Educator Preparation Programs Research Articles

A content analysis of SBAE preservice teacher disposition assessments

Effective teaching is complex as it encapsulates professional, interpersonal, and intrapersonal knowledge. Professionalism is often tied to dispositions, although ambiguous definitions and cultural sensitivity make it a difficult task. Therefore, this study aimed to establish a comprehensive list of dispositions associated with SBAE teacher preparation. The purpose of this study was to examine the use of dispositions assessments in school-based agricultural education (SBAE) teacher preparation programs in the North-Central Region of the American Association for Agricultural Education by conducting a content analysis. The sample frame included 22 dispositions, and all of them appeared in the assessments at least once, resulting in 554 dispositions across the documents. This study contributes to our understanding of teacher dispositions, an important facet of teacher education preparation programs. However, we are left with additional questions relating to practice, research, and theory. According to prior research, students bring their dispositions into their learning experiences, but those learning experiences and other factors influence changes concerning the decision to teach as a career.

발달지체 및 장애 영아 조기개입 서비스 제공에 대한 현장 전문가의 인식

This mixed methods analysis employed online surveys and semi-structured interviews to explore the perspectives of 60 early intervention service providers in South Korea regarding service delivery. This study aimed to comprehensively understand their perceptions of the barriers and facilitators in early intervention services. The online survey- consisting of 30 items related to participant characteristics, service information, and perspectives on barriers and facilitators- was conducted. Participants were intentionally categorized based on survey data, and six individuals were randomly selected for follow-up interviews to ensure a wide spectrum of perspectives. The results of the mixed-methods study indicated diverse experiences and perspectives among early intervention providers, with responses varying across each item. While there was relative consistency among respondents regarding facilitators, perspectives on barriers differed both among participants and across various variables. The significance of preservice educator preparation programs and in-service educators’ professional development opportunities in enhancing early intervention services was commonly emphasized. The study concludes with recommendations and implications aimed at enhancing the early intervention system in South Korea.

Preparing Catholic Educators for Flourishing in a Secularized Society: A Case Study

As culture experiences secularization, and the importance of religion and prevalence of people holding religious worldviews diminishes, the work of forming Catholics who can live out their profes­sional and Christian vocations as teachers in different types of schools becomes simultaneously more crucial and more complex. This article explores the importance of preparing Catholic teachers for em­ployment in contemporary educational settings in the United States to respond to accelerating seculari­zation. It argues that the Catholic Church’s vision for education can be implemented within the limita­tions of US education policy, especially through the careful preparation of Catholic teachers in Catholic Educator Preparation Programs (EPPs). First, it presents the unique context of US education, illustrating the setting in which such programs function and the associated challenges. Next, it shares the Church’s vision for well-prepared Catholic educators, identifying three key anthropological conflicts linked to sec­ularization and explaining how the Church’s teaching on Catholic education as presented by Archbishop Michael Miller’s “Five Essential Marks of Catholic Schools” provides needed guidance for EPPs located in Catholic universities. Next, it offers a case study presenting one EPP’s efforts to respond to secu­larization through its program redesign according to a framework that integrates Miller’s Five Marks. Finally, it explains the difficulties facing Catholic EPPs as they integrate their mission with the demands of professional preparation.

A Framework for Approaching AI Education in Educator Preparation Programs

In recent years, the rapid advancement of artificial intelligence (AI) has fostered an urgent need to better prepare current and future educators to be able to integrate AI technologies in their teaching and to teach AI literacy to PreK-12 students. While many organizations have developed professional learning opportunities for inservice educators, a gap remains for resources specifically designed for those facilitating and enrolled in Educator Preparation Programs (EPPs). In response to this gap, the International Society for Technology in Education (ISTE) launched its first AI Explorations for EPPs Faculty Fellowship. As a result of the Faculty Fellows’ collaboration, this paper articulates a framework of seven critical strategies with the potential to address the urgent need EPPs have in preparing preservice teachers to effectively integrate AI-powered instructional tools and to teach this new area of content knowledge in PreK-12 classrooms. In addition, we provide a review of literature and an overview of the emerging needs for integrating AI education in EPPs. We demonstrate why support for preservice teachers’ critical examination and application of AI, including a focus on the issues of equity, ethics, and culturally responsive teaching, is essential to their later success in PreK-12 classrooms. Recommendations for further research and learning are also provided to promote community-wide initiatives for supporting the integration of AI in education through Educator Preparation Programs and beyond.

