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Journal articles on the topic 'Teacher preparation'

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Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

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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2

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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3

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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4

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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5

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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8

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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9

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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10

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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11

Elliott, Raymond N., Hazel B. Cobb, Ann R. Powers, and Debra Voltz. "Generic Teacher Preparation." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 14, no. 2 (April 1991): 140–43. http://dx.doi.org/10.1177/088840649101400210.

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12

Bastian, Kevin C., and Julie T. Marks. "Connecting Teacher Preparation to Teacher Induction." American Educational Research Journal 54, no. 2 (February 2, 2017): 360–94. http://dx.doi.org/10.3102/0002831217690517.

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13

Boyd, Donald J., Pamela L. Grossman, Hamilton Lankford, Susanna Loeb, and James Wyckoff. "Teacher Preparation and Student Achievement." Educational Evaluation and Policy Analysis 31, no. 4 (December 2009): 416–40. http://dx.doi.org/10.3102/0162373709353129.

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There are fierce debates over the best way to prepare teachers. Some argue that easing entry into teaching is necessary to attract strong candidates, whereas others argue that investing in high quality teacher preparation is the most promising approach. Most agree, however, that we lack a strong research basis for understanding how to prepare teachers. This article is one of the first to estimate the effects of features of teachers’ preparation on teachers’ value added to student test score performance. Our results indicate variation across preparation programs in the average effectiveness of the teachers they are supplying to New York City schools. In particular, preparation directly linked to practice appears to benefit teachers in their 1st year.

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14

Yeh, Cathery. "Democratic accountability in the neoliberal era: The politics of teaching and teacher education in mathematics classrooms." Policy Futures in Education 16, no. 6 (June 4, 2018): 764–80. http://dx.doi.org/10.1177/1478210318776470.

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The effects of neoliberal policies have increased inequalities globally and nationally, diminishing democratic accountability. They have also tainted the goals, motivations, methods, and standards of excellence with regard to teacher preparation. Although various programs of research have examined teacher preparation in terms of diversity and equity, fewer studies have raised questions about institutional constructs of power and privilege: what counts as knowledge?; whose experiences frame curricular and instructional design?; and why and how are systems of inequality perpetuated within and after university-based teacher preparation? In response, this article uses critical pedagogy as a lens through which to view teacher preparation programs as institutions that support neoliberalism by giving unconditional support to a Western episteme that eradicates the knowledge systems of students and teachers of color, including their languages and experiences of the world. The article describes the experiences of four bilingual teachers and teachers of color and their attempts to make mandated mathematics programs more responsive to the needs of their bilingual students. The study follows the four teachers for three years—from their year in teacher preparation to their first two years of classroom teaching—to examine the relation between their experiences as classrooms teachers and their exclusion in the teacher preparation phase. The article then argues that teacher preparation programs should move away from narrow definitions of what counts as knowledge to representing, valuing, and legitimizing teachers and students whose knowledge spans multiple cultural and political frames.

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15

Ragland, Rachel G. "Teachers and Teacher Education in High School Psychology: A National Survey." Teaching of Psychology 19, no. 2 (April 1992): 73–78. http://dx.doi.org/10.1207/s15328023top1902_2.

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This study provides a description of high school psychology teachers. A questionnaire was distributed to high school principals and teachers throughout the U.S. Data were obtained on school demographics, curricula, and teacher characteristics, including academic and professional preparation and certification. A noteworthy finding was the personality-developmental orientation of most high school psychology courses. In addition, most schools have one psychology teacher, who teaches one psychology class in the social studies department. As undergraduates, most teachers majored in social studies and took general or educational psychology courses. Classroom techniques for teaching psychology were generally not covered in professional preparation. Implications and recommendations are presented.

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Andrews, Dorinda J. Carter, Tashal Brown, Bernadette M. Castillo, Davena Jackson, and Vivek Vellanki. "Beyond Damage-Centered Teacher Education: Humanizing Pedagogy for Teacher Educators and Preservice Teachers." Teachers College Record: The Voice of Scholarship in Education 121, no. 6 (June 2019): 1–28. http://dx.doi.org/10.1177/016146811912100605.

