Teacher Preparation Practices Research Articles

From Virtual to Physical

Since the beginning of the third decade of the 21st century, teachers of all levels of education have been experiencing turbulent times. Beginner teachers as well as experienced ones have been forced to rethink their skillset to reflect the changes not only in opportunities provided by the development of technology and globalisation but also the sudden, unexpected consequences of the global pandemic. The governmental decision to close all educational institutions in the Czech Republic because of the COVID-19 pandemic and to move the teaching and learning process into an online environment had an impact on university initial teacher education for future teachers of English, among others. Everyone had to cope with the challenges the situation brought about; educators had to re-evaluate their approach to initial teacher education so that their students would feel better prepared for the challenges of the crisis. Teacher educators, among others, have embraced the changing environment and have been actively searching for ways to best support students in their preparation for the teaching profession. The aim of this paper is to present and discuss the results of research conducted at the Department of English and American Studies at a regional Czech university in response to the consequences of the pandemic. The aim of the small-scale study was to explore student teachers’ perceptions of whether and how their microteaching sessions, conducted online because of the pandemic restrictions, prepared them for their face-to-face placement practice teaching the following semester. The context, therefore, was heavily influenced by the circumstances of the global pandemic. The theoretical framework of the initial English language teacher education programme, and of this paper, is based on the models of teacher professionalism (Spilková, 2019), the reflective practitioner (Černá, Píšová, & Vlčková, 2017), and the realistic approach (Korthagen et al., 2001). In the study, the data from reflection sessions, two focus group discussions, and a questionnaire were collected, analysed, and evaluated. The participants in the study were second-year bachelor students of the English for Education programme. The results of the research indicate that the students did not see the aims and content of the selected study programme as being affected by changes of external conditions; however, the processes of their professional learning were perceived as having been affected. These outcomes are in alignment with the research of Yochanna and Levy (2022) into the effective implementation of microteaching practice in teacher preparation. The implications of this study, in terms of both education and research, suggest that initial teacher education for future teachers of English needs to address the challenge of enabling the students to get ready for their profession regardless of whether they are teaching online or face-to-face classes. Initial teacher education should aim to prepare future teachers to expect the unexpected, which is a theme to be explored in further research.

Turn-over and Retention Among Head Start Educators

AbstractEducators shape the quality of early education programs and are essential to children’s learning and healthy development. However, the early childhood education field is often challenged in retaining educational staff. Using a descriptive research design this study explores turnover and retention through the voices of Head Start and Early Head Start education staff. Education staff identified retention factors to be, holding a job with meaning and purpose that made a positive difference for children, families and communities, access to professional development opportunities, and positive connections with colleagues. While, low wages, high volumes of paperwork, complex caseloads, lack of recognition, weak onboarding, teacher preparation practices, and lack of voice in program changes, were identified as turnover factors. Despite low wages educators voiced they are more likely to stay when their growth and relatedness needs are being met. Overall turnover and retention were influenced by an organization’s systems, practices, and working conditions and how well these met the human core needs of its staff.

Whiteness in the bones: Structures and practices in justice-centered teacher preparation

Drawing on critical race theory and critical whiteness studies, this year-long critical ethnography explores the question: How do justice-centered reform initiative leaders’ work practices and policies reproduce or disrupt racial inequities? Findings indicate patterns that reflected a commitment to raising awareness of racial injustice in education among reform initiative leaders while at the same time operating with white ideologies that led to unequal power dynamics, operating structures rooted in whiteness that avoided the possibility of institutional change, and acknowledgment of racial bias with little action to alter it. Implications for teacher education are included.

Penton Herrera, L. J. (2022). English and Students with Limited or Interrupted Formal Education: Global perspectives on teacher preparation and classroom practice

Penton Herrera, L. J. (2022). English and Students with Limited or Interrupted Formal Education: Global perspectives on teacher preparation and classroom practice

Troubling teacher preparation: Intersections of identity, diversity, and inclusive practice

This study explores the role of identity in uncovering teacher candidate (TC) awareness and understanding in teaching students with dis/abilities in culturally sustaining ways. A combination of individual interviews and focus groups was conducted with 12 TCs between March and May 2020 at a large Midwestern university in the U.S. Anchored in video elicitation methods, a range of viewpoints and teaching practices was revealed. Data analysis suggested an emerging awareness of, and receptivity to, equity-based inclusive education. Discussion includes implications for teacher preparation research and practice that prioritize centering issues of culture, power, and dis/ability among students.

