Drawing on a sample of 124 cooperating teachers in four school districts, this study examined the Teacher Educator Technology Competencies (TETCs) of field-based teacher educators. While the study showed no significant differences in the TETCs possessed by participating cooperating teachers, it offers important considerations and implications for continuing research.
{"title":"Exploring Technology Competencies of Field-Based Teacher Educators","authors":"Abdulsalami Ibrahim, Oliver Dreon, Jr.","doi":"10.46951/2022216","DOIUrl":"https://doi.org/10.46951/2022216","url":null,"abstract":"Drawing on a sample of 124 cooperating teachers in four school districts, this study examined the Teacher Educator Technology Competencies (TETCs) of field-based teacher educators. While the study showed no significant differences in the TETCs possessed by participating cooperating teachers, it offers important considerations and implications for continuing research.","PeriodicalId":190661,"journal":{"name":"Pennsylvania Teacher Educator","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132993261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
All teachers, special educators included, need to build competencies to honor and respond to the cultures of the students in their classrooms and school communities. This study of 64 pre-service teachers investigated interactions between their culturally responsive experiences specific to teaching children with disabilities and their self-efficacy for culturally responsive teaching of diverse children who qualify for special education. Participants self-rated their experiences and self-efficacy using the Culturally Responsive Special Education Experiences and Efficacy Scale which worked as a measure of self-efficacy. Variance in culturally responsive experiences explained nearly half of the variance in culturally responsive self-efficacy. Participants made very large effect size gains in both culturally responsive experiences and culturally responsive self-efficacy, though post-assessment self-efficacy remained merely moderate, indicating a next step for program improvement to increase culturally responsive experiences.
{"title":"Interactions and Gains in Cultural Responsiveness in Pre-Service Educators","authors":"Melinda Burchard","doi":"10.46951/20222104","DOIUrl":"https://doi.org/10.46951/20222104","url":null,"abstract":"All teachers, special educators included, need to build competencies to honor and respond to the cultures of the students in their classrooms and school communities. This study of 64 pre-service teachers investigated interactions between their culturally responsive experiences specific to teaching children with disabilities and their self-efficacy for culturally responsive teaching of diverse children who qualify for special education. Participants self-rated their experiences and self-efficacy using the Culturally Responsive Special Education Experiences and Efficacy Scale which worked as a measure of self-efficacy. Variance in culturally responsive experiences explained nearly half of the variance in culturally responsive self-efficacy. Participants made very large effect size gains in both culturally responsive experiences and culturally responsive self-efficacy, though post-assessment self-efficacy remained merely moderate, indicating a next step for program improvement to increase culturally responsive experiences.","PeriodicalId":190661,"journal":{"name":"Pennsylvania Teacher Educator","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129885284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This qualitative multi-case research study explored the experiences of pre-service teachers learning phonics and phonemic awareness (PPA) in a literacy methods course. Data were collected from pre- and post-test scores, literacy life maps, semi-structured interviews, and course questionnaires. Findings suggest pre-service teachers with limited prior knowledge struggled with learning PPA but were able to overcome the challenges. Participants perceived their preparedness and confidence in teaching PPA had grown through the course. Participants noted the benefits of hands-on practice with PPA.
{"title":"Challenges in Learning Phonics and Phonemic Awareness: Case Studies of Pre-Service Elementary Teachers","authors":"Stacey Bose","doi":"10.46951/202221","DOIUrl":"https://doi.org/10.46951/202221","url":null,"abstract":"This qualitative multi-case research study explored the experiences of pre-service teachers learning phonics and phonemic awareness (PPA) in a literacy methods course. Data were collected from pre- and post-test scores, literacy life maps, semi-structured interviews, and course questionnaires. Findings suggest pre-service teachers with limited prior knowledge struggled with learning PPA but were able to overcome the challenges. Participants perceived their preparedness and confidence in teaching PPA had grown through the course. Participants noted the benefits of hands-on practice with PPA.","PeriodicalId":190661,"journal":{"name":"Pennsylvania Teacher Educator","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131402448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Institutions of higher education have increasingly motivated faculty to involve undergraduates in their research. These can be excellent opportunities for education researchers interested in working with pre-service teacher candidates (PSTCs). This article demonstrates the necessary conditions required for successful research experiences and includes two sample projects involving PSTCs.
{"title":"Undergraduate Research Experiences for Pre-Service Teacher Candidates: Necessary Conditions for Productive Projects","authors":"M. Wolfmeyer, David Mohamad, M. Mistler","doi":"10.46951/2022293","DOIUrl":"https://doi.org/10.46951/2022293","url":null,"abstract":"Institutions of higher education have increasingly motivated faculty to involve undergraduates in their research. These can be excellent opportunities for education researchers interested in working with pre-service teacher candidates (PSTCs). This article demonstrates the necessary conditions required for successful research experiences and includes two sample projects involving PSTCs.","PeriodicalId":190661,"journal":{"name":"Pennsylvania Teacher Educator","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116722799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article demonstrates how the digital technologies of video recordings and webcams in a virtual learning after school program made it possible for teacher candidates to practice and reflect on asset-based pedagogies for multilingual students. Implications to engage teacher candidates in asset-based pedagogies in virtual science and engineering programming are discussed. The authors invite teacher educators to consider how the potentials of video recordings and webcams can be extended to other content areas and in-person teaching.
{"title":"Teacher Candidtates Working with Digital Technologies to Support Multilingual Students in Asset-Based Ways","authors":"Megan E. Lynch, Frances Nebus Bose, May-Yoong Lee","doi":"10.46951/2022259","DOIUrl":"https://doi.org/10.46951/2022259","url":null,"abstract":"This article demonstrates how the digital technologies of video recordings and webcams in a virtual learning after school program made it possible for teacher candidates to practice and reflect on asset-based pedagogies for multilingual students. Implications to engage teacher candidates in asset-based pedagogies in virtual science and engineering programming are discussed. The authors invite teacher educators to consider how the potentials of video recordings and webcams can be extended to other content areas and in-person teaching.","PeriodicalId":190661,"journal":{"name":"Pennsylvania Teacher Educator","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116546971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
By participating in global projects, students learn to communicate, asynchronously or synchronously, through digital tools and media. The project in this article paired pre-service teachers in the United States with primary students, ages 8 to 10, in South Korea. The intent was to expose pre-service teachers to global collaboration projects, and to give them experience with the challenges that come with global collaboration so they can later support their own students in such endeavors. The project was evaluated through an open-ended survey for pre-service teachers (N=19) and results were coded according to the constructs of TPACK (technology, pedagogy, and content knowledge). Results showed that the most impactful aspects of the project were in the pedagogy and technology constructs. Surveys showed mostly positive (n=9) and mixed experiences (n=8) for pre-service teachers. Negative experiences were largely related to challenges with asynchronous collaboration. Future recommendations include developing companion lessons to precede this project, training teachers and students in techniques, expectations, and norms during non-face-to-face collaboration.
{"title":"The Introduction of Global Collaboration to Pre-Service Teachers: Training Future Global Change-Agents","authors":"Aaron Sams, L. K. Jones, Walter Smith","doi":"10.46951/2022271","DOIUrl":"https://doi.org/10.46951/2022271","url":null,"abstract":"By participating in global projects, students learn to communicate, asynchronously or synchronously, through digital tools and media. The project in this article paired pre-service teachers in the United States with primary students, ages 8 to 10, in South Korea. The intent was to expose pre-service teachers to global collaboration projects, and to give them experience with the challenges that come with global collaboration so they can later support their own students in such endeavors. The project was evaluated through an open-ended survey for pre-service teachers (N=19) and results were coded according to the constructs of TPACK (technology, pedagogy, and content knowledge). Results showed that the most impactful aspects of the project were in the pedagogy and technology constructs. Surveys showed mostly positive (n=9) and mixed experiences (n=8) for pre-service teachers. Negative experiences were largely related to challenges with asynchronous collaboration. Future recommendations include developing companion lessons to precede this project, training teachers and students in techniques, expectations, and norms during non-face-to-face collaboration.","PeriodicalId":190661,"journal":{"name":"Pennsylvania Teacher Educator","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129976427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. Wender, R. Briscoe, JT Helsop, Kaitlyn M. Brennan
As part of one predominantly White institution’s efforts to better support teacher candidates of Color (TCOCs), researchers held focus group discussions with TCOCs. Findings include TCOCs’ diverse identities and shared experiences of “onlyness” in educational settings (Harper et al., 2011). Recommendations include racial affinity groups and highlighting teacher diversity in curricula. This work was supported by the McElhattan Foundation.
作为一个以白人为主的机构努力更好地支持有色人种教师候选人(TCOCs)的一部分，研究人员与TCOCs进行了焦点小组讨论。研究结果包括TCOCs的多样化身份和在教育环境中“独一性”的共同经历(Harper et al.， 2011)。建议包括种族亲和团体和在课程中突出教师的多样性。这项工作得到了麦克哈坦基金会的支持。
{"title":"Listening to Teacher Candidates of Color","authors":"E. Wender, R. Briscoe, JT Helsop, Kaitlyn M. Brennan","doi":"10.46951/2022282","DOIUrl":"https://doi.org/10.46951/2022282","url":null,"abstract":"As part of one predominantly White institution’s efforts to better support teacher candidates of Color (TCOCs), researchers held focus group discussions with TCOCs. Findings include TCOCs’ diverse identities and shared experiences of “onlyness” in educational settings (Harper et al., 2011). Recommendations include racial affinity groups and highlighting teacher diversity in curricula. This work was supported by the McElhattan Foundation.","PeriodicalId":190661,"journal":{"name":"Pennsylvania Teacher Educator","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122364974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Using the Danielson Framework for Teaching, we compare educators’ perceptions of the effectiveness of traditional and co-teaching student teaching models. This study frames student teaching as a community of practice with Vygotsky’s Zone of Proximal Development as a key feature of the experience. This study uses a mixed methods sequential design. Our data indicate the co-teaching model outperforms the traditional student teaching model on all Danielson components and was preferred by the majority of our participants. Recommendations for teacher preparation and further study of student teaching are discussed.