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Background/Context In our best efforts to increase preservice teachers’ critical consciousness regarding the historical and contemporary inequities in the P–12 educational system and equip them to embody pedagogies and practices that counter those inequities, teacher educators often provide curricular and field experiences that reinforce the deficit mindsets that students bring to the teacher education classroom. For many social justice-oriented teacher educators, our best intentions to create humanizing experiences for future teachers can have harmful results that negatively impact preservice teachers’ ability to successfully teach culturally diverse students in a multitude of learning contexts. Purpose/Objective/Research Question/Focus of Study In this article, we propose a humanizing pedagogy for teacher education that is informed by our experiences as K–12 teachers and teacher educators in a university-based teacher preparation program. We focus on the general questions, How can university-based teacher preparation programs embody and enact a humanizing pedagogy? and What role can curriculum play in advancing a humanizing pedagogy in university-based teacher preparation programs? Research Design In this conceptual article, we theorize a humanizing pedagogy for teacher education and propose a process of becoming asset-, equity-, and social justice-oriented teachers. This humanizing pedagogy represents a strengths-based approach to teaching and learning in the teacher preparation classroom. Conclusions/Recommendations We propose core tenets of a humanizing pedagogy for teacher education that represent an individual and collective effort toward critical consciousness for preservice teachers and also for teacher educators. If university-based teacher education programs are committed to cultivating the development of asset-, equity-, and social justice-oriented preservice teachers, the commitments to critical self-reflection, resisting binaries, and enacting ontological and epistemological plurality need to be foundational to program structure, curricula alignment, and instructional practice.

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Kovacikova, Elena, and Tomas Pechociak. "ENGLISH TEACHER EDUCATION IN SLOVAKIA." Slavonic Pedagogical Studies Journal 10, no. 2 (September 2021): 122–40. http://dx.doi.org/10.18355/pg.2021.10.2.3.

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The paper sheds light on the university preparation of future English teachers in Slovakia. Since the requirements for becoming an English teacher differ around the world, the first part of the paper describes and explains the requirements and career development of English teachers in Slovakia. Twelve Slovak faculties provide university preparation of future English teachers, and this research analyses their curricular offer. The courses offered to future English teachers are firstly categorized into linguistic, intercultural, methodological, and literary groups. As teaching practice becomes an essential part of the teacher preparation, the hours devoted to the teaching practice were counted at each institution. The tables and graphs show the sums of the courses and allocated hours. Thus, this paper brings an overview, comparison, and differences in the university preparation of future English teachers in Slovakia. Even though this survey shows only a quantitative point, this research results can be considered as one of the quality indicators in the university preparation of future English teachers in Slovakia

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18

Liao, Wei, and Sihua Hu. "Chinese teachers’ perceptions of academically oriented teacher preparation." Journal of Education for Teaching 43, no. 5 (July 17, 2017): 628–33. http://dx.doi.org/10.1080/02607476.2017.1355084.

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Knowles, Gary, Rosebud Elijah, and Karleen Broadwater. "Preservice Teacher Research: Enhancing the Preparation of Teachers?" Teaching Education 8, no. 1 (January 1996): 123–32. http://dx.doi.org/10.1080/1047621960080115.

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20

Jubaidah, Siti. "EVALUASI PENGAJARAN GURU BAHASA ARAB DI MAN III RAWASARI JAKARTA PUSAT." Al-Ma'rifah 12, no. 01 (April 30, 2015): 84–92. http://dx.doi.org/10.21009/almakrifah.12.01.08.