Preparing school leaders for social justice: An analysis of educational leadership preparation programs in Jamaica

The purpose of this study was to explore the extent to which the curricula across three educational leadership preparation programs in Jamaica are addressing issues of social justice and social justice leadership in their preparation of aspiring school leaders. The methodological approach used was content analysis to determine the presence or absence of specific concepts within leadership preparation programs’ curricula. Increasingly, several scholars in education have been using this technique to explore how different concepts are addressed across leadership preparation programs. Findings revealed that the three leadership preparation programs gave minimal attention to preparing current and aspiring school leaders to engage in social justice leadership. Implications are offered for local policymakers and their reconceptualization of the job requirements of principals, leadership preparation programs, and faculty teaching in these programs.

A Self-Care and Wellness Framework in Educator Preparation to Address Burnout, Compassion Fatigue, and Secondary Traumatic Stress

ABSTRACT As a result of stress, burnout, and attrition, the U.S. has perpetual teacher shortages. While systemic changes are necessary to improve the field of education, teaching as a helping profession is stressful, with multiple job responsibilities and roles. In addition to work-related stress and burnout, teachers are also affected by compassion fatigue and secondary traumatic stress (STS). This article provides a self-care and wellness framework for faculty at educator preparation programs to embed across coursework and clinical practice, supporting preservice teachers (PSTs) through a preventative approach. We explain each construct and follow up with case studies to illustrate how signs and symptoms may appear for PSTs. Our wellness framework and self-care lessons are intended to make self-care strategies tangible, applicable, and easily integrated into PSTs’ educational, professional, and personal lives.

Purposeful Integration of Assistive Technology for Diverse Learner Needs in Educator Preparation Programs

Educator Preparation Programs are designed around expectations of professional standards. As technology, both instructional and assistive, expands in K-12 classrooms, all pre-service educators (i.e., teachers, counselors, leaders, assistive technology specialists) require direct and intentional training in technology selection, implementation across settings, and evaluation of effectiveness. This study questioned how different benchmarks provide accountability for educational professionals’ technology integration to meet learners’ varied needs. Researchers analyzed existing professional preparation standards in relation to educator’s knowledge, skills, and dispositions toward using technology focusing on preparation or requirements for implementing AT in the classroom. The intersection across standards identified strengths and gaps in preparation expectations, and recommendations for augmenting preparation to integrate AT are discussed. Using the Quality Indicators for Assistive Technology (QIAT) as a framework, researchers analyzed the InTASC and 19 Specialized Professional Associations’ standards for instances where knowledge, skills, and dispositions about integrating technology aligned. The analysis identified only 52 of 572 standards related to technology integration. Alignment was present in key areas of the QIAT related to instruction such as collaboratively developing a plan, integration, shared responsibilities, and varied strategies. However, most points of alignment indicated only preparatory knowledge, skills, and dispositions, leaving educators lacking abilities to meaningfully integrate AT to meet learners’ varied needs. Implications and recommendations address this shortcoming in educator preparation expectations. By preparing educators to integrate AT, educators ensure educational equity for every student (Rose et al., 2005).

