"It makes it more real.”: Teacher Candidate Perceptions of a Clinically-Rich Middle Grades Teacher Preparation Program

This research aims to determine teacher candidates’ value perceptions and their opinions on the acquisition of values to teacher candidates, in education faculties. In the research, a survey model was used to describe an existing situation. In this context, a questionnaire was applied to 2274 teacher candidates. Research results show that the value perceptions of male teacher candidates are lower than female teacher candidates. The value perceptions of teacher candidates who chose the teaching profession because they had to, were lower than those who preferred it because they loved it. Perceptions of teacher candidates about the acquisition of values are low in the sub-dimensions of understanding and empathy, and medium in the other sub-dimensions. Teacher candidates’ perceptions of the values that teachers should have are quite high in all sub-dimensions. Despite this, the scores regarding the acquisition of the same values in education faculties are statistically significantly lower and middle levels. These results indicate that the values cannot be gained enough in education faculties. Various suggestions were made in line with the research findings and results, and recommendations were made for future research.

Teachers are well-positioned to identify and respond to students who have experienced trauma, yet teacher preparedness in trauma-informed practices can vary significantly. This study explores teacher candidates’ perceptions and knowledge of trauma-informed practices at two teacher preparation programs located in urban cities. Specifically, we examined teacher candidates’ values and beliefs regarding their role in supporting students experiencing trauma, ways in which their identity influences their understanding of trauma, and the extent to which they perceived their teacher preparation programs provided the skills and knowledge necessary to address future students’ needs. Findings indicate that many teacher candidates receive little to no training in trauma-informed practices, and their experiences differ both within and between universities. Future directions for teacher preparation programs are explored, including a framework for culturally responsive, trauma-informed educator identity.

This study investigated the ability of a redesigned teacher preparation program to effectively meet the needs of teacher candidates and partner school districts. The study examined the effects of the redesigned school of education program on perceptions of teacher candidates, administrators, teachers in partner districts, and faculty members. Findings from school-partnership districts and the school of education were explored. The goal was to use best practices to meet the needs of teacher candidates and provide rich theoretical and clinical experiences in diverse school settings. Findings indicated a change in perceptions of teacher candidates in understanding the importance of equity in the teaching process and of the connection between theory presented in the classroom and application in settings of diverse learners. Teachers and principals indicated an appreciation for renewal through the collaborative experience with teacher candidates during field experiences.

The purpose of this study is to determine teacher candidates and faculty members’ perceptions of university by means of metaphors. This research is a descriptive research to analyze and identify the current situation. The sample of the study consists of 35 faculty members and 259 teacher candidates attending five different departments of Faculty of Education, Eskisehir Osmangazi University in the 2010-2011 academic years. The data were collected by a number of open-ended questions. To determine the perceptions of university, faculty members and teacher candidates were asked to produce concepts of metaphor. The data were collected, analyzed and interpreted by using content analysis technique. According to the findings, participants produced both positive and negative metaphors on the concept of university. As a result, the perceptions of teacher candidates are concentrated in the categories of university as a negative element category and university as a multiculturalism and diversity space, therefore faculty members are concentrated in university as a comprehensive place and a anti-social element.

Teacher education in 2022: Teacher candidates’ echos of the past with a pathway for future preparation

fastest-growing form of school for young adolescents (Epstein & Mac Iver, 1990), previous research has shown that only a fifth of middle grades teachers undergo any special preparation for teaching at the middle level (Scales & McEwin, 1994; Scales, 1992). There has been some growth in the proportion of institutions offering middle grades teacher preparation programs, but it has been limited: in 1991,38% of higher-edu cation institutions offered an undergraduate or graduate middle grades program, com pared to 33% that did in 1987 and 30% that did in 1980 (McEwin, 1991). McEwin (1991) noted that the overall growth has been slow, but that more programs are now major spe cializations equal in scope to an elementary or secondary education program, rather than being just add-on courses or endorse ments: 57% of undergraduate and 71% of masters programs for the middle grades are now major specializations. The quality of middle grades teacher preparation programs varies considerably. On 11 topics that the literature suggests should be covered in middle grades teacher preparation programs, half of sampled mid dle grades teachers said their preparation had been less than adequate (Scales & McEwin, 1994; Scales, 1992). Swaim (1993) reported that, despite the adoption of NMSA developed/NCATE approved program guidelines, only 35 of the more than 240 U.S. middle grades teacher education programs had been reviewed against that framework by early 1993, and just 14 of these had unconditionally met the admittedly mini mum guidelines. There is surprisingly little data on the composition of middle grades teacher prepa ration programs. The Center for Educational Renewal study of teacher education asked teacher educators and preservice students to nominate recommended scholars and books