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Abstract Teacherâ€™s self evaluation is a way to guide teachers in identifying strengths and weaknesses in learning. Improving teacherâ€™s professionalism started by recognizing and realizing the weaknesses in learning, and by a willingness to enhance self competence. This article is a result of a research that examined four domains that affect students achievement, namely the strategies and teacherâ€™s behavior in learning, planning and preparation done before learning, reflection on learning, and collegiality that supported teacher professionalism. This study aims at describing the strengths and weaknesses of teacherâ€™s in Arabic learning process, and describing the need for teachers to increase professionalism in teaching. The data was obtained by an instrument in form of a questionnaire of teacherâ€™s self evaluation. Respondents consisted of Arabic teacher senior high school of the MAN 3 Rawasari. The instrument used has been validated. The result showed that most of the teachers carried out most of the components contained in the strategies and teaching behaviors and implemented teaching planning and preparation. In teaching planning and in learning process, however, teacher colleagues were still rarely involved for professional development. Reflection on the learning process and planning is rarely conducted jointly with colleagues. For further improvement of teacher learning, more intensive discussion with colleagues, principals, and supervisors are required. Besides, teachers can observe teaching process of other teachers, obtain feedback on learning not only from colleagues but also from principals and supervisors, and coaching done by the principal or learning expert. Keywords: self-evaluation, teaching, improvement, professionalism, strengths, weaknesses, high schoolâ€™s teacher.

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21

Gee, Jennifer Potter. "Elementary General Music Teachers’ Preparation in Classroom Management." Journal of Music Teacher Education 31, no. 2 (December 7, 2021): 55–67. http://dx.doi.org/10.1177/10570837211062183.

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The purpose of this study was to examine elementary general music teachers’ classroom management preparation within music teacher education programs. Participants ( N = 341) were active elementary general music teachers as identified by the National Association for Music Education (NAfME). Descriptive data included frequencies, percentages, and cross-tabulations. The most frequently reported sources of classroom management preparation were mentoring from a licensed teacher and supervised fieldwork, while creating classroom rules and expectations and teaching procedures were the most frequent examples of within-course content. Participants were most satisfied with their preparation received through licensed teacher mentoring and supervised fieldwork. Implications for music teacher educators are presented.

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Abdurrahmani, Tidita. "THE TEACHER QUALIFICATION SCHEME: A CASE OF ALBANIA." Problems of Education in the 21st Century 55, no. 1 (July 10, 2013): 11–27. http://dx.doi.org/10.33225/pec/13.55.11.

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The study aims to analyse the results of “Teacher Qualification Exam” in Albania, and to link these results with teacher preparation curricula taught in public universities. The methodology of research includes desk research on the literature about curricula and teacher continuous professional development, elaboration of the results of the testing of 3064 teachers, analysis of the university teacher preparation curricula in terms of skills development, the elaboration of the results of questionnaires developed by novice teachers, and in depth interviews with students graduating from the education departments. As a result, the research shows the relationships amongst the curricula developed in the teacher preparation faculties in Albania, the poor results of novice teachers involved in the induction scheme, and the comparatively low results of teachers pertaining to the third category of the Qualification Scheme (novice teachers having no more than 5 years of teaching experience) in Albania. It is advisable to adopt a better professional development scheme. Key words: desk research, novice teachers, teacher qualification.

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23

Conway, Colleen M. "Ten Years Later." Journal of Research in Music Education 60, no. 3 (August 27, 2012): 324–38. http://dx.doi.org/10.1177/0022429412453601.

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The purpose of this inquiry was to examine the current reflections of experienced teachers on their past perceptions of preservice music teacher preparation as documented in the author’s previous research. Research questions included the following: (a) How would participants describe their reactions to a present-day examination of 1999 or 2000 data (journals, individual and focus group interviews, and two questionnaires) and 2002 study findings? (b) How had their perceptions regarding preservice music teacher preparation changed since 1999-2000? and (c) On the basis of their recent work with preservice interns and student teachers, what could these experienced teachers say about preservice music teacher preparation today? Data collected in 2010 included participant journals and individual interviews. Findings categories include (a) general agreement with 2002 study findings regarding best and worst facets of preservice preparation, (b) experience is the best teacher, (c) teacher education is doing the best it can do, (d) preservice students will get out of teacher education what they put into it, and (e) specific suggestions for teacher education provided by participants.

