BACKGROUND: Understanding teachers' appraisals of student wellness services and supports during C... more BACKGROUND: Understanding teachers' appraisals of student wellness services and supports during COVID-19 is essential to strengthening services and improving student health outcomes. This mixed-method study aimed to examine US PK-12 teachers' appraisals of student wellness services and supports during COVID-19. METHODS: This study focuses on qualitative data from 291 teachers' open-ended responses to the question: ''What do you wish your school leaders knew about this (wellness support) aspect of your work?'' and whose responses described wellness services and supports. A qualitative content analysis was conducted by an interdisciplinary research team using open-and axial coding. RESULTS: Three main themes emerged. (1) insufficient access to mental health professionals and programming at schools, (2) concern about the quality of available services, and (3) a need for teacher professional development and support on student wellness. Statistically significant differences in teacher appraisals of insufficient access to mental health professionals and programming were found based on grade level taught and percentage of immigrant students in the school. CONCLUSION: With amplified student wellness needs, school personnel, including school leaders, must consider ways to allocate additional resources/staffing, assess the quality of services and supports, and design professional development opportunities to support teachers' involvement in supporting student wellness needs.
Handbook of Research on Field-Based Teacher Education
Unprecedented and long-overdue attention has recently been given to the role of field-based clini... more Unprecedented and long-overdue attention has recently been given to the role of field-based clinical experiences in teacher preparation. Traditional models of university coursework disconnected from real world field-based clinical experiences serve neither prospective teachers nor PreK-12 students. This chapter presents a broader notion of field-based teacher preparation structures occurring in school-university partnership contexts and professional development schools, with the authors drawing from data of four field-based experiences, which fall along a continuum of partnership, from three teacher education programs at two universities. These partnerships illustrate a developmental framework for building mutually beneficial relationships that enhance the engagement of all stakeholders and acknowledge the need for differentiation in teacher education practice. A pathways orientation to school-university partnerships/PDSs and a project-based clinical approach offer chances to develo...
Middle level educators in all content areas must support adolescents\u27 literacy development. In... more Middle level educators in all content areas must support adolescents\u27 literacy development. Incorporating engaging literacy practices across the curriculum provides students with opportunities to develop academic and social skills. Researchers analyzed interviews and observations of a middle school science teacher who incorporated engaging literacy practices using inductive analysis. Discussion of findings cumulates with a Framework for Developmentally Responsive Literacy Practices designed to guide educators incorporating engaging literacy practices across the curriculum
Current shifts to resituate teacher preparation with clinical practice at its core have led to re... more Current shifts to resituate teacher preparation with clinical practice at its core have led to renewed interest in Professional Development Schools (PDSs). As more school-university partnerships strengthen their shared commitment to clinical teacher preparation, school and university-based teacher educators must be prepared to serve in these contexts. This Case-in-Point shares the experiences of two doctoral candidates and one university faculty member who collaborated to prepare novice teacher educators for work in a PDS context. Below we describe the multitude of roles and skills required of university-based teacher educators that our experience revealed. NAPDS Essential Addressed: 3. Ongoing and reciprocal professional development for all participants guided by need; 4. A shared commitment to innovative and reflective practice by all participants; 8. Work by college/ university faculty and P-12 faculty in formal roles across institutional settings Recent calls from professional associations, policy reports, and accreditation agencies triggered a much-needed national shift towards clinically oriented teacher preparation (American Association of Colleges for Teacher Education, 2018; Council for the Accreditation of Educator Preparation, 2013; National Council for the Accreditation of Teacher Education, 2010; Zeichner, 2013). The impetus for this turn, the NCATE Blue Ribbon Panel Report, called on teacher educators to resituate clinical practices in PK-12 contexts where academic learning and professional application could be purposefully intertwined. As such, the work of clinical teacher preparation is no longer a hallmark of boutique programs, but rather is going mainstream as colleges of education around the country are ramping up efforts to ''turn teacher education upside down'' (AACTE 2018; NCATE, 2010). The shift to clinical teacher preparation necessitates teacher educators serve in boundary spanning roles: maintaining both a presence at the university and in PK-12 school sites. Yet the necessary adjustments for how we prepare teacher educators to 'do' the boundary spanning work of universitybased teacher educators in clinical contexts have not followed. We assert that without a reorientation of the field for teacher educator preparation, efforts to transition to clinically-centered teacher education will fall flat in the absence of similarly monumental shifts in how we select, prepare, and mentor boundary spanning university-based teacher educators. Our
The Council of Graduate Schools (2010) identified "mentoring" as one of the most import... more The Council of Graduate Schools (2010) identified "mentoring" as one of the most important institutional and program characteristics that influence doctoral student completion and attrition rates. Often considered an individual relationship between student and faculty member (Bell-Ellison & Dedrick, 2008; Davidson & Foster-Johnson, 2001), the mentorship process can also include support from peers (Noonan, Ballinger, & Black, 2007) and co-mentoring by multiple faculty (Mullen, Fish, & Hutinger, 2010). Moreover, mentorship affiliations may focus on gender-based initiatives (Rose, 2005), underrepresented minorities (Grant, 2012; Holley & Caldwell, 2012), and discipline-specific mentoring groups (Barnes, Williams, & Stassen, 2012). Research on these mentoring relationships tends to emphasize theories of relational care (Canary & Dainton, 2003; Rutti, Helms, & Rose, 2013; Schwartz & Holloway, 2014) and the characteristics of the mentors/mentees as well as the personal attribute...
In this paper, we share the results of a self - study of our experience as university supervisors... more In this paper, we share the results of a self - study of our experience as university supervisors in a study abroad program for U.S. pre - service teachers. We share the shifts in our thinking that occurred as a result of our daily conversations about our work as teacher educators. Our reflections led us to new understandings of the nuances of field experiences, our constructions of pre - service teachers in the field, and the necessity of personal and professional renewal for faculty, not only as critical friends, but as peer relief.
ABSTRACT As the intersection between theory and practice, clinical experiences are the shared hom... more ABSTRACT As the intersection between theory and practice, clinical experiences are the shared home through which school and university constituents examine effective pedagogies. Prior to the COVID-19 pandemic, our teacher preparation programs had built meaningful, face-to-face, partnership-based clinical experiences. The abrupt shift to virtual instruction necessitated alternative clinical approaches. Collaboration with school-based teacher educators and engagement in design-based research ultimately led us to apply the framework of Technological Pedagogical Content Knowledge (TPACK) to identify five modifications to these clinical structures. Looking to the future, we detail four principles for reimagining clinical experiences in a changed world.
In response to calls to resituate teacher preparation in clinical settings, teacher educators are... more In response to calls to resituate teacher preparation in clinical settings, teacher educators are increasingly repositioning their work in PK-12 contexts. In this article, we describe our efforts to connect theory and practice through site-based course instruction and explore how such experiences informed teacher candidates' perceptions of their professional development. Using self-determination theory as an analysis framework, we share teacher candidates' perspectives on site-based course instruction, via the lenses of the key elements of this framework: autonomy, competence, belonging, and structure. Data analyses suggest teacher candidates identified both positive and negative aspects of site-based course instruction. Implications for teacher educators engaged in site-based course instruction include considerations of motivational constructs, as well as attention to planning, timing, and structure of the experience. Findings also indicate a need for a broader conversation among all stakeholders regarding the evolving nature of the work of teacher educators.
Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers
Study abroad experiences provide teacher candidates with opportunities to explore teaching and le... more Study abroad experiences provide teacher candidates with opportunities to explore teaching and learning while immersed in diverse international and intercultural settings. International pre-service teaching experiences range from short trips to expose teacher candidates to diverse cultures to extensive internships in which teacher candidates complete their student teaching. In this chapter, the authors created a 4-week intensive field experience for teacher candidates and studied the key features of program design and implementation as well as the impact of participation on teacher candidates' professional development.
ABSTRACT Teacher educators recognize that teacher candidates must have authentic, scaffolded oppo... more ABSTRACT Teacher educators recognize that teacher candidates must have authentic, scaffolded opportunities to transform knowledge into practice. This study explores teacher candidates’ engagement with teacher inquiry as a method for supporting professional development. Findings suggest teacher candidates differ tremendously in their responses to the inquiry process, creating a continuum of proficiency. This study extends the literature by providing concrete examples of the variation in readiness, sophistication, and quality in teacher candidates’ attempts to engage in teacher inquiry. Implications for teacher educators include the importance of providing differentiated support through structured, sequenced experiences that build an inquiry stance in teacher candidates.
States, universities, and school districts have responded to teacher shortages by designing progr... more States, universities, and school districts have responded to teacher shortages by designing programs that transition college graduates into teaching careers. The result is an increase in the number of graduate preservice teachers preparing for teaching careers in colleges of education. The purpose of this study is to explore graduate preservice teachers' initial teaching beliefs so as to understand the educational
For upper elementary school teachers, the pressure of preparing young adolescents for the transit... more For upper elementary school teachers, the pressure of preparing young adolescents for the transition from elementary school to middle school increases the complexity of their daily practice. Demographic information, field notes, and interview data informed this qualitative study of elementary (pre-transition) teachers' beliefs and practices on the preparation of students for the transition to middle school. Findings suggest that elementary teachers inconsistently espouse developmentally appropriate beliefs regarding instruction for young adolescents, perceive distinct, and at times, inaccurate differences between the elementary and middle-school environment, and use a variety of strategies to prepare students for the transition. Teachers face the daunting task of teaching their students the mandated curriculum while also considering the academic, social, and emotional expectations of the next grade level. Most teachers ready their students for grade transitions that occur within...
In recent years teacher educators have witnessed an increase in the number of alternative pathway... more In recent years teacher educators have witnessed an increase in the number of alternative pathways to university‐based teacher education for prospective teachers. One option is for second‐career teachers to enter post‐baccalaureate programs in education; however, the experiences of second‐career teachers are largely unexplored in the international literature. The purpose of this study was to investigate the teaching beliefs that post‐baccalaureate
BACKGROUND: Understanding teachers' appraisals of student wellness services and supports during C... more BACKGROUND: Understanding teachers' appraisals of student wellness services and supports during COVID-19 is essential to strengthening services and improving student health outcomes. This mixed-method study aimed to examine US PK-12 teachers' appraisals of student wellness services and supports during COVID-19. METHODS: This study focuses on qualitative data from 291 teachers' open-ended responses to the question: ''What do you wish your school leaders knew about this (wellness support) aspect of your work?'' and whose responses described wellness services and supports. A qualitative content analysis was conducted by an interdisciplinary research team using open-and axial coding. RESULTS: Three main themes emerged. (1) insufficient access to mental health professionals and programming at schools, (2) concern about the quality of available services, and (3) a need for teacher professional development and support on student wellness. Statistically significant differences in teacher appraisals of insufficient access to mental health professionals and programming were found based on grade level taught and percentage of immigrant students in the school. CONCLUSION: With amplified student wellness needs, school personnel, including school leaders, must consider ways to allocate additional resources/staffing, assess the quality of services and supports, and design professional development opportunities to support teachers' involvement in supporting student wellness needs.
Handbook of Research on Field-Based Teacher Education
Unprecedented and long-overdue attention has recently been given to the role of field-based clini... more Unprecedented and long-overdue attention has recently been given to the role of field-based clinical experiences in teacher preparation. Traditional models of university coursework disconnected from real world field-based clinical experiences serve neither prospective teachers nor PreK-12 students. This chapter presents a broader notion of field-based teacher preparation structures occurring in school-university partnership contexts and professional development schools, with the authors drawing from data of four field-based experiences, which fall along a continuum of partnership, from three teacher education programs at two universities. These partnerships illustrate a developmental framework for building mutually beneficial relationships that enhance the engagement of all stakeholders and acknowledge the need for differentiation in teacher education practice. A pathways orientation to school-university partnerships/PDSs and a project-based clinical approach offer chances to develo...
Middle level educators in all content areas must support adolescents\u27 literacy development. In... more Middle level educators in all content areas must support adolescents\u27 literacy development. Incorporating engaging literacy practices across the curriculum provides students with opportunities to develop academic and social skills. Researchers analyzed interviews and observations of a middle school science teacher who incorporated engaging literacy practices using inductive analysis. Discussion of findings cumulates with a Framework for Developmentally Responsive Literacy Practices designed to guide educators incorporating engaging literacy practices across the curriculum
Current shifts to resituate teacher preparation with clinical practice at its core have led to re... more Current shifts to resituate teacher preparation with clinical practice at its core have led to renewed interest in Professional Development Schools (PDSs). As more school-university partnerships strengthen their shared commitment to clinical teacher preparation, school and university-based teacher educators must be prepared to serve in these contexts. This Case-in-Point shares the experiences of two doctoral candidates and one university faculty member who collaborated to prepare novice teacher educators for work in a PDS context. Below we describe the multitude of roles and skills required of university-based teacher educators that our experience revealed. NAPDS Essential Addressed: 3. Ongoing and reciprocal professional development for all participants guided by need; 4. A shared commitment to innovative and reflective practice by all participants; 8. Work by college/ university faculty and P-12 faculty in formal roles across institutional settings Recent calls from professional associations, policy reports, and accreditation agencies triggered a much-needed national shift towards clinically oriented teacher preparation (American Association of Colleges for Teacher Education, 2018; Council for the Accreditation of Educator Preparation, 2013; National Council for the Accreditation of Teacher Education, 2010; Zeichner, 2013). The impetus for this turn, the NCATE Blue Ribbon Panel Report, called on teacher educators to resituate clinical practices in PK-12 contexts where academic learning and professional application could be purposefully intertwined. As such, the work of clinical teacher preparation is no longer a hallmark of boutique programs, but rather is going mainstream as colleges of education around the country are ramping up efforts to ''turn teacher education upside down'' (AACTE 2018; NCATE, 2010). The shift to clinical teacher preparation necessitates teacher educators serve in boundary spanning roles: maintaining both a presence at the university and in PK-12 school sites. Yet the necessary adjustments for how we prepare teacher educators to 'do' the boundary spanning work of universitybased teacher educators in clinical contexts have not followed. We assert that without a reorientation of the field for teacher educator preparation, efforts to transition to clinically-centered teacher education will fall flat in the absence of similarly monumental shifts in how we select, prepare, and mentor boundary spanning university-based teacher educators. Our
The Council of Graduate Schools (2010) identified "mentoring" as one of the most import... more The Council of Graduate Schools (2010) identified "mentoring" as one of the most important institutional and program characteristics that influence doctoral student completion and attrition rates. Often considered an individual relationship between student and faculty member (Bell-Ellison & Dedrick, 2008; Davidson & Foster-Johnson, 2001), the mentorship process can also include support from peers (Noonan, Ballinger, & Black, 2007) and co-mentoring by multiple faculty (Mullen, Fish, & Hutinger, 2010). Moreover, mentorship affiliations may focus on gender-based initiatives (Rose, 2005), underrepresented minorities (Grant, 2012; Holley & Caldwell, 2012), and discipline-specific mentoring groups (Barnes, Williams, & Stassen, 2012). Research on these mentoring relationships tends to emphasize theories of relational care (Canary & Dainton, 2003; Rutti, Helms, & Rose, 2013; Schwartz & Holloway, 2014) and the characteristics of the mentors/mentees as well as the personal attribute...
In this paper, we share the results of a self - study of our experience as university supervisors... more In this paper, we share the results of a self - study of our experience as university supervisors in a study abroad program for U.S. pre - service teachers. We share the shifts in our thinking that occurred as a result of our daily conversations about our work as teacher educators. Our reflections led us to new understandings of the nuances of field experiences, our constructions of pre - service teachers in the field, and the necessity of personal and professional renewal for faculty, not only as critical friends, but as peer relief.
ABSTRACT As the intersection between theory and practice, clinical experiences are the shared hom... more ABSTRACT As the intersection between theory and practice, clinical experiences are the shared home through which school and university constituents examine effective pedagogies. Prior to the COVID-19 pandemic, our teacher preparation programs had built meaningful, face-to-face, partnership-based clinical experiences. The abrupt shift to virtual instruction necessitated alternative clinical approaches. Collaboration with school-based teacher educators and engagement in design-based research ultimately led us to apply the framework of Technological Pedagogical Content Knowledge (TPACK) to identify five modifications to these clinical structures. Looking to the future, we detail four principles for reimagining clinical experiences in a changed world.
In response to calls to resituate teacher preparation in clinical settings, teacher educators are... more In response to calls to resituate teacher preparation in clinical settings, teacher educators are increasingly repositioning their work in PK-12 contexts. In this article, we describe our efforts to connect theory and practice through site-based course instruction and explore how such experiences informed teacher candidates' perceptions of their professional development. Using self-determination theory as an analysis framework, we share teacher candidates' perspectives on site-based course instruction, via the lenses of the key elements of this framework: autonomy, competence, belonging, and structure. Data analyses suggest teacher candidates identified both positive and negative aspects of site-based course instruction. Implications for teacher educators engaged in site-based course instruction include considerations of motivational constructs, as well as attention to planning, timing, and structure of the experience. Findings also indicate a need for a broader conversation among all stakeholders regarding the evolving nature of the work of teacher educators.
Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers
Study abroad experiences provide teacher candidates with opportunities to explore teaching and le... more Study abroad experiences provide teacher candidates with opportunities to explore teaching and learning while immersed in diverse international and intercultural settings. International pre-service teaching experiences range from short trips to expose teacher candidates to diverse cultures to extensive internships in which teacher candidates complete their student teaching. In this chapter, the authors created a 4-week intensive field experience for teacher candidates and studied the key features of program design and implementation as well as the impact of participation on teacher candidates' professional development.
ABSTRACT Teacher educators recognize that teacher candidates must have authentic, scaffolded oppo... more ABSTRACT Teacher educators recognize that teacher candidates must have authentic, scaffolded opportunities to transform knowledge into practice. This study explores teacher candidates’ engagement with teacher inquiry as a method for supporting professional development. Findings suggest teacher candidates differ tremendously in their responses to the inquiry process, creating a continuum of proficiency. This study extends the literature by providing concrete examples of the variation in readiness, sophistication, and quality in teacher candidates’ attempts to engage in teacher inquiry. Implications for teacher educators include the importance of providing differentiated support through structured, sequenced experiences that build an inquiry stance in teacher candidates.
States, universities, and school districts have responded to teacher shortages by designing progr... more States, universities, and school districts have responded to teacher shortages by designing programs that transition college graduates into teaching careers. The result is an increase in the number of graduate preservice teachers preparing for teaching careers in colleges of education. The purpose of this study is to explore graduate preservice teachers' initial teaching beliefs so as to understand the educational
For upper elementary school teachers, the pressure of preparing young adolescents for the transit... more For upper elementary school teachers, the pressure of preparing young adolescents for the transition from elementary school to middle school increases the complexity of their daily practice. Demographic information, field notes, and interview data informed this qualitative study of elementary (pre-transition) teachers' beliefs and practices on the preparation of students for the transition to middle school. Findings suggest that elementary teachers inconsistently espouse developmentally appropriate beliefs regarding instruction for young adolescents, perceive distinct, and at times, inaccurate differences between the elementary and middle-school environment, and use a variety of strategies to prepare students for the transition. Teachers face the daunting task of teaching their students the mandated curriculum while also considering the academic, social, and emotional expectations of the next grade level. Most teachers ready their students for grade transitions that occur within...
In recent years teacher educators have witnessed an increase in the number of alternative pathway... more In recent years teacher educators have witnessed an increase in the number of alternative pathways to university‐based teacher education for prospective teachers. One option is for second‐career teachers to enter post‐baccalaureate programs in education; however, the experiences of second‐career teachers are largely unexplored in the international literature. The purpose of this study was to investigate the teaching beliefs that post‐baccalaureate
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