Challenges and Potential of a Diverse Music Teaching Force: A Review of the Literature

Current practices of music pedagogy have not been successful at attracting or retaining students of color; as a result, K–12 bands, orchestras, and choirs often reflect the disproportionately White demographics of music performance settings. Practices in the field of music education must adapt to prepare teachers to provide inclusive pedagogy to the racially diverse student populations they will encounter. This includes creating a more diverse teaching force, as well as changes to both teacher preparation practices and the K–12 music curriculum. In this literature review, I examined literature that addresses the question of how to foster inclusivity in music pedagogy.

Podcasting for peace: Resettled refugee youths' self‐sponsored counter‐storytelling practices

TESOL JournalEarly View e737 CLASSROOM EXPLORATIONS Podcasting for peace: Resettled refugee youths' self-sponsored counter-storytelling practices Megan Heise, Corresponding Author Megan Heise [email protected] orcid.org/0000-0001-6546-0671 Indiana University of PennsylvaniaSearch for more papers by this authorAsifa Hassan, Asifa Hassan Youth UnMutedSearch for more papers by this author Megan Heise, Corresponding Author Megan Heise [email protected] orcid.org/0000-0001-6546-0671 Indiana University of PennsylvaniaSearch for more papers by this authorAsifa Hassan, Asifa Hassan Youth UnMutedSearch for more papers by this author First published: 15 June 2023 https://doi.org/10.1002/tesj.737Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL REFERENCES Barabas, C. D. (2022). Implementing peer podcasting in an EFL literature course. TESOL Journal, 14(2), e686. https://doi.org/10.1002/tesj.686 Choi, J., & Yi, Y. (2016). Teachers' integration of multimodality into classroom practices for English language learners. TESOL Journal, 7(2), 304– 327. https://doi.org/10.1002/tesj.204 Halaczkiewicz, M. D. (2020). Harnessing writing in the wild: Practical applications of affinity spaces for English language instruction. TESOL Journal, 11(1), e00453. https://doi.org/10.1002/tesj.453 Lindenman, H., & Rosinski, P. (2020). Writing outside of class: The untapped potential of students' non-academic writing. Writing Program Administration, 44(1), 17– 44. https://wpacouncil.org/aws/CWPA/asset_manager/get_file/555792?ver=3 Martin-Beltrán, M., Montoya-Ávila, A., & García, A. A. (2020). Becoming advocates: Positioning immigrant youth to share, connect, and apply their stories as tools for social change. TESOL Journal, 11(4), e567. https://doi.org/10.1002/tesj.567 Martinez, A. Y. (2020, March). Counterstory: The rhetoric and writing of critical race theory. Paper presented at the Conference on College Composition and Communication of the National Council of Teachers of English, online. Montero, M. K., & Al Zouhouri, A. (2022). Fear not the trauma story: A trauma-informed perspective to supporting war-affected refugees in schools and classrooms. In L. J. Pentón Herrera (Ed.), English and students with limited or interrupted formal education: Global perspectives on teacher preparation and classroom practices (pp. 83– 100). Cham, Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-030-86963-2_6 Pentón Herrera, L. J., & Martínez-Alba, G. (2021). Social-emotional learning in the English language classroom: Fostering growth, self-care, and independence. Alexandria, VA: TESOL Press. Solórzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23– 44. https://doi.org/10.1177/107780040200800103 Yi, Y., & Angay-Crowder, T. (2016). Multimodal pedagogies for teacher education in TESOL. TESOL Quarterly, 50, 988– 998. https://www.jstor.org/stable/44984730 Yi, Y., & Angay-Crowder, T. (2018). Self-sponsored writing. In J. I. Liontas, TESOL International Association, & M. DelliCarpini (Eds.), The TESOL encyclopedia of English language teaching (pp. 1– 6). Hoboken, NJ: Wiley. https://doi.org/10.1002/9781118784235.eelt0521 Youth UnMuted. (2020). Now you hear us. [Podcast]. Youth UnMuted. https://www.youthunmuted.org/now-you-hear-us-podcast Zapata, G. P., & Prieto Rosas, V. (2020). Structural and contingent inequalities: The impact of COVID 19 on migrant and refugee populations in South America. Bulletin of Latin American Research, 39(S1), 16– 22. https://doi.org/10.1111/blar.13181 Early ViewOnline Version of Record before inclusion in an issuee737 ReferencesRelatedInformation

Impact Evaluations of Teacher Preparation Practices: Challenges and Opportunities for More Rigorous Research

Many teacher education researchers have expressed concerns about the lack of rigorous impact evaluations of teacher preparation practices. I summarize these various concerns as they relate to issues of internal validity, measurement, and external validity. I then assess the prevalence of these issues by reviewing 166 impact evaluations of teacher preparation practices published in peer-reviewed journals between 2002–2019. Although I find that very few studies address issues of internal validity, measurement, and external validity, I highlight some innovative approaches and present a checklist of considerations to assist future researchers in designing more rigorous impact evaluations.

The Experiences of Teacher Candidates With Disabilities: A Systematic Literature Review

Despite the availability of disability resource centers and reasonable accommodations to facilitate access among teacher candidates with disabilities, research has shown that access alone may not be conducive to equitable educational experiences that promote program retention and completion. The purpose of this systematic review of the literature was to synthesize existing research on the experiences of teacher candidates with disabilities in teacher preparation programs and present implications and future directions for research, policy, and practice in higher education disability resources and special education teacher preparation to advance both access and equity in these settings. Results from five total articles showed that teacher candidates with disabilities experienced several barriers to access in their teacher preparation programs that negatively impacted their personal and professional outcomes. The authors conclude with a discussion of future directions for research, policy, and practice in both special education teacher preparation and higher education disability resources.

Reimagining Fieldwork: An Action Research Study Examining the Role of Clinical Practice in Teacher Preparation during COVID-19

Reimagining Fieldwork: An Action Research Study Examining the Role of Clinical Practice in Teacher Preparation during COVID-19

Beyond Educational Reforms: A Review of Teacher Preparation in Tanzania

Changes in the educational sector are essential, particularly for improving the quality of teaching and learning. This study, therefore, intends to explore the teacher preparation practices and how they are shaped by educational reforms. Hence, both empirical and theoretical studies were reviewed. Furthermore, this research study employed a systematic review approach on 42 articles published in a range of 15 years from 2007-2022, in order to explore teacher-preparation practices and how they are shaped by educational reforms. The paper highlights educational reforms and it illustrates those factors that shape education-reform outcomes. It portrays educators, not as individuals with the mandate to make independent choices, but rather as innovative practitioners working in a context characterised by rules and guidelines derived from within and beyond the educational arena. The study recommends that teachers’ professional learning should be strengthened in teachers’ colleges, in order to ensure that teacher educators are not only aware of innovations emerging daily, due to science and technology, but also to enable their practices to be at the same pace as those technological developments. It implies that educators, as innovative practitioners, should be made part and parcel of the process of structuring the reform program right from the inception of the reform.

SOFT SKILLS INTERWOVEN IN NEP 2020 AND ITS IMPLICATIONS FOR QUALITY IMPROVEMENT IN TEACHER EDUCATION

NEP 2020 is the catchphrase nowadays among those academicians who are thinking about quality improvement of education as a whole in India. The policy aims at reconfiguration of education system to support and foster learning. This will not be possible by making quality change in existing Teacher Education practices. Keeping this in mind, an effort has been done in this paper for deriving what changes are expected on the part of the future teachers in terms of their soft skills to meet the goals of NEP 2020. Content analysis method has been employed to extract areas which demands sharpening of soft skills on the part of the teachers. Based on this, implications for teacher education institutions have been suggested so that the would be teachers, when enter as professionals in education system, they are geared up with such soft skills so that there are all set to meet the goal of NEP 2020 through their quality practices. The rationale behind this research based paper is that if there exists a gap between the teacher preparation practices and the practices expected on the part of teachers for implementing NEP 2020, the policy will be proved to be a mere ambitious agenda for bringing reform in education in India.

A REVIEW OF CURRENT STATUS OF QUALITY ASSURANCE ARRANGEMENTS FOR PREPARING TEACHERS IN INDIA

Teacher education is a critical component of the Indian education sector; it is a comprehensive system that encompasses pre-service education, in-service education, staff development, and continuing professional development. Teacher education objectives are matched with the country's sustainable development goals, with a special emphasis on contemporary societal, economic, political, and technological achievements. The National Education Policy 2020 (NEP 2020) proposes large and dramatic revisions to the country's education system, its foundation, and its implementation, especially for teacher education (TE). The primary goal of the NEP is to guarantee that teachers receive the best training programmes and to integrate the teacher education into interdisciplinary departments and institutions. This paper reviewed the literature on teacher education reforms and conducts a comprehensive analysis of the initiatives for quality assurance arrangements at national level. This review assisted researchers in gaining a better understanding of major reforms and their current status such as University-school relationships reforms, lengthening of teacher education programmes and research oriented teacher education. The author found the dearth of opportunities for establishing the collaborative relationship among schools and teacher training institutes; insufficiently linkage between teacher education research with teacher preparation programs. Finally, the article concludes by discussing probable prospective improvements and their significance for teacher preparation policies and practices.

Combatting Disproportionality Before It Is Perpetuated: Initial Results of a Pre-Service Teacher Preparation Practice

Combatting Disproportionality Before It Is Perpetuated: Initial Results of a Pre-Service Teacher Preparation Practice

The Role of Teacher Self-Efficacy in Special Education Teacher Candidates’ Sensemaking: A Mixed-Methods Investigation

Shifts in special education over the last 25 years have increased the pressure on special education teacher preparation programs to improve the quality of opportunities to learn provided to teacher candidates. One aspect of quality that has not been extensively explored in the literature is the interaction between the individual candidate—the learner—and preparation experiences. Using survey and interview data from special education teacher candidates across six teacher preparation programs, we explore how candidates with differing levels of teacher self-efficacy (TSE) experience preparation. Findings suggest that TSE shaped how candidates made sense of preparation and what they took up from their opportunities to learn. Across phases, candidates with low- and high-TSE differed in how they reported on their learning opportunities and then how they interpreted these opportunities as shaping their future practice. We end with implications for research, policy, and practice in special education teacher preparation.

Video Performance Feedback and Video Self-Monitoring to Improve Systematic Instruction Implementation for Pre-Service Teachers

Although special education teachers are expected to implement evidence-based practices, teachers of students with extensive support needs have reported challenges in identifying and implementing effective practices to meet the unique needs of their students. Systematic instruction has been identified as an evidence-based practice for students with extensive support needs and can be used to support students across a wide range of skill domains. We used an experimental pretest–posttest design to examine the effectiveness of two training approaches, video performance feedback and video self-monitoring, on the implementation of systematic instruction among pre-service special education teachers. Overall, both approaches resulted in improved implementation of systematic instruction by pre-service special education teachers and were viewed as socially valid. We present directions for future research and implications for practice in special education teacher preparation.

Hard Time Seeing the Relevance

Perceptions of linguistic deficiency represent an extension of the devaluation of Black and racialized speakers which impacts their participation and representation, particularly within language classrooms. Though racism is directly challenged in current education research, language education remains a fertile space for weaponizing seemingly race-neutral terms like ‘culture’ and ‘identity’ as a means of minimizing the importance of race and other sociocultural factors on classroom language learning. Through semistructured interviews, this critical qualitative case study investigates the racial ideologies of three language teacher educators (LTEs) at Franklin University. Findings suggest the de-racialization of ‘culture’ and ‘identity’ influences the goals, design, and execution of instruction in this language teacher preparation program. Implications include guidance for language teacher preparation research and practice inclusive of centering race and clarifying the roles of race and power in language teacher preparation. Critically confronting who benefits or suffers when we use the term ‘culture’ in lieu of race in teacher preparation is also recommended.

Digital practice spaces and clinical practice in teacher preparation: Current uses and future possibilities

This paper explores how the use of digital practice spaces (DPSs) can inform teacher preparation through a reimagining of clinical practice in teacher preparation by addressing the question: what roles might DPSs play in the ecology of apprenticeship opportunities for future educators? We leveraged AACTE’s Essential Proclamations and Tenets for Highly Effective Clinical Educator Preparation as an analytical framework to examine our own experiences using DPSs in our teacher education coursework. We discuss the alignment between these proclamations and the theoretical, conceptual, and practical underpinnings of DPSs. Finally, we consider the remaining proclamations that represent the horizons of DPSs within teacher preparation, a task we undertook as a set of informed provocations, envisioning how DPSs could be designed to support the proclamations not currently supported.

Korean novice music teachers’ perceptions of their first years’ challenges

ABSTRACT Recently, there have been attempts to improve the support for beginning music teachers by investigating their difficulties during their first teaching years. The purpose of the study was to describe Korean novice music teachers’ perceptions of their first years’ challenges. In this study, data were generated through participants’ reflective journals, two individual interviews per participant and class observations. The findings indicated that beginning music teachers commonly felt insufficient in terms of music subject matter knowledge and skills as music educators as well as their assessments of students’ performances in music classes. They also mentioned their challenges, especially their relationships with students. Suggestions not only for practice in music teacher preparation and support but for future research on beginning music teachers are provided.

Systematic Identification, Implementation, and Evaluation of High-Leverage Practices in Teacher Preparation

An emphasis on practice-based teacher education has led the Council for Exceptional Children to develop 22 high-leverage practices (HLPs). Each HLP is research based, used frequently in classrooms, and applicable across age, grade, and content area. In this article, we discuss the importance of a systematic process for teacher preparation programs to consider when identifying, implementing, and evaluating HLPs. The extent and quality that HLPs are integrated within preparation programs will affect graduating teacher’s professional readiness and their ability to immediately affect student outcomes. It is our intent that this article supports teacher educators and scholars to continue the conversation around HLPs in teacher preparation. In addition, we encourage preparation programs to consider data-based decision making when identifying, implementing, and evaluating HLPs within program curricula.