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Bertrand, Shamaine Kyann, and Kisha Porcher. "Teacher Educators as Disruptors Redesigning Courses in Teacher Preparation Programs to Prepare white Preservice Teachers." Journal of Culture and Values in Education 3, no. 1 (June 4, 2020): 72–88. http://dx.doi.org/10.46303/jcve.03.01.5.

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Many institutions of higher education, and their teacher preparation programs, have mission or core value statements that include terms such as diversity, equity, or social justice. The terms are meant to suggest an inclusive approach but it’s often difficult to see how those terms are operationalized. As two Black pre-tenure faculty members working in predominantly white institutions (PWIs), we have pushed our teacher preparation programs to go beyond putting keywords in mission statements and provide ways to follow through so future teachers can enact the concepts in their classrooms. We use Self-Study in Teacher Education Practices (S-STEP) and Critical Race Theory (CRT) to make meaning of our own narratives, the systems that negatively impact people of color, and signaling words within our teacher preparation programs. We use the data from our personal narratives to discuss ways junior faculty can act as disruptors to ensure white preservice teachers are better prepared for the field.

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Maier, Adam, and Peter Youngs. "Teacher Preparation Programs— and Teacher Labor Markets." Journal of Teacher Education 60, no. 4 (September 2009): 393–407. http://dx.doi.org/10.1177/0022487109341149.

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G. Varela, Daniella, Lori Kupczynski, and Marie-Anne Mundy. "A Multidimensional Analysis of Teacher Preparation in Texas." Research Journal of Education, no. 56 (June 15, 2019): 106–13. http://dx.doi.org/10.32861/rje.56.106.113.

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Despite a healthy production of teachers, teacher attrition is a significant concern facing school administrators across the state of Texas. This study sought to determine the extent to which questions on the Exit and Principal Surveys reflect three sets of standards which guide educator preparation in Texas: Association of Teacher Educators (ATE) Standards for Teacher Educators, Texas Administrative Code (TAC) Educator Preparation Program Curriculum Standards, and Pedagogy and Professional Responsibilities (PPR) Exam Standards. This analysis provides important information about the validity of survey questions as a measure of standards compliance for educator preparation in Texas and also sought to determine if there is a difference between teacher candidates’ Exit Survey evaluation of preparation and principals’ Principal Survey evaluation of first-year teachers’ preparation. Findings indicated a clear disconnect. Recommendations are provided as contributions for future discussion on much needed educator preparation program standards reform.

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Belmaz, Ya. "PARTNERSHIP BETWEEN UNIVERSITIES, SCHOOLS AND PUBLIC ORGANIZATIONS IN TEACHER PREPARATION FOR GIFTED CHILDREN (US EXPERIENCE)." Innovative Solution in Modern Science 3, no. 39 (May 19, 2020): 36. http://dx.doi.org/10.26886/2414-634x.3(39)2020.4.

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The article deals with the problem of gifted children. It focuses on the teacher preparation for gifted children. The author analyses the American experience of partnership between universities, schools and public organization in the process of teacher preparation for work with gifted and talented children.It is stated that in the United States, reform of partnerships between different organizations in the preparation of teachers for work with gifted children begins at the level of university training programs for such teachers, extends to schools, where teachers with gifted children work, and further covers the society as a whole.Key words: gifted children, teacher preparation, university training program, partnership, public organization, school.

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Shaukat, Sadia, and Raqib Chowdhury. "Pre-service Teachers’ Perceptions of Professional Standards and their Integration into Pre-service Training: A Comparative Study of Australia and Pakistan." Australian Journal of Teacher Education 46, no. 11 (November 2021): 54–68. http://dx.doi.org/10.14221/ajte.2021v46n11.4.

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This paper critically analyses 52 Australian and 68 Pakistani pre-service teachers’ (PST) perceptions of professional standards for teachers enabling the comparison of teacher preparation in the two countries. A multivariate analysis of variance tested the hypothesis that an integrated standards-based teacher preparation program was more effective for professional skills and competencies development than a non-integrated one. While the Australian PSTs undertaking a standards-integrated curriculum reported significantly higher levels of professional preparation in ten areas of professional Standards, their Pakistani counterparts - who were not exposed to such curriculum - reported inadequate preparation. The findings have implications for teacher educators and policy makers involved in the development of pre-service teacher programs.

