Building the university/public school partnership: A workshop for mentor teachers

Abstract

Strong teacher education programs acknowledge the importance of a partnership between teacher education and public school faculties and the important role mentor teachers play in the education of student teachers. Studies suggest that mentor teachers trained in supervision are more effective than those who are not. This article describes the development, implementation, and evaluation of a workshop for mentor teachers that reflects the collaborative effort of university and public school faculties. The particular focus of this workshop was on giving feedback to student teachers. Evaluation data suggest that mentor teachers felt the workshop provided helpful information.     

Risky teachers: mitigating risk through high-stakes teacher evaluation in the USA

ABSTRACT

As a post-structural critique of US teacher evaluation policy, this paper aims to disrupt accepted conceptualizations of teachers by (1) identifying discursive constructions of teachers in political talk, action, and legislation; (2) unpacking the ways that these constructions operate to legitimize punitive accountability policies and practices; and (3) mapping the associated accountability practices used by one school district to understand how they function to manage teachers and shape teacher subjectivities. Drawing on data that include official federal- and state-level policy documents, policy supplemental materials, and local teacher evaluation materials, this analysis demonstrates how teachers have been discursively positioned as ‘risky’ subjects. By doing so, the means to mitigate such ‘risks’ are rationalized, insofar as high-stakes accountability policies and practices ‘make sense’ to protect the well-being of students and the country. This has enabled a set of intrusive and punitive mechanisms that assess and discipline teachers to behave as low-risk subjects.     

Social justice teacher educators: what kind of knowing is needed?

ABSTRACT

What do teacher educators need to know and do in order to move from espousing to enacting social justice in their own teacher educating practice? This article addresses this question by examining scholarship that focuses on the preparation of preservice teachers for social justice. Using five knowledge domains for teaching (personal, contextual, pedagogical, sociological, social) as an analytic lens, the authors examined teacher education literature published between 2010 and 2016 in three international journals from Australia, the U.K. and the U.S. The study reveals that teacher educators in different contexts seem to highlight personal and contextual knowledge in their preparation of equity-minded preservice teachers and provides insight into how they conceptualise educational equity and social justice. The study illuminates what is likely in place in initial teacher education programmes, and what may be needed or missing if teacher educators are to prepare teachers for today’s diverse classrooms.

Abbreviation ITE: Initial Teacher Education ITE     

Playlinks: a theatre-for-young audiences artist-in-the-classroom project

ABSTRACT

Playlinks, the project documented in this paper, contributed a theatre-based artist-in-the-classroom study to the Community Arts Zone initiative. Playlinks involved 248 elementary school classrooms in pre- and post-production workshops connected to live theatre that visited their schools. Data sources included researcher field notes, teacher evaluation forms, and interviews with both teachers and theatre personnel. Findings focus on teacher perceptions of three topics: (a) student engagement, (b) learning across cognitive and affective domains, and (c) benefits for teachers. The discussion section addresses implementation problems related to artist-in-the-classroom projects.     

Enhancing classroom teaching through Interactive Radio in South African primary schools: An evaluation of the OLSET programme

Abstract

This article provides a summative evaluation of the development and implementation of the Open Learning Systems Education Trust's (OLSET's) “English in Action” programme from 1992 to the end of 2009. It describes the programme's development from a uni-modal distance education model focused on enhancing learner involvement and learner gains to a multi-modal model focused on enhancing teacher and learner involvement, teacher and learner gains, school, classroom and teacher support and in-service teacher training. It also describes the expansion of schools, teachers and learners involved in the programme over a 17 year period. Reasons for the wide-spread support of the programme by teachers, principals and educational officials in South Africa are identified, and constraints and limitations highlighted. Conclusions are then drawn on the value of the programme's model relative to the resurgence of international interest in the potential of using radio as a basis for teacher support in developing countries.     

Among Those Present

Abstract

Using a multiple-baseline design, investigators examined the effects of an in-service teacher training program on several teaching behaviors of elementary school teachers under both training and post-training conditions. Two non-equivalent control group designs were used to evaluate a principal-classroom-visits package, which was developed to help maintain teachers’ post-training use of the skills. Possible effects of observer presence on the post-training maintenance of the behaviors were examined. The in-service training program successfully produced changes in all of the targeted teaching behaviors. Under post-training conditions, after several weeks in which no observers were present, teachers used the skills at levels comparable to those of teachers who were observed weekly. Several teachers in each group retained use of the skills after training, suggesting that the principal-classroom-visits may be necessary as a maintenance procedure for only some teachers. Both the in-service teacher training program and the principal-classroom-visits were rated very favorably by teachers on evaluation questionnaires.     

