus, 1996). The research questions were answered as I interpreted the meanings that these pre-service teachers attached to reflection, as well as the process, context and content of their reflective practice (Calderhead, 1989). I derived thirteen themes from the data that highlighted how the pre-service teachers interpreted and practiced reflection in this teacher preparation program. The themes were: (1) defining reflection; (2) questioning as reflection; (3) gaining opportunities for reflection; (4) Defining reflection from self and significant others; (5) looking back on action; (6) reflection is based on personal beliefs, and educational theory; (7) encountering professors; (8) encountering mentors; (9) encountering cooperating teachers; (10) self-reflections; (11) verbal reflections; (12) written reflections; and (13) content of reflection. The study resulted in an interpretation of the pre-service teachers' views of reflective practice as they experienced it in the teacher preparation program that they felt gave them many opportunities for reflection. The findings indicated that the pre-service teachers had a general understanding of reflection. They practiced technical and interpretive levels of reflection in different contexts. The findings of the study implied that pre-service teachers understood and learned to reflect through courses and field activities. The findings also raised questions about the necessity of extensive writing requirements in reflection. This study has implications for the ways in which pre-service teachers learn about reflection, and may be useful for teacher educators who prepare reflective practitioners.
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Diaz, Zulmaris. "Recruitment and retention of bilingual/ESL teacher candidates in teacher preparation programs in Texas." Texas A&M University, 2004. http://hdl.handle.net/1969.1/3054.

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The demographics of the United States are rapidly changing, resulting in an increasingly diverse student population. Public school personnel must contend with the fact that a large number of students have limited English proficiency. These students deserve a quality education, yet often face impediments within the school system that hinder their academic progress. One means of helping English language learners is to offer bilingual or English as Second Language (ESL) instruction. Indeed, the demand for bilingual/ESL teachers is greater than the current supply. Teacher preparation programs have recognized this fact and have taken actions to increase the number of students attaining bilingual/ESL degrees and/or certifications. This study examines what strategies institutions of higher education in Texas are utilizing to recruit and retain bilingual/ESL teacher candidates. It also considers to what extent these institutions are effectively preparing their students to face linguistic issues in their future classrooms. Finally, the study describes the institutions of higher education in Texas that attract the highest number of bilingual/ESL teacher candidates and identifies the key factors in their successful efforts. The researcher used a combination of quantitative and qualitative methods to address the research questions. Data was generated via an electronically mailed questionnaire, sent to forty Deans or administrators of teacher preparation programs in Texas that offer bilingual and/or ESL education; thirty five of them responded. Descriptive statistic methods, including frequency counts, percentages, crosstabulation, and logistic regression, were used to analyzed the data. Information obtained from openended questions was checked for the recurrence of common themes. Five administrators at high enrollment institutions participated in follow-up interviews in order to provide more in-depth information. Findings from the study indicated that institutional commitment and funding levels were associated with high enrollments and with higher student scores on state-mandated bilingual and ESL certification exams. Recommendations include: making the programs a priority, expanding recruitment efforts, expanded advertising of programs and establishing university/public school liaisons. Bilingual/ESL student organizations, offering scholarships and financial advising, and establishing student/faculty mentoring programs should be used to assist teacher candidates during their academic careers so that they will be effective teachers when they graduate.
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Chang, Yueh-hsia. "The Pedagogical Content Knowledge of Teacher Educators: A Case Study in a Democratic Teacher Preparation Program." Ohio University / OhioLINK, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1122493565.

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Kieninger, Katherine. "Examining Social Studies Teacher Candidates' Economic Pedagogical Content Knowledge." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627310475354062.

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Books on the topic "Teacher preparation"

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Harding, Edith W. Teacher preparation and development. Olympia, Wash. (110 Fifth Ave., Suite 214, PO Box 40999, Olympia, 98504-0999): Washington State Institute for Public Policy, 1999.

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Harding, Edith W. Teacher preparation and development. Olympia, Wash. (110 Fifth Ave., Suite 214, PO Box 40999, Olympia, 98504-0999): Washington State Institute for Public Policy, 1999.

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Hollins, Etta R., and Connor K. Warner. Rethinking Teacher Preparation Program Design. New York, N.Y. : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003150633.

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Lavoie, Derrick R., and Wolff-Michael Roth, eds. Models of Science Teacher Preparation. Dordrecht: Kluwer Academic Publishers, 2002. http://dx.doi.org/10.1007/0-306-47230-9.

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Goeke, Jennifer L., Katherine J. Mitchem, and Kalie R. Kossar, eds. Redesigning special education teacher preparation. New York, NY: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315518459.

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How teachers learn: An educational psychology of teacher preparation. New York: Peter Lang, 2010.

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Tabs, E. D. Teacher preparation and professional development: 2000. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 2001.