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Lombardo-Graves, Mary M. "READY TO TEACH: SPECIAL EDUCATION PRE-SERVICE TEACHER PRESPECTIVES ON TEACHER PREPARATION." EPH - International Journal of Educational Research 2, no. 3 (September 20, 2018): 6–14. http://dx.doi.org/10.53555/ephijer.v2i3.30.

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In this qualitative research project, pre-service teacher perspectives on the clinical experiences and coursework required for teacher preparation in special education were examined. The goal of this study was to provide data on specific areas where teacher educators can provide more support and better prepare pre-service teachers for the classroom. This particular study focuses on the educational experiences of pre-service teachers and their perspectives on teacher readiness. The pre-service teacher perspectives are limited to a particular special education teacher preparation educational community; however, the clinical experiences portion of the fieldwork hails from a variety of educational settings. The data collection consisted of pre-service teacher interviews during clinical experiences. The findings of this study revealed the value placed on quality mentors, practical experiences, and application in the clinical setting.

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Conway, Colleen. "Perceptions of Beginning Teachers, Their Mentors, and Administrators Regarding Preservice Music Teacher Preparation." Journal of Research in Music Education 50, no. 1 (April 2002): 20–36. http://dx.doi.org/10.2307/3345690.

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The purpose of this study was to evaluate the preservice music teacher preparation program at a large midwestem university (in this article called “BTU” for “Big Ten University”) through an examination of the perceptions of beginning teachers and their mentors and administrators. Primary research participants included seven first-year teachers from BTU's class of 1999 and seven first-year teachers from the class of 2000. Data from these participants included individual interviews, focus group interviews, teacher journals, classroom observations by the researcher, mentor interviews, administrator interviews, and responses on an open-ended “End-of-Year Questionnaire.”In addition, secondary participants (n = 11) completed the End-of Year Questionnaire regarding their first-year experiences and the teacher preparation program. Results and discussion include descriptions of the perceptions regarding the most valuable parts of preparation and the least valuable parts of preparation, as well as suggestions for preservice teacher preparation made by teachers, mentors, administrators, and the researcher. Issues of validity of results and transferability of findings to other settings are discussed in addition to possible implications for teacher education and music education program evaluation research.

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31

Waddell, Jennifer H., and Jacob M. Marszalek. "Haberman Star Teacher Interview as a predictor of success in urban teacher preparation." education policy analysis archives 26 (March 12, 2018): 35. http://dx.doi.org/10.14507/epaa.26.2808.

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In urban schools, along with skills for effective teaching, successful teachers must also possess values and belief systems conducive to teaching effectively in diverse settings (Becker, Kennedy, & Hundersmarck, 2003; Haberman, 2008; Metzgar & Wu, 2008). As demonstrated in CAEP standard 3, there is a critical need for EPPs to admit candidates who have both the dispositions to be effective teachers in urban schools and the propensity for success within the preparation program. The Haberman Star Teacher Interview is a commercial teacher selection instrument designed for use in selecting teachers for urban schools. This study examines the validity of the instrument as a selection instrument for teacher preparation programs. The selection instrument was administered to 109 students before entry into an urban teacher preparation program at an urban university in the U.S. Midwest. Inter-rater agreement and principle components analysis provided evidence of reliability and structural validity of the multi-part Haberman scores. Logistic regression analyses supported the validity of using the Haberman scores to predict later program attrition, but not in the manner recommended by its developers. Within this paper, the authors recommend the cautious use of the instrument in urban teacher preparation. Application of scoring and program implications are discussed.

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32

Feldhusen, John, and Jan Hansen. "Teachers of the Gifted: Preparation and Supervision." Gifted Education International 5, no. 2 (January 1988): 84–89. http://dx.doi.org/10.1177/026142948800500206.