Sources of Stress for Class Teachers in New Zealand Primary Schools

The authors report on the findings of a case study of parent–teacher conferences in a secondary school in Hong Kong. They explored through interviews parents’ and teachers’ perspectives of parent–teacher conferences. They noted that parent–teacher conferences were sources of stress for teachers and embarrassment for parents. Parent–teacher conferences were useful for problem‐clarification. The building of mutual trust was the most important conferencing skill. They drew out some practical guidelines which were useful to teachers of the case study school but are also valuable to all teachers who wish to work effectively and positively with parents.     

An interdisciplinary training model for early childhood handicapped teachers

Abstract

Clinical supervision is a formative evaluation method of working with teachers for the purpose of improving instruction. This teacher‐centered, collegial, and collaborative model requires the establishment of rapport and trust and a proper climate. Personal observation and a review of current related literature emphasize that clinical supervision enables teachers and supervisors to grow while promoting excellence in teaching and learning. In this period of school reform, clinical supervision is a successful means of approaching teacher learning, professional growth, and instructional improvement.     

The Implications of Teacher Selection and the Teacher Effect in Individually Randomized Group Treatment Trials

Abstract

In some experimental evaluations of classroom-level interventions it is not practically feasible to randomly assign teachers to experimental conditions. Given such restrictions, researchers may randomly assign students to experimental conditions and consider the teacher to be a part of the intervention. However, in an individually randomized evaluation of a classroom-level intervention, unless teachers are randomized to experimental conditions, it will not be clear whether differences in outcomes between program and control group students are a result of the core components of the intervention or the teachers (i.e., teacher effects). This article clarifies the correct interpretation of “program impacts” when this study design is used. In addition, using the magnitude of estimated teacher effects from past research, this article demonstrates that, if teachers are not randomly assigned to experimental conditions, it is difficult to establish whether the program works or whether the types of teachers selected to teach in program classrooms are simply more or less effective than their control group counterparts. The significant implications of the correct causal interpretation are discussed, and the limitations of this research design are explored.     

The Future Curriculum and Information Technology

Abstract

Programmes for teacher training should train (aspiring) teachers to be able to make use of information and communications technology as mindtools. Mindtools are not pieces of specialised software that‘teach’ a subject, but computer programs and applications that facilitate meaningful professional thinking and working. Teachers can use these programs and applications to engage their students in critical thinking and to help further their own professional development. In the latter case mindtools can be applied for cooperation (between teachers, teacher educators and student teachers) and collaboration (with other teachers, experts, designers, etc. on pedagogical projects). In this article we focus on electronic networking technologies (conversation tools) as mindtools in communities of practice for teacher professional development. Examples of good practice from teacher training institutions in Europe illustrate how to prepare (aspirant) teachers for working with mindtools that enhance teacher professional development     

Reflections on Equipping Candidates to Teach Literacy in Culturally Diverse Schools

Abstract

This essay reflects on ways to equip teacher candidates so they are not only prepared to answer tough questions, but are educated for the linguistic and literacy challenges of today’s classrooms. We recognize that with an ever-growing majority minority population, it is time to change the teacher preparation system, and to support current teachers and the preparation of future teachers for the field; these changes need to be soon and are imperative.     

The impact of inquiry-based learning on the critical thinking dispositions of pre-service science teachers

ABSTRACT

In the study, the impact of inquiry-based learning on pre-service teachers’ critical thinking dispositions was investigated. The sample of the study comprised of 56 pre-service teachers in the science education teacher education programme at the public university in the north of Turkey. In the study, quasi-experimental design with an experimental and a control group were applied to find out the impact of inquiry-based learning on the critical thinking dispositions of the pre-service teachers in the teacher education programme. The results showed that the pre-service teachers in the experimental group did not show statistically significant greater progress in terms of critical thinking dispositions than those in the control group. Teacher educators who are responsible for pedagogical courses in the teacher education programme should consider that the inquiry-based learning could not be effective method to improve pre-service teachers’ critical thinking dispositions. The results are discussed in relation to potential impact on science teacher education and implications for future research.     