Traditional teacher education programs have seen enrollment declines. Understanding teacher education can be a step towards improving the teacher preparation process. This study offers insights into teacher preparation from the perceptions of a teacher candidate and a teacher educator who met to reflect and discuss seminar activities. The research questions focused on perceptions of self and other, identity, and culture. The researchers applied Invitational Education foundations and elements such as the Perceptual Tradition and intentionality, care, optimism, respect, trust (I-CORT) in their mindful reflections and analyses. This qualitative study applied a grounded theory approach to construct a theory of teacher preparation for this particular case. The research questions examined the researchers’ perceptions of themselves and one another as well as their identities and cultures. Methods consisted of two semi-structured dual interviews whereby the teacher educator and the teacher candidate took turns serving as the interviewer and the interviewee. Interviews were transcribed and examined for patterns with the aid of an artificial intelligence (AI) transcription software program. Qualitative themes generated from the interview data consisted of connections and relationships, growth mindset, cultural aspects of identity, support, bias and stereotyping, diversity and equity, and reflection. The generated theory revealed the interconnectedness of the identified themes that suggests that to obtain a theory of teacher preparation, it is vital to focus on the perceptions of teacher candidates and teacher educators.

Teachers can use guided reading strategies to help students achieve CCSS for literacy.Providing students with challenging, empowering, and equitable curriculum and learning opportunities (National Middle School Association [NMSA], 2010) has always been a formidable task for middle grades teachers, even more so now with the upcoming implementation of the Common Core State Standards (CCSS) (National Governors Association Center for Best Practices & the Council of Chief State School Officers, 2010). This challenge is compounded as teachers try to accommodate a wide range of reading needs of middle grades students within the confines of a single class period. One-size simply cannot fit all because what represents challenge for one comes easily for another. Furthermore, practices requiring students to read daily from texts that they simply cannot read often results in a variety of avoidance behaviors and is anything but empowering. And, of course, cannot be equitable if teachers are unable, with their current instructional plans, to provide appropriately challenging and relevant learning opportunities for every student (NMSA, 2010, p. 13). What can teachers include to create that is challenging, empowering, and equitable?Guided reading is an instructional practice commonly used in primary and intermediate grades (Ford & Opitz, 2008; Fountas & Pinnell, 2001). It is used less in middle grades settings (Allen, 2000) where onesize- fits-all instruction prevails (Allington, 2012). While teachers can read about the principles of guided reading in professional literature aimed at the lower grades, little exists that targets middle grades teachers or that deals with middle grades students' needs. This lack of information may lead middle grades teachers to overlook this practice entirely or to guess at how to adapt these ideas for middle grades students.Collectively, as authors, we represent a teacher educator (Denise), a district literacy coach (Jeff), the assistant principal who oversees the English language arts (ELA) department (Scott), three eighth grade teachers (Barb, Claudia, and Joe), and one seventh grade teacher (Gayle) who have worked collaboratively to establish a guided reading practice within our school. Through our work sharing these ideas with teachers at national conferences and locally with visiting districts, we are aware of teachers' increasing interest and numerous questions about adding this instructional practice to their grouping possibilities. This article is an attempt to provide fellow teachers with this information and to illustrate how guided reading can help teachers meet the CCSS.Specifically, we define guided reading and name parameters that give structure to this instructional strategy. We believe this is important, because many teachers have what we consider to be a head nodding understanding of the practice of guided reading. By that we mean, when asked about guided reading, most teachers have heard about it and are able to mention a few key ideas associated with this practice (i.e., small-group instruction), but, within a given school, most teachers hold very different ideas about selecting texts, planning introductions, grouping students, and so forth. We believe in the power of developing common understandings of frequently used terms in education (Morgan & Williams, 2012). Doing this ensures that teachers' decision making is guided by a firm understanding of the instructional practice and that students receive consistent instruction-called the same thing from one classroom to another-during their middle grades careers. After defining guided reading and examining the parameters for this instructional practice, we examine a guided reading lesson with students who are reading below grade level and need greater support as readers. We share voices as they reflect upon their experiences with guided reading. …