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Parsad, Basmat. Teacher preparation and professional development: 2000. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 2001.

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Parsad, Basmat. Teacher preparation and professional development, 2000. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 2001.

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Learning, Alberta Alberta. Mathematics preparation 10: Teacher resource manual. [Edmonton, Alta,?]: Alberta Learning, Learning and Teaching Resources Branch, 2000.

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Book chapters on the topic "Teacher preparation"

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Martinez, Jaime E. "Teacher Preparation." In A Performatory Approach to Teaching, Learning and Technology, 89–96. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-666-3_8.

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Kumm, Skip, Gina Braun, Christerralyn Brown, and Samantha Walte. "Teacher Preparation." In Developing Teacher Leaders in Special Education, 1–16. New York, NY : Routledge, 2020. | Series: Routledge eye on education.: Routledge, 2020. http://dx.doi.org/10.4324/9780367814939-1.

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Rodwell, Grant. "Teachers, universities and teacher preparation." In Risk Society and School Educational Policy, 178–97. First edition. | Abingdon, Oxon ; New York : Routledge, 2018. | Series: Routledge research in education policy and politics: Routledge, 2018. http://dx.doi.org/10.4324/9780429444036-9.

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Scribner, Sara, and George Theoharis. "Inclusive Teacher Preparation." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_198-1.

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Borman, Kathryn M., Elaine Mueninghoff, Bridget A. Cotner, and Phyllis Bach Frederick. "Teacher Preparation Programs." In International Handbook of Research on Teachers and Teaching, 123–40. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-73317-3_8.

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Scribner, Sara, and George Theoharis. "Inclusive Teacher Preparation." In Encyclopedia of Teacher Education, 826–30. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_198.

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Taha-Resnick, Adria. "Storying Teacher Preparation." In Making Space for Storied Leadership in Higher Education, 39–51. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4157-2_3.

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Cullum, Bronwen. "Thorough preparation." In Being a Primary Teacher, 39–48. Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429298561-6.

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Jong, Ester. "Infusing ELL Preparation into Initial Teacher Preparation." In Superdiversity and Teacher Education, 203–17. New York, NY : Routledge Taylor & Francis, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003038887-13.

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Hollins, Etta R., and Connor K. Warner. "Academically Based Teacher Preparation." In Rethinking Teacher Preparation Program Design, 1–16. New York, N.Y. : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003150633-1.

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Conference papers on the topic "Teacher preparation"

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Wilson, Suzanne M., and Shannon L. Kelley. "Landscape of Teacher Preparation Programs and Teacher Candidates." In Evaluating and Improving Teacher Preparation Programs. National Academy of Education, 2022. http://dx.doi.org/10.31094/2021/3/4.

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Cochran-Smith, Marilyn, and Emilie Reagan. "“Best Practices” for Evaluating Teacher Preparation Programs." In Evaluating and Improving Teacher Preparation Programs. National Academy of Education, 2021. http://dx.doi.org/10.31094/2021/3/2.

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Sato, Mistilina, and Jane Abbiss. "International Insights on Evaluating Teacher Education Programs." In Evaluating and Improving Teacher Preparation Programs. National Academy of Education, 2021. http://dx.doi.org/10.31094/2021/3/7.

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Ronfeldt, Matthew. "Links Among Teacher Preparation, Retention, and Teaching Effectiveness." In Evaluating and Improving Teacher Preparation Programs. National Academy of Education, 2021. http://dx.doi.org/10.31094/2021/3/1.

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Peck, Charles A., and Wenqi Zhang. "Using Teaching Performance Assessments for Program Evaluation and Improvement in Teacher Education." In Evaluating and Improving Teacher Preparation Programs. National Academy of Education, 2021. http://dx.doi.org/10.31094/2021/3/3.

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Hollins, Etta R., and Connor K. Warner. "Evaluation of Clinical Component of Teacher Education Programs." In Evaluating and Improving Teacher Preparation Programs. National Academy of Education, 2021. http://dx.doi.org/10.31094/2021/3/6.

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Hood, Stafford L., Mary E. Dilworth, and Constance A. Lindsay. "Landscape of Teacher Preparation Program Evaluation Policies and Progress." In Evaluating and Improving Teacher Preparation Programs. National Academy of Education, 2022. http://dx.doi.org/10.31094/2021/3/5.

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Wojcikiewicz, Steven K., and Susan Kemper Patrick. "The Evolution of Accreditation as Professional Quality Assurance in Teacher Preparation." In Evaluating and Improving Teacher Preparation Programs. National Academy of Education, 2022. http://dx.doi.org/10.31094/2021/3/8.

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Laats, Eveli. "Novice Teachers’ Satisfaction with Teacher Preparation and Recommendations for Improving Teacher Training." In 3rd International Conference on Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.icetl.2020.02.29.

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Strassenburg, Arnold A. "Changes in teacher preparation practices." In AIP Conference Proceedings Volume 173. AIP, 1988. http://dx.doi.org/10.1063/1.37550.

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Reports on the topic "Teacher preparation"

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Boyd, Donald, Pamela Grossman, Hamilton Lankford, Susanna Loeb, and James Wyckoff. Teacher Preparation and Student Achievement. Cambridge, MA: National Bureau of Economic Research, September 2008. http://dx.doi.org/10.3386/w14314.

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Filmer, Deon, Vatsal Nahata, and Shwetlena Sabarwal. Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/084.

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This paper uses machine learning methods to identify key predictors of teacher effectiveness, proxied by student learning gains linked to a teacher over an academic year. Conditional inference forests and the least absolute shrinkage and selection operator are applied to matched student-teacher data for Math and Kiswahili from Grades 2 and 3 in 392 schools across Tanzania. These two machine learning methods produce consistent results and outperform standard ordinary least squares in out-of-sample prediction by 14-24 percent. As in previous research, commonly used teacher covariates like teacher gender, education, experience, and so forth are not good predictors of teacher effectiveness. Instead, teacher practice (what teachers do, measured through classroom observations and student surveys) and teacher beliefs (measured through teacher surveys) emerge as much more important. Overall, teacher covariates are stronger predictors of teacher effectiveness in Math than in Kiswahili. Teacher beliefs that they can help disadvantaged and struggling students learn (for Math) and they have good relationships within schools (for Kiswahili), teacher practice of providing written feedback and reviewing key concepts at the end of class (for Math), and spending extra time with struggling students (for Kiswahili) are highly predictive of teacher effectiveness, as is teacher preparation on how to teach foundational topics (for both Math and Kiswahili). These results demonstrate the need to pay more systematic attention to teacher preparation, practice, and beliefs in teacher research and policy.
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Robinson, Natasha Robinson, Nick Taylor Taylor, and Roger Deacon Deacon. Secondary Level Teacher Education in Sub-Saharan Africa Teacher Preparation and Support Overview Report. Toronto, Ontario Canada: Mastercard Foundation, March 2019. http://dx.doi.org/10.15868/socialsector.36805.

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Papay, John, Martin West, Jon Fullerton, and Thomas Kane. Does Practice-Based Teacher Preparation Increase Student Achievement? Early Evidence from the Boston Teacher Residency. Cambridge, MA: National Bureau of Economic Research, December 2011. http://dx.doi.org/10.3386/w17646.

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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying policy recommendations for state and local levels as well as for institutions of higher education policies and practice in this statewide “new ecology of biliteracy”: (1) data collection and reporting on bilingual teacher demographics and authorization; (2) increased quality of fieldwork and clinical experiences for future bilingual teachers; (3) increased funding for bilingual teacher preparation programs to diversity pipelines into bilingual education preparation programs, recruitment, support, and program completion; and (4) differentiated professional development experiences for beginning bilingual teachers including mentoring, learning communities, and cross-departmental teams.
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Bland, Jennifer A., Steven W. Wojcikiewicz, Linda Darling-Hammond, and Wesley Wei. Strengthening Pathways Into the Teaching Profession in Texas: Challenges and Opportunities. Learning Policy Institute, February 2023. http://dx.doi.org/10.54300/957.902.

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Systemic challenges for the Texas teacher workforce result from a large yearly demand for new teachers, exacerbated by high and climbing teacher attrition rates. As a result of these challenges, a large majority of new teachers are now hired before they complete preparation. Assigned disproportionately to students from low-income families and students of color, these less-prepared teachers are demonstrably less effective and less likely to stay than fully prepared teachers, stimulating further shortages. This study examines these conditions; describes the substantial work underway in Texas to address teacher shortages and stabilize the teacher workforce; and synthesizes evidence about policy interventions that can help address the key factors influencing workforce stability. These include investing in high-quality preparation models; reducing financial barriers to entry for teacher candidates; increasing teacher compensation; supporting improvements to teacher induction and working conditions; and improving state educator workforce data.
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Ingersoll, Richard. A Comparative Study of Teacher Preparation and Qualifications in Six Nations. Consortium for Policy Research in Education, January 2007. http://dx.doi.org/10.12698/cpre.2007.6nationsrr.

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Ingersoll, Richard. A Comparative Study of Teacher Preparation and Qualifications in Six Nations. Consortium for Policy Research in Education, February 2007. http://dx.doi.org/10.12698/cpre.2007.rb47.

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10

Robinson, Natasha Robinson, and Nick Taylor Taylor. Secondary Education in Sub-Saharan Africa Teacher Preparation and Support Literature Review. Toronto, Ontario Canada: Mastercard Foundation, March 2019. http://dx.doi.org/10.15868/socialsector.36806.

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