Teachers’ and school administrators’ attitudes and beliefs of teacher evaluation: a preliminary investigation of high poverty school districts

This study examined attitudes and beliefs regarding teacher evaluation of teachers and their school administrators in the state of New Jersey, USA. The sample included 33 school administrators and 583 Pre-K through 12th grade teachers from four high-poverty urban school districts (22 schools). Participant attitudes and beliefs were assessed using the Teacher Evaluation Experience Scale (TEES; Reddy et al. in Educational Assessment, 21(2), 120–134, 2016). TEES is a multi-informant assessment designed to measure teachers’ and school administrators’ experiences with teacher evaluation through five scales (i.e., total and subscales of system, feedback, process, and motivation to change) and six open-ended questions. Based on the qualitative analyses, teachers identified collaborative communication and evaluation feedback as the most helpful aspects of their evaluation process. Based on the quantitative analyses, however, their average ratings did not exceed neutral on any of the four subscales. Overall findings suggest that school administrators’ experiences with teacher evaluation are more favorable than teachers’ experiences. Moderate correlations are found between participant characteristics and TEES scales. Implications for teacher evaluation are presented.     

The use of a collaborative math tutoring model to improve content knowledge among special education teacher candidates

ABSTRACT

The mathematics achievement gap in special education is a chronic and significant challenge for the field. The need for improved teacher preparation in mathematics is crucial in addressing this gap. This study examines a capstone experience in higher level mathematics tutoring for preservice teachers. Results indicate that the experience was effective at improving preservice teachers’ higher level math content knowledge compared to teachers who did not receive experiential math learning in their teacher preparation. Implications for preservice teacher preparation programs are presented.     

Teacher Authority in Schools: A case study from Finland

This paper discusses the nature of teacher authority in Finnish schools. Current trends in Finnish teacher education are presented with an emphasis on the high academic status of teachers. The empirical findings examine moral dilemmas in schools as identified by teachers and students. The methods of the study include interviews and essays. The analysis of the data reveals that the most problematic conflicts in schools are related to teacher-given punishment. The teachers have failed in practising their deontic authority. Teachers' behaviour has included manipulative means to control life in the classroom. The results of the study indicate that moral dilemmas in schools and the nature of teacher authority in solving these conflicts should be addressed more in pre-service teacher education.     

Collaborative teacher roles in facilitating inclusion: Preservice preparation for general and special educators

Abstract

Collaboration between general and special education teachers has been viewed as important to the successful education of students with disabilities who are served in inclusive classes. The purpose of this study was to analyze and compare the perceptions of a national sample of general and special education teacher educators regarding their perceptions of actual and ideal emphases placed on specific collaborative roles in teacher preparation programs for general and special education teachers. The authors analyzed the data and found significant differences between teacher educator perceptions of the degree of emphasis actually placed on collaborative roles and the degree of emphasis that should be placed on these roles in teacher preparation programs.     

The state steers by remote control: Standardising teacher education

This article questions whether the teacher training standards, (Department for Education and Employment Circular 4/98) have made it more difficult for teacher educators to help student teachers to become critically reflective teachers. It is suggested that, following the introduction of the discourse of the three 'e's', efficiency, economy and effectiveness and the teacher training standards, teacher 'education' has been transformed into teacher 'training' within an ideology of technical rationality. Four classroom-based episodes are introduced to form the contexts through which the teacher education standards are interrogated. It is argued that these standards ignore important issues to do with equality in the classroom and the relationship between education and the state. Ideas are suggested for teaching sessions using the episodes to encourage the development of a critically reflective perspective amongst student teachers.     

Exploring teachers’ beliefs about teacher learning in professional learning communities and their influence on collegial activities in two departments

Factors leading to successful professional learning communities (PLCs) have been widely discussed in the West, but little is known about how/whether teachers’ beliefs contribute to PLCs in the Chinese context. This qualitative case study aimed to investigate teachers’ beliefs about teacher learning in PLCs and their influence on collegial learning activities in two departments of a Hong Kong secondary school. Semi-structured interviews and observations were employed to collect data. The findings indicate that teachers in the Chinese Department believed that learning could be achieved in PLCs and their practices of collegial activities were conducive to teacher learning. Conversely, teachers in the English Department did not believe that interacting with colleagues would foster learning and their collegial activities yielded limited accomplishment in teacher growth. It is suggested that teachers’ beliefs play an important role in facilitating or impeding reform initiatives on teacher development. Implications for teacher education and further studies are discussed.