Problem Statement. Project-based learning (PBL) is a learning and teaching approach that makes students search for new knowledge and skills, helps them overcome real-life questions, and makes them design their own studies and performances. Research in Turkey reveals that teachers are not well-informed about PBL, can not guide students in this process, and have problems in implementing PBL. This situation raises questions on the effectiveness of teacher education and pedagogical courses in the attainment of knowledge and skills on PBL. Thus, it is important to examine teacher candidates’ perceptions regarding PBL during their teacher education. Purpose of Study. The purpose of this study was to investigate teacher candidates’ perceptions about the PBL approach in terms of different variables. In this direction, the research question has been specified as ‘What are the perceptions of teacher candidates toward PBL?’ Methods. It was a qualitative phenomenological study. The research group consisted of 58 students (40 female, 18 male), who were in their third and fourth years in a public university in Istanbul in the 2014–2015 academic year. In order to gather data, open-ended questions were asked. The data were analyzed using content analysis. Findings and Results. According to the findings, more than half of the teacher candidates expressed that they learned PBL approach in theory, but almost half said that they did not have the opportunity to apply it. None of them produced an exact definition of the PBL approach but referred to different aspects of it. Moreover, they mentioned that they will use the PBL approach after graduation. They had a positive attitude to this approach, and they believed that it is a useful approach in developing skills such as doing research, group work, and productivity. Conclusions and recommendations. The results of the research show that teacher candidates are familiar with the PBL approach, but their lack of skills and knowledge in managing it might cause them to have difficulties during their implementation process. In order to equip them with the required skills and information, more space should be left to PBL practices in their pedagogical courses so as to provide opportunities for them to use and apply this approach. In further research, a pedagogical course can be designed according to PBL, and its impact on teacher candidates can be investigated.

A convergent parallel mixed methods study was employed to investigate teacher candidates’, peers’, and the instructor’s perceptions of teacher candidates’ teaching performance during an online field experience using virtual simulation in a mixed reality environment. Quantitative and qualitative data were collected simultaneously, analyzed separately, then merged to explore the differences and similarities between teacher candidates’, peers’, and instructor’s perceptions. The results revealed (1) teacher candidates were not accurately assessing their instructional practices or the instructional practices of their peers when compared to the instructor’s assessment, (2) instructor and peer coaching were very beneficial, (3) teacher candidates and the instructor believed online instruction was difficult, and (4) perspectives about the authenticity of the online virtual simulation were ambiguous.

In this study, we examined how middle grades teacher candidates develop nuanced perceptions of what it means to be a middle grades teacher over the course of their two years in a professional development school-based teacher education program. We examined data from an assessment mosaic utilizing a theoretical framework comprised of situated learning theory, educative experiences, conceptualizations of teachers’ professional identities, and funds of identity. Three themes were observed: teachers as professionals, supporters, and influencers. Teacher candidates’ nuanced perceptions mitigate the threat of demeaning depictions of middle grades teachers and students, help prepare them for the praxis shock of their early careers, and offer support for grounding middle grades teacher education programs in middle grades schools.

The basic purpose of native language teaching is ensuring that students develop their skills in four basic language skills at an adequate level. For this purpose, Turkish Language and Turkish language and literature teachers who work in different teaching levels, especially classroom teachers, have important duties. Reading, which is among basic language skills, is a comprehension ability for individuals to reach new information and improve themselves. The thing that is important in reading is combining new information with previous information, and making sense of new information through previously learned information. A good reader should be able to make evaluations about text in a critical manner, in other words, s/he should be able to read critically. Turkish Language and Turkish Language and Literature teachers, who have the responsibility of giving students reading skills in formal education institutions, must have improved critical reading skills. In this study, the purpose was to determine the critical reading self-efficacy levels of Turkish Language and Turkish Language and Literature teacher candidates through some variables. The study data were collected by using the “Critical Reading Self-Efficacy Scale”. The SPSS 21.00 Program was used to analyze the data. From the analysis of the data, it was found that Turkish Language and Turkish Language and Literature teacher candidates have moderate critical self-efficacy levels. It was also observed that the critical reading self-efficacy perceptions of teacher candidates do not change according to gender; however, the reading self-efficacy perceptions of Turkish Language teacher candidates were found to be higher than that of the Turkish Language and Literature teacher candidates. It was also concluded that the critical reading self-efficacy perceptions of the teacher candidates, who said that they had reading habits, were higher than the teacher candidates, who said that they did not have reading habits.