Teacher candidates’ views of future SSI instruction: a multiple case study

The instructional approach of incorporating socioscientific issues (SSI) into science teaching has been found to improve critical thinking and problem-solving skills among K-12 students. Preparation for how to facilitate SSI in the classroom, however, is limited, resulting in very few classrooms across the United States providing opportunities for K-12 students to grapple with these real-world problems. In this manuscript we compare the integration of socioscientific issues (SSI) within two different undergraduate course contexts: a science methods course that is part of an elementary educator preparation program and a science content course designed for secondary future educators. Through this comparison we aim to provide science education researchers and science teacher educators with empirical support related to how the delivery of SSI influences elementary to secondary teacher candidates’ views of SSI as they relate to student engagement, teacher effectiveness, and curricula. Leveraging a mixed methods case study approach, data from each course context were collected through Likert-type surveys and open-ended responses. Findings suggest exposure to SSI pedagogies in science methods and content courses influence teacher candidates’ views in different ways and we must consider field and course-based work occurring simultaneously while teacher candidates are learning about SSI-based instruction. Implications for this are discussed.

Community of Inquiry: Designing Quality Online Instruction for Special Educator Preparation

Online education programs are on the rise and institutions of higher learning are utilizing Learning Management Systems (LMS) to facilitate online learning. The Community of Inquiry (CoI; Garrison et al., 1999) framework identifies three categories of cognitive presence, social presence, and teaching presence to guide the development of online instruction and has been adopted by numerous institutions of higher learning. This article identifies instructional strategies conducive to the design of online presence using the CoI framework to ensure quality learning experiences in online special educator preparation programs. We address some of the features of LMS system tools present in Canvas that are utilized by instructors when designing and implementing online instruction to include: communications, modules and assignments, collaboration, and grading.

The Texas A&M International University cultivating hispanic access success and mobility (CHASM) program: Building equity pathways for bridging community divides

ABSTRACT Teacher shortages represent a global challenge for educator preparation programs (EPPs) and the districts they serve. Using mixed methods approach to data collection and analysis, this paper presents the findings of the three cases involving the use of student data and partner voices to highlight the benefits of intentionally integrating the concepts of Improvement Sciences, Equitable Experiences, educator preparation learning communities, and the changemaker mindset in the design of initiatives for addressing local teacher shortages. Results provide a ground-up perspective on promising strategies for local EPPs and school districts seeking to create a sustainable pipeline of quality educators by focusing on expanding access, success, and mobility for non-traditional student teachers (teacher candidates).

Engaging in continuous improvement: implications for educator preparation programs and their mentors

This is a mixed method study in which I examined how one Educator Preparation Program designed and used an assessment tool to promote growth in their teacher candidates. The tool became central to the identity of the program and foundational to the work of the mentors. Data includes the statistical analysis of seven semesters of assessment data, along with qualitative interviews, recordings of mentor training sessions, three-way mentor conversations, and written materials. Research questions include: How do tools contribute to the identity of a program question? What value does using an internally-designed evaluation tool add to an educator preparation program? The findings indicate that the practice of the mentors became more developmentally-oriented over time. This suggests that engaging in the process of creating, adapting, and using an internally-designed instruments contributes to a shared identity that reflects the values of the program and provides direction to all.

Decentering Whiteness in Teacher Education Preparation Programs at Christian Universities

The teacher workforce in the United States is predominantly White, while the student population in public schools is increasingly diverse. This research paper delves into the crucial topic of decentering Whiteness in teacher education preparation programs (TPPs) at Christian universities. By exploring the implications of a predominantly White teaching force and of disparities in student achievement, this study emphasizes the need for greater diversity and inclusivity in teacher education. Drawing from a comprehensive literature review, this paper examines the historical context of the teacher workforce and the impact of desegregation on teacher representation. Furthermore, it explores how biases, prejudices, and privileges inherent in White-centered curricula and pedagogical approaches hinder the effective preparation of teachers to serve diverse student populations. The research highlights the importance of increasing diversity among teaching staff and teacher education candidates, as studies have shown that students benefit significantly from having teachers who share their racial and cultural backgrounds. To address these challenges, the paper explores several potential solutions, such as “grow your own” programs, which invest in and support non-licensed staff from diverse backgrounds, as well as mentorship initiatives and community outreach to foster connections with aspiring teachers of color. Additionally, the paper emphasizes the need to examine licensure standards and standardized testing as potential barriers for students of color entering the teaching profession. Advocating for higher base salaries for teachers, particularly in urban areas, is suggested to attract more diverse individuals to the teaching profession. The role of administration in the recruitment and retention of teachers of color is also emphasized, with a call to create positive and supportive school cultures that value the contributions of all teachers. Christian universities are urged to prioritize social justice issues, cultural diversity, and the amplification of culturally relevant pedagogy to create inclusive and welcoming environments for students of color. This study proposes that Christian universities must engage in critical self-reflection and dismantle White-centered structures and policies within their teacher education programs. By prioritizing diversity, cultural responsiveness, and equity, these institutions can better serve their diverse student populations and equip future educators to thrive in the diverse classrooms of the United States. The paper underscores the importance of these efforts to ensure that the teaching profession reflects the principles of equity and inclusivity that align with the teachings of the Christian faith and prepare educators to be transformative agents of change in the lives of their students.

