Changing Expectations for the K-12 Teacher Workforce Policies, Preservice Education, Professional Development, and the Workplace (2020) / Chapter Skim
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5 Preparing Teachers to Meet New Expectations: Preservice Teacher Education
5 Preparing Teachers to Meet New Expectations: Preservice Teacher Education
Pages 89-130
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From page 89... ...
There is evidence that some features of teacher preparation can make a difference with respect to teachers' sense of efficacy (Darling-Hammond, Chung, and 1 For remarks by Education Secretary Arne Duncan at Teachers College, Columbia University, see https://www.ed.gov/news/speeches/teacher-preparation-reforming-uncertain-profession.
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From page 90... ...
It explores the range of visions promoted by teacher preparation programs and describes scholarship about preservice teacher preparation in general as well as highlights particular programs that are engaging in innovative approaches that show promise for recruiting -- and supporting -- teacher candidates from a diverse range of backgrounds. The chapter also describes mechanisms for influencing preservice teacher education, provides illustrative cases of institutions and programs that represent deliberate and strategic responses to both the demographic changes and the evolving shifts in expectations for teaching and learning, and describes policies and practices designed to recruit, prepare, and retain teachers of color.
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From page 91... ...
as a "sprawling landscape." Amid that sprawling landscape are the contributions and limitations of existing research. This chapter identifies cases in which preservice preparation programs seem particularly well positioned to attract and prepare teachers with the capacity and disposition to meet high expectations for an increasingly diverse student population.
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Eighty-eight percent of the organizations that offer teacher preparation programs are 2- and 4-year colleges and universities, including minority-serving institutions (see Box 5-1)
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From page 93... ...
. prominent place now occupied by online teacher preparation programs; in data reported for 2016–2017, five of the top six producers in that state were online programs, and the top five online producers accounted for one-third of all completers.3 Like K–12 education in the United States, most preservice teacher education (with the exception of some online programs)
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From page 94... ...
It focuses in particular on characteristics that bear on the likelihood that teacher preparation programs will successfully recruit a more diverse teacher workforce and that they will develop the kind of curriculum, pedagogy, and learning experiences that are responsive to changing demographics and expectations. What makes this task challenging is that the field lacks empirical evidence about what programs are effective, why, and for whom.
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From page 95... ...
described features of nationally representative samples of teacher preparation programs. All of these studies provide more information about what goes on in teacher preparation, but none can support causal claims about the effects of programs or program features on desired outcomes.
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Pondering the question of what would constitute a "strong intervention" in preservice teacher education requires considering the conception of teachers and teaching conveyed by teacher preparation programs. Preparing
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44) notes, "All teacher preparation programs presumably have the goal of preparing excellent teachers, but a surprising variation is evident in their stated missions." The sheer scale of preservice teacher education in the United States, combined with the fact that teacher preparation is governed at the state level, suggests wide variation in the degree to which a distinctive and coherent vision undergirds a given program.
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From page 98... ...
. National associations have taken steps to promote higher quality approaches to clinical experience, closely integrated with other components of teacher preparation, as reflected most recently in the "proclamations" issued by AACTE's Clinical Practice Commission (2018)
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Teacher candidates, supported by a full scholarship, earn a debt-free master of arts degree in teaching (MAT) , receive full pay and benefits from their school district, and attend graduate classes at the University of Mississippi.
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book Preparing Teachers for Deeper Learning explicitly reference learning for equity and social justice. A substantial body of research suggests that each of these aims -- achieving depth of understanding and skill, and catalyzing
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. Having acknowledged this dilemma, and having underscored the intersection of the preparation goals identified here, this section concentrates on approaches that teacher preparation programs have developed to supply novice teachers with deep specialized content knowledge for teaching (Ball, Thames, and Phelps, 2008)
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From page 102... ...
The partnership presents itself as a laboratory for developing approaches to teacher preparation, which they hope that other programs will adapt and adopt. A central feature of the program is that teacher candidates progress through a series of design challenges to develop key competencies, rather than completing conventional courses.