{"title":"Realistic vs. Effective: An Analysis of Educators' Perceptions of Traditional and Co-teaching Models of Student Teaching","authors":"P. Jorgensen, J. Fisler","doi":"10.46951/2022230","DOIUrl":"https://doi.org/10.46951/2022230","url":null,"abstract":"Using the Danielson Framework for Teaching, we compare educators’ perceptions of the effectiveness of traditional and co-teaching student teaching models. This study frames student teaching as a community of practice with Vygotsky’s Zone of Proximal Development as a key feature of the experience. This study uses a mixed methods sequential design. Our data indicate the co-teaching model outperforms the traditional student teaching model on all Danielson components and was preferred by the majority of our participants. Recommendations for teacher preparation and further study of student teaching are discussed.","PeriodicalId":190661,"journal":{"name":"Pennsylvania Teacher Educator","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134456992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Joseph Johnson, Augusto Z. Macalalag, Becky Mathers-Lowery, G. Ialacci
This study explores the experiences of two teachers participating in professional development workshops focused on supporting implementation of SocioScientific Issues (SSI) and aspects of social justice into STEM classrooms. SSI are ill-defined problems, with a basis in science, but necessarily include moral and ethical decisions that cannot be resolved through science alone. These debatable issues can enhance learning of STEM by engaging students in real-world and authentic problems. The USTRIVE project was developed to foster STEM learning through integrated professional development workshops and the development of professional learning communities to support teachers in the use of SSI and incorporation of aspects of social justice in their STEM classrooms. Two research questions were investigated: (a) To what extent did teachers implement SSI into their lesson planning during the project and (b) In what ways did teachers’ designed lessons change from the beginning of the workshop?
{"title":"We Strive: Enhancing Implementation of Socioscientific Issues in STEM Classrooms Through Professional Development","authors":"Joseph Johnson, Augusto Z. Macalalag, Becky Mathers-Lowery, G. Ialacci","doi":"10.46951/2022241","DOIUrl":"https://doi.org/10.46951/2022241","url":null,"abstract":"This study explores the experiences of two teachers participating in professional development workshops focused on supporting implementation of SocioScientific Issues (SSI) and aspects of social justice into STEM classrooms. SSI are ill-defined problems, with a basis in science, but necessarily include moral and ethical decisions that cannot be resolved through science alone. These debatable issues can enhance learning of STEM by engaging students in real-world and authentic problems. The USTRIVE project was developed to foster STEM learning through integrated professional development workshops and the development of professional learning communities to support teachers in the use of SSI and incorporation of aspects of social justice in their STEM classrooms. Two research questions were investigated: (a) To what extent did teachers implement SSI into their lesson planning during the project and (b) In what ways did teachers’ designed lessons change from the beginning of the workshop?","PeriodicalId":190661,"journal":{"name":"Pennsylvania Teacher Educator","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121497118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students across Pennsylvania are demonstrating an inability to meet proficiency expectations in reading. Emphasis has been on schools of education as one originating source of difficulty with reading instruction. Five universities and colleges in Pennsylvania were analyzed utilizing document analysis of undergraduate course syllabi, schedules, and final exams of 13 required undergraduate courses. The findings of this qualitative study illustrate the participating schools of education are instructing on the pillars of reading in parallel and proportionately less than non-evidence-based practices. The authors offer a four-tier approach to strengthen teacher candidacy programs.
{"title":"Teacher Preparation in Pennsylvania: Alignment to the National Reading Panel Findings","authors":"Dawn Durham, A. L. Naccarelli","doi":"10.46951/2022110","DOIUrl":"https://doi.org/10.46951/2022110","url":null,"abstract":"Students across Pennsylvania are demonstrating an inability to meet proficiency expectations in reading. Emphasis has been on schools of education as one originating source of difficulty with reading instruction. Five universities and colleges in Pennsylvania were analyzed utilizing document analysis of undergraduate course syllabi, schedules, and final exams of 13 required undergraduate courses. The findings of this qualitative study illustrate the participating schools of education are instructing on the pillars of reading in parallel and proportionately less than non-evidence-based practices. The authors offer a four-tier approach to strengthen teacher candidacy programs.","PeriodicalId":190661,"journal":{"name":"Pennsylvania Teacher Educator","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121308098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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