A Meta-Synthesis of the Literature on Science & Engineering Teaching Self-Efficacy: Current Gaps and Future Research Directions

ABSTRACT Self-efficacy is a topic of great interest in elementary preservice and inservice teacher education given that elementary teachers often have low self-efficacy for STEM teaching. In this article, we synthesize the existing literature on science and engineering teaching self-efficacy to (1) explore trends in science and engineering teaching self-efficacy research, (2) identify current gaps that exist in the literature, and (3) propose a visual model to provide future direction in research. Utilizing a qualitative meta-synthesis, we analyzed 88 articles focused on science and engineering teaching self-efficacy. Of these articles, 66 studied preservice teachers, 21 studied inservice teachers, and one included both preservice and inservice teachers. Findings indicate that the diversity of teacher education programs, both across the United States and globally, offers a rich context for considering a range of programmatic features that impact elementary teachers’ science and engineering teaching self-efficacy. While efforts to increase self-efficacy span across preservice preparation courses and inservice professional development programs, details concerning the contexts in which science and engineering teaching self-efficacy develop are often limited, making it difficult to claim that gains in self-efficacy are lasting. Based on the meta-synthesis of the existing research findings and gaps in the literature, we offer recommendations to assist researchers and curriculum developers involved in preservice or inservice programs to address the persisting challenges related to science and engineering teaching self-efficacy. The implications for future research and practice in multiple contexts, such as educator preparation programs, teaching, and professional development that target increases in teacher self-efficacy, are discussed.

The effectiveness of the educational preparation program from the point of view of field training students specializing in social studies

IntroductionThe study aims to assess the students’ views in the field training about the educational preparation program in social studies at Qatar University. The research is grounded in the adult learning theory as it involves the adult learning behaviors toward an educator preparation program.MethodsPrimary quantitative research design is set up in the study to analyze the students’ views. Moreover, a questionnaire is administered to gauge the opinions on six dimensions relevant to the Educational Preparation Programs (EPP). Finally, a descriptive research approach is used where the responses from 239 males and females were both included in the study [Male = 41 (17.2%), Female = 198 (82.8%)] students teachers are analyzed. The researchers also used interviews with 30 female students to reach their opinion about the efficiency of the teacher preparation program that they studied for 4 years at the university.ResultsAccording to current study results, the demographic factors do not impact the views of the field-training students in the social studies about the EPP in Qatar University.DiscussionThe results raise the question of a potential that teachers’ self-efficacy and characteristics of EPP should be added in the dimensions for which the students’ views are gauged in future studies.

