Examining Standards Across Five K-12 Academic Disciplines in the United States: Similarities, Distinctions, and Implications for Teacher Preparation

Abstract

ABSTRACTTeacher preparation has long suffered from an issue of status in the United States. As a way to professionalize teaching, subject area-specific standards have materialized as one of its most powerful tools in homogenizing what teacher candidates should know and do upon graduation. These standards play a large role in accreditation, but they operate in isolation from one another. To actualize clinically based teacher education, such standards can no longer remain in silos. The purpose of this study was to understand what subject area standards for teacher education exist; on what key concepts, topics, and ideas do they collectively agree; what is distinct to each; and what the implications are for teacher education. Using document analysis, seven sets of standards for teacher education across five subject areas were examined. Findings show that while there were distinctions, there were more similarities among the subject areas. This finding demonstrates a common understanding of basic knowledge and skills across disciplines teacher candidates need to be profession-ready teachers.KEYWORDS: Teacher preparation standardssubject area disciplinesclinical practiceinterdisciplinary collaborationteacher education Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsRebecca West BurnsRebecca West Burns, Ph.D. is the Dean of the College of Education for Kutztown University of Pennsylvania. Her research is in clinically based teacher education where she focuses on school-university partnerships, teacher leadership, and supervision of clinical experiences.Craigory NiemanCraigory Nieman, Ph.D. is a Visiting Assistant Professor of Instruction in Physical Education at the University of South Florida. His research interests lie in preparing future teachers for diverse settings and culturally responsive pedagogy.Alyssa BatastiniAlyssa Batastini is a doctoral student in Curriculum and Instruction with an emphasis in Elementary Education at the University of South Florida. Her interests are in the impact of in-service teacher professional development on teacher retention in virtual education settings.Amber BrownAmber Brown, Ph.D. is a Clinical Assistant Professor of Mathematics Education at Purdue University. She is interested in building teacher candidates’ and in-service teachers’ capacity to transfer their passion and knowledge to students in meaningful ways.Olwyn WatsonOlwyn Watson is a doctoral candidate in Elementary Education at the University of South Florida. Her research interests are in culturally responsive practices to build better relationships between teachers and students. She is also interested in professional development for teachers to build student learning outcomes.Daina KellyDaina Kelly, Ph.D. is a professional learning researcher focused on the experiences of adults engaged in fellowship programs. Her research interests also include how meaningful program design can impact outcomes in professional development, continuing education, and leadership development opportunities.Arwa AlazwariArwa Alazwari, Ph.D. is an Assistant Professor of Curriculum and Instruction at King Saud University in Saudi Arabia. Her research interests are in teacher leadership and teachers' professional development.