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Paralleling the growing societal awareness of the educational needs of gifted youth, there is a related concern regarding the teachers of the gifted and talented. Who should teach gifted students? What traits and competencies should the teacher possess? How should the teacher be selected? This article reviews the research on characteristics of the effective teacher of the gifted, expected competencies, and the appropriate administrative strategies necessary for selecting teachers of the gifted. Illustrations of the research applied to practice within the framework of Purdue University's Super Saturday Program are then presented.

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33

Regan, Ellen M., Bernard Spodek, and Olivia Saracho. "Early Childhood Teacher Preparation." Curriculum Inquiry 22, no. 1 (1992): 103. http://dx.doi.org/10.2307/1180099.

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34

Druger, Marvin. "Science Teacher Preparation Revisited." Journal of Natural Resources and Life Sciences Education 41, no. 1 (January 2012): 65–67. http://dx.doi.org/10.4195/jnrlse.2012.0999.

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35

Metz, Elayne R. "Symposium Addresses Teacher Preparation." Music Educators Journal 72, no. 5 (January 1986): 53–54. http://dx.doi.org/10.2307/3396615.

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36

Bailey, Kathleen M. "Teacher Preparation and Development." TESOL Quarterly 35, no. 4 (2001): 609. http://dx.doi.org/10.2307/3588439.

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37

Welch, Elisa. "Reflections on teacher preparation." Teacher Educator 41, no. 1 (June 2005): 70–73. http://dx.doi.org/10.1080/08878730509555372.

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38

Cruickshank, Donald R., and Josué Cruz. "Trends in Teacher Preparation." Journal of Teacher Education 40, no. 3 (May 1989): 49–56. http://dx.doi.org/10.1177/002248718904000308.

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Cannella, Gaile S., and Judith C. Reiff. "Teacher Preparation for Diversity." Equity & Excellence in Education 27, no. 3 (December 1994): 28–33. http://dx.doi.org/10.1080/1066568940270305.

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Hipple, Ted. "Teacher Preparation in 2004." English Journal 94, no. 1 (September 2004): 9. http://dx.doi.org/10.2307/4128836.

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Darling-Hammond, Linda, Ruth Chung, and Fred Frelow. "Variation in Teacher Preparation." Journal of Teacher Education 53, no. 4 (September 2002): 286–302. http://dx.doi.org/10.1177/0022487102053004002.

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Wineburg, Mona S. "Evidence in Teacher Preparation." Journal of Teacher Education 57, no. 1 (January 2006): 51–64. http://dx.doi.org/10.1177/0022487105284475.

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Cochran-Smith, Marilyn, and Ana Maria Villegas. "Framing Teacher Preparation Research." Journal of Teacher Education 66, no. 1 (September 5, 2014): 7–20. http://dx.doi.org/10.1177/0022487114549072.

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Cochran-Smith, Marilyn, Ana Maria Villegas, Linda Abrams, Laura Chavez-Moreno, Tammy Mills, and Rebecca Stern. "Critiquing Teacher Preparation Research." Journal of Teacher Education 66, no. 2 (February 6, 2015): 109–21. http://dx.doi.org/10.1177/0022487114558268.

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Gallavan, Nancy P., and LeAnn G. Putney. "Section II. Teacher Preparation." Action in Teacher Education 36, no. 5-6 (November 2, 2014): 404–5. http://dx.doi.org/10.1080/01626620.2014.977695.

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Monk, David H. "Reflections on Teacher Preparation." Society 52, no. 3 (April 21, 2015): 219–24. http://dx.doi.org/10.1007/s12115-015-9889-z.

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Scannell, Dale P. "Extending teacher preparation programs." New Directions for Teaching and Learning 1986, no. 27 (1986): 17–26. http://dx.doi.org/10.1002/tl.37219862704.

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Simalalo, Magdalene, Velisiwe G. Gasa, and Kenneth K. Muzata. "Teacher Preparation in Zambia’s Expanded Core Curriculum: Challenges and Opportunities." African Journal of Teacher Education 11, no. 1 (July 1, 2022): 166–89. http://dx.doi.org/10.21083/ajote.v11i1.6685.

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Well-prepared teachers are a determinant in the successful implementation of expanded core curriculum. Teachers can give learners skills according to the way they are prepared. Learners with visual impairments in special schools and students at tertiary level manifest deficits in critical skills required in academic success and transition in general. The nature of education of their teachers and challenges encountered during teacher preparation were not well established. The present study explored challenges faced in the preparation of teachers of learners with visual impairments in expanded core curriculum. Purposive sampling was used to select twenty-two teachers, two special education curriculum specialists and three Teacher educators. Open-ended questionnaires were used to collect data from teachers of learners with visual impairments and semi structured interviews were conducted with teacher educators and curriculum specialists. The findings indicated that teacher education/preparation in ECC was insufficient, and the institutions concentrated on braille literacy; and orientation and mobility. The remaining skills in ECC were ignored. Preparation incorporated few practical sessions and was highly theoretical. The major challenges among others were time constraints; insufficient resources in education; enrolments of student teachers; discrepancy between education and implementation; methodological issues. The opportunities were available to improve education were: employ more staff; embark on specialised education; advocacy and collaboration: offering continuous professional development for teachers. The study highlights the nature of preparation of teachers of learners with visual impairment. The teacher education institutions need to realign the curriculum through collaborative approach with other stakeholders so that teachers can effectively deliver skills to the learners.

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Yacap, Marites J. "Lesson Preparation Practices of Pre-service High School Science Teachers: Implications to Science Education." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 8 (August 12, 2022): 1548–55. http://dx.doi.org/10.11594/ijmaber.03.08.16.

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Teacher preparation is a vital factor in the development of effective future teachers. As such, this study tried to determine the pre-service teachers’ lesson preparation practices in one of the Teacher Education Institutions in the Philippines and provided descriptions of their practice teaching experiences particularly on lesson planning/preparation. Quantitative and qualitative methods of research were used wherein data were gathered through questionnaires, documentary analysis and semi-structured interviews. Results revealed that the pre-service science teachers followed the systematic method of lesson preparation with the use of detailed lesson plans. Their lesson preparation practices are good and they are already prepared to face and hurdle the task of a real classroom teacher. Despite these, there are still aspects in lesson preparation that needs to be further developed like the formulation of affective domain objectives as well as the selection of appropriate motivational and assessment techniques. To further develop the pre-service program for science education, the study recommends that Teacher Education Institutions continue to design programs and activities regarding pre-service teachers’ development not only in science but also in other subject areas to enhance their lesson planning skills.

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Walsh, Nichole, and Nancy Akhavan. "Developing High Quality Teachers Through Professional Pre-Service Teaching Opportunities." Contemporary Issues in Education Research (CIER) 11, no. 4 (October 5, 2018): 153–64. http://dx.doi.org/10.19030/cier.v11i4.10210.

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Based on the reform movements over the past two decades, it is evident that while effective teachers are critical to student learning, not all teachers are coming to the profession highly qualified. Policy and research continue to highlight the need to reorganize and refocus teacher preparation programs to produce higher quality teachers ready to meet the demands of the classroom from day one of employment. This study focuses on the enhancement of traditional preparation programs in public Institutions of Higher Education (IHEs) as this continues to be the context for which most teacher candidates come to the profession. Using a six-group, four measure mixed-methods design, the objective of the study is to determine the impact California Teaching Fellows Foundation (CTFF), a pre-service teaching and learning opportunity for future teacher candidates, has on developing higher caliber teachers prepared in a traditional University-based teacher preparation setting. Through the use of an online survey, interviews, and focus groups, the relationship of CTFF participation to teacher efficacy before, during, and after traditional preparation participation is examined and explored from the perspective of teacher and supervisor. Unexpected findings show that CTFF participation has a relationship to decreased Teacher Efficacy for teacher candidates and CTFF is not creating a significant pipeline to teaching as proposed, leading to questions for further study.

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