Urban Educator Preparation Program: Assessing Preservice Teachers’ Preparedness for Inclusive Education

Pre-service teacher perception of inclusive education plays a critical role in the field of K-12 education, ensuring that students with disabilities receive the best possible instruction in the least restrictive environment. This qualitative case study used one-to-one interviews and focus groups to gather data from 16 pre-service teachers enrolled in an Urban teacher preparation program in a major city in Texas, United States. The data analysis highlighted the pre-service teachers’ understanding of differentiation instruction for students with disabilities. Furthermore, the pre-service teachers felt positive about meeting the needs of the special education students in the general education classrooms. However, they expressed concerns related to limited coursework that helps them acquire teaching strategies to meet the needs of the special education students in the general education classrooms. The research findings offer valuable insights into the factors behind pre-service teachers’ perceptions of inclusion, underscoring the importance of coursework specifically targeting their preparedness for inclusive education.

Using Intercultural Sensitivity to Predict Culturally Responsive Classroom Management Self-Efficacy among Preservice Teachers

As student diversity increases, it is imperative that Educator Preparation Programs (EPPs) prepare preservice teachers to manage these classrooms. Educators are expected to possess the skillset, experience, and confidence necessary to engage diverse students from varying cultural backgrounds. Thus, intercultural sensitivity is an important affective trait for teachers, however, the connection between intercultural sensitivity and self-efficacy for culturally responsive classroom management has not been well documented in the preservice teacher literature. In this study, one mid-southern university examined the relationship between preservice teachers’ perceptions of their intercultural sensitivity and their self-efficacy for tasks related to culturally responsive classroom management. Findings indicated that preservice teachers are confident in their ability to manage classrooms in a culturally responsive manner and that intercultural sensitivity significantly predicted and explained about a third of variance in culturally responsive classroom management self-efficacy. While EPPs could consider requiring coursework in cultural diversity and classroom management, the results of this study indicated that coursework alone was not enough to improve preservice teachers’ self-efficacy.

Building Resilience: Strategies to Combat Burnout and Attrition in New Special Education Teachers

This article presents an overview of literature on special education teacher burnout and attrition, which has historically been a significant challenge that culminates in a cycle of teacher shortages and subsequent negative outcomes for students with disabilities. As a proactive measure to combat special education teacher stress, burnout, and attrition within the first few years of service, the article presents a framework (addressed as SMIRC) centered on practical, tangible strategies to take directly to the classroom for teachers, administrators, and Educator Preparation Programs. Recommendations for practice are included as supportive, proactive strategies aimed at increasing special education teacher retention.

Building More Flexible Special Education Teachers: UDL Integration in a Dual-Licensure Program

In this article, we describe how our general and special education faculty collaborated to infuse the Universal Design for Learning framework into our special education preparation program, a dual-licensure special education and elementary education (K-6) undergraduate degree program. We describe the curriculum reform processes and outcomes of the UDL curriculum enhancement project, along with specific examples from multiple courses. Additionally, we highlight the need to continuously evaluate such efforts so that areas for improvement can be identified and addressed. For instance, we realized that our teacher candidates still needed more support to transfer what they learned about UDL from their coursework to their planning and practice in student teaching. In sum, we did not just create a plan, implement it, and consider it completed. We recognized a gap in the original plan, made improvements, and re-assessed, just as we would expect our teacher candidates to do when evaluating their own practice.

Book-Tasting Presentations within an Early Childhood Educator Preparation Program

Book-Tasting Presentations within an Early Childhood Educator Preparation Program

‘This is so white’: examining black and Brown pre-service teachers’ sense of belonging in a predominantly White educator preparation program

ABSTRACT Drawing from Critical Race and Latino Critical Race frameworks, this qualitative study aimed to examine the role of race in the experiences of pre-service teachers of color at a predominantly White institution. The participants identified factors impacting their sense of belonging, which included perceptions of others, self-perception compared to White peers, isolation, invisibility, and the emotional and academic tolls on them when navigating microaggressions. Implications from this study implore EPPs to consider the development of anti-racist policy and practice and intercultural proficiency development in all aspects of the training process, including curriculum, field experiences, and student teaching. Furthermore, to combat the mechanisms of internalized racism experienced by the participants, this study highlights the need to examine majoritarian views and internalized deficit thinking by engaging pre-service teachers in unpacking their experiences with racist schooling in both K–12 and teacher preparation.