The purpose of this study was to determine the changes in the perception of teacher candidates towards scientific research process and their self-efficacy in this process, during Research Methods course that has been conducted using Learning Management System based on out-of-class learning activities. Being designed as a mixed-model, the research was carried out by using embedded method. Action research model constitutes the qualitative part of the research, whereas descriptive model forms the quantitative part. Sample of the study consisted of 16 teacher candidates, 8 males and 8 females, who were taking Research Methods course. Scientific Research Self-Efficacy Scale was used to find out scientific research self-efficacy perception of teacher candidates. An interview form, consisting of six open-ended questions, developed by the researcher was used to collect qualitative data. As a result of the study, it was found that teacher candidates' perception towards science and scientific methodology changed. At the same time, it was revealed that after the program self-efficacy perception of teacher candidates, who were describing themselves as inadequate before the program, improved changed and teacher candidates felt that they had scientific research ability.

Abstract: This study aimed to determine the relationships between school culture and burnout levels of faculty members in the department of education at a university based on the perceptions of teacher candidates, who were in their senior years. The quantitative study included 181 teacher candidates and was designed as a relational descriptive model. Two instruments were used for data collection: School Culture Scale (SCS) and Maslach Burnout Inventory (MBI). SCS was used to determine school culture and MBI was used to measure burnout levels of faculty in a university located in Zonguldak province, Turkey. The findings of the study suggested that there were significant relationships between school culture and burnout levels of faculty members in higher education based on the perceptions of teacher candidates. In addition, the results showed that burnout levels of faculty members had negative effects on the success of the school culture at the university. Keywords: School culture, burnout levels, teacher candidates of principals Ozet: Bu calismanin amaci, bir universitenin son sinif ogrencileri olan ogretmen adaylarinin algilarina gore okul kulturu ile egitim bolumundeki akademisyenlerin tukenmislik duzeyleri arasindaki iliskiyi arastirmaktir. Arastirmada tarama modellerinden iliskisel tarama modeli kullanilmistir. Bu model ile gecmisten gunumuze kadar var olan durumlarin betimlenmesi amaclanmistir. Arastirmada 58’i kadin ve 123’u erkek olmak uzere Zonguldak’taki bir universiteden toplam 181 ogretmen adayi seckisiz olmayan yontemle yer almistir. Calismada 5’li Likert tipinde iki olcek kullanilmistir: Okul Kultur Olcegi (OKO) ve Maslach Tukenmislik Olcegi (MTO). Elde edilen verilerin analiz edilmesi sonucunda, ogretmen adaylarinin algilarina gore okul kulturu ile akademisyenlerin tukenmislik duzeyleri arasinda anlamli iliskiler bulunmustur. Bulgulara gore, akademisyenlerin tukenmislik davranislarinin okul kulturu uzerinde olumsuz etkileri oldugu tespit edilmistir. Keywords: Okul kulturu, tukenmislik, ogretmen adaylari

This study aimed to determine the attitudes and metaphorical perceptions of science teacher candidates towards biology lesson. In the study, a mixed method and triangulation pattern was used. A survey form developed by the researchers to determine the metaphorical perceptions of the teacher candidates about biology lesson and their demographic information and a Biology Course Attitude Scale (BDTO) were used to determine their attitudes towards the biology lesson. SPSS package program was used for analysis of quantitative data and content analysis technique was used for analysis of qualitative data. Metaphores developed by science teacher candidates are alphabetically ordered; coded, categorized, percent and frequency values are calculated. Participant teacher candidates' attitudes towards the biology lesson in general were found to be positive at the I agree level. As a result of the research, it was determined that the teacher candidates' attitude scores related to the biology lesson did not show any significant difference according to gender and grade levels. It was determined that science teachers candidates participating in the research had 117 valid metaphors and 57 different metaphors for the biology lesson, and the metaphors of life (f = 37) and water (f = 6) were the most frequently produced metaphors.