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From page 103... ...
to advance program innovations and a related research agenda. The premise underlying the work of the Consortium is that focusing on a selected set of core practices may better prepare novice teachers to "counter longstanding inequities in the schooling experiences of youth from historically marginalized communities in the U.S." (Core Practice Consortium, 2016)
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In that sense, they are intentionally inauthentic. Coached rehears als allow teacher candidates the opportunity to try out new instructional moves without affecting students, and to collaborate with peers in problem solving around a problem of practice, with opportunities to apply feedback in multiple iterations.
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explicitly take up questions regarding the relationship between preparation in core practices and outcomes centered on equity and social justice. The authors
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Even within a small case study sample of three teachers, they found variations in the teachers' use of ambitious science teaching practices (enabled or constrained in part by their workplace context) , but also found that the awareness of core practices alone did not help novice teachers adopt teaching methods that reflect a critical consciousness about racism and systemic, structural inequity.
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From page 107... ...
These findings applied to teachers no matter what preparation route they 4 The NYC Pathways Study reviewed the entry points for teachers in New York City through an analysis of more than 30 programs, including a survey of all first-year teachers. The study examined the differences in the components of the teacher preparation programs and examined the effects related to student achievement.
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From page 108... ...
. Concerns about the quality of clinical experience seem particularly warranted in situations where teacher candidates have little or no field experience, or where candidates are permitted or even required to find their own placement sites for early field experiences and/or student teaching (Levine, 2006)
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. Much of the scholarship tends to focus on changing beliefs among teacher candidates rather than the development of teaching practice, and a more robust research base is needed to understand the role such development plays in teacher preparation (Anderson and Stillman, 2013)
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. Technological Innovations Teacher preparation programs are increasingly using technological innovations in a range of ways in attempts to better prepare teacher candidates (Hollett, Brock, and Hinton, 2017; Kennedy and Newman Thomas,
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. Current research examines the way bug-in-ear technology can enhance teacher preparation programs (Hollett, Brock, and Hinton, 2017; Schaefer and Ottley, 2018; Scheeler et al., 2006)
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. Yet the charge that teacher preparation programs fail to effectively prepare teacher candidates for the students they teach remains a common theme in the scholarship on teacher preparation (Anderson and Stillman, 2010; Cochran-Smith et al., 2016)
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Given the demographic divide between teacher candidates and the students they teach, preparing teacher candidates to address issues of diversity and focus on equity in meaningful, authentic, and practical ways is critical. Teacher preparation programs vary dramatically in their approaches.
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Educators have been calling for teacher preparation that reflects commitments to equity for decades (Fraser, 2007)
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. Such programs may employ interpretive frameworks in coursework and field experience and engage in activity that deepens teacher candidates' understanding, skills, and commitments (e.g., asset
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Professional associations of teachers and teacher educators have served as mechanisms for developing and promoting researchbased conceptions of learning that in turn have influenced programs of teacher preparation and professional development; a well-known example
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. 5 More information regarding NCATE's appeal to place field experiences at the center of teacher preparation can be found at http://www.highered.nysed.gov/pdf/NCATECR.pdf.
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From page 118... ...
In the mid-1980s, a nation-wide group of research universities banded together to form the Holmes Group. The organization, which grew to include 100 institutions, published a series of reports with recommendations for changes in initial teacher preparation (for the single volume, see Holmes Partnership, 2006)
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. In its prospectus for TNE, Carnegie stated that excellent teacher preparation programs should be guided by three principles: respect for evidence (including attention to learning gains for pupils taught by program graduates)
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Qualitative studies of programs suggest that factors leading to stronger candidates include program coherence, instructors' modeling of powerful practices in methods courses, a strong connection between theory and practice, and intentional design of the field experience. However, the committee did not find evidence to support policies that would address questions about systems-level issues in preservice teacher preparation due to the high degree of variation in institutional type and mission, as well as decentralization of control that is built into the historical development of colleges and universities (Labaree, 2017)
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. Beyond damage-centered teacher education: Humanizing pedagogy for teacher educators and preservice teachers.
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. Studying Teacher Preparation at New Graduate Schools of Educa tion (nGSEs)
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. Predictive validity and impact of CAEP standard 3.2: Results from one master's-level teacher preparation program.
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. The Gateway to the Profession: Assