This conceptual article highlights the use of instructional practices based on the Universal Design for Learning framework and a focus on promoting effective mindsets in two teacher preparation courses (Classroom Management and Introduction to Developmental Psychology & Learning Theory). These practices have anecdotally demonstrated potential to promote students’ understanding and practices in both learning and teaching. A review of research and personal experience as a K-12 teacher, administrator, and teacher educator in a university-based teacher preparation program guided this work.
{"title":"Preparing for Learning and Teaching: Incorporating UDL and Mindset into Teacher Preparation Programs","authors":"Amber Gentile","doi":"10.46951/2022124","DOIUrl":"https://doi.org/10.46951/2022124","url":null,"abstract":"This conceptual article highlights the use of instructional practices based on the Universal Design for Learning framework and a focus on promoting effective mindsets in two teacher preparation courses (Classroom Management and Introduction to Developmental Psychology & Learning Theory). These practices have anecdotally demonstrated potential to promote students’ understanding and practices in both learning and teaching. A review of research and personal experience as a K-12 teacher, administrator, and teacher educator in a university-based teacher preparation program guided this work.","PeriodicalId":190661,"journal":{"name":"Pennsylvania Teacher Educator","volume":"1 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":"128775152","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 need to provide curricula for preservice teachers on the importance of non-cognitive characteristics related to success to best prepare and maintain new teachers in K-12 schools throughout the country. Many educators of preservice teachers experienced the importance of curricula that psychologically and emotionally prepares future educators for crippling events, before, during, and after the onset of the coronavirus pandemic. Crises of all types are inevitable within society and schools, and how they are handled by educators will vary based upon educators’ non-cognitive characteristics. While societal upheaval can negatively impact schools, faculty, and students by adding stress and uncertainty to the day-to-day work of educators, coping mechanisms such as resilience, grit and self-efficacy can prevent consequences such as teacher burnout and attrition. Consequently, preservice teachers will benefit by accumulating knowledge about the power and importance of these types of non-cognitive characteristics before they enter the field.
{"title":"Preservice Teacher Curricula Should Include Research on Non-Cognitive Characteristics","authors":"Victoria A. Jones","doi":"10.46951/2022133","DOIUrl":"https://doi.org/10.46951/2022133","url":null,"abstract":"Institutions of higher education need to provide curricula for preservice teachers on the importance of non-cognitive characteristics related to success to best prepare and maintain new teachers in K-12 schools throughout the country. Many educators of preservice teachers experienced the importance of curricula that psychologically and emotionally prepares future educators for crippling events, before, during, and after the onset of the coronavirus pandemic. Crises of all types are inevitable within society and schools, and how they are handled by educators will vary based upon educators’ non-cognitive characteristics. While societal upheaval can negatively impact schools, faculty, and students by adding stress and uncertainty to the day-to-day work of educators, coping mechanisms such as resilience, grit and self-efficacy can prevent consequences such as teacher burnout and attrition. Consequently, preservice teachers will benefit by accumulating knowledge about the power and importance of these types of non-cognitive characteristics before they enter the field.","PeriodicalId":190661,"journal":{"name":"Pennsylvania Teacher Educator","volume":"1 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":"131383768","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}
S. Tours, J. Jordan, Lacee Kent, Kennedy Carnahan, Jaymee Stiger, Isabella Rapone, Morgan Potteiger
The role of the preservice teacher, during the final semester of the collegiate journey, has typically consisted of a fixed amount of time spent in one classroom as an opportunity to learn the day-to-day operations. This includes lesson planning, classroom management, and all other duties of the assigned teacher. Factor in a global pandemic, and the process shifts. In this study, the researchers present a new dynamic to the preservice teacher experience – serving as a paraprofessional. This qualitative analysis provides a snapshot of four preservice teachers’ experiences in this newly developed dual role of student teacher and paraprofessional during a pandemic.
{"title":"Challenging and Rewarding: Being Both a Paraprofessional and a Preservice Teacher during a Global Pandemic","authors":"S. Tours, J. Jordan, Lacee Kent, Kennedy Carnahan, Jaymee Stiger, Isabella Rapone, Morgan Potteiger","doi":"10.46951/2022158","DOIUrl":"https://doi.org/10.46951/2022158","url":null,"abstract":"The role of the preservice teacher, during the final semester of the collegiate journey, has typically consisted of a fixed amount of time spent in one classroom as an opportunity to learn the day-to-day operations. This includes lesson planning, classroom management, and all other duties of the assigned teacher. Factor in a global pandemic, and the process shifts. In this study, the researchers present a new dynamic to the preservice teacher experience – serving as a paraprofessional. This qualitative analysis provides a snapshot of four preservice teachers’ experiences in this newly developed dual role of student teacher and paraprofessional during a pandemic.","PeriodicalId":190661,"journal":{"name":"Pennsylvania Teacher Educator","volume":"14 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":"130009737","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}
Transformative social and emotional learning (Jagers et al., 2019), a form of socialemotional learning (SEL) specifically focused on equity, is an important part of student overall well-being and success. However, there is limited research on how to effectively prepare teachers to bring SEL to their classrooms, especially SEL grounded in social justice. In order to contribute to the growing field of teacher training in social-emotional learning, this qualitative study explores teacher perceptions of their own preparedness in this area. Findings reveal that teachers saw their own transformative SEL as a key factor in supporting students’ transformative SEL, highlighting the importance of holistic teacher preparation that focuses on the social-emotional development of teachers themselves.
变革性社会和情感学习(Jagers et al.， 2019)是一种特别关注公平的社会情感学习(SEL)形式，是学生整体幸福感和成功的重要组成部分。然而，关于如何有效地为教师做好准备，将SEL带到课堂上，特别是基于社会正义的SEL，研究有限。为了促进教师在社交情绪学习方面的培训，本定性研究探讨了教师对自己在这方面的准备情况的看法。研究结果显示，教师将自己的变革性SEL视为支持学生变革性SEL的关键因素，强调了关注教师自身社会情感发展的整体教师准备的重要性。
{"title":"Teacher Transformative SEL as a Foundation for Student Transformative SEL","authors":"Madora Souteer, Joanna R Timmerman","doi":"10.46951/2022145","DOIUrl":"https://doi.org/10.46951/2022145","url":null,"abstract":"Transformative social and emotional learning (Jagers et al., 2019), a form of socialemotional learning (SEL) specifically focused on equity, is an important part of student overall well-being and success. However, there is limited research on how to effectively prepare teachers to bring SEL to their classrooms, especially SEL grounded in social justice. In order to contribute to the growing field of teacher training in social-emotional learning, this qualitative study explores teacher perceptions of their own preparedness in this area. Findings reveal that teachers saw their own transformative SEL as a key factor in supporting students’ transformative SEL, highlighting the importance of holistic teacher preparation that focuses on the social-emotional development of teachers themselves.","PeriodicalId":190661,"journal":{"name":"Pennsylvania Teacher Educator","volume":"1 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":"130463233","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 study describes a series of interventions that enhanced preservice teachers’ experiences with online discussion boards. Data were analyzed using an experimental posttest design, and findings indicate that the interventions not only improved the quality and substance of students’ responses, but also promoted an equitable distribution of course-based social capital.
{"title":"Promoting Democratic Engagement with Low-Stakes Discussion Board Interventions","authors":"Daniel Casebeer, Kayleen Pontoriero","doi":"10.46951/202211","DOIUrl":"https://doi.org/10.46951/202211","url":null,"abstract":"This study describes a series of interventions that enhanced preservice teachers’ experiences with online discussion boards. Data were analyzed using an experimental posttest design, and findings indicate that the interventions not only improved the quality and substance of students’ responses, but also promoted an equitable distribution of course-based social capital.","PeriodicalId":190661,"journal":{"name":"Pennsylvania Teacher Educator","volume":"25 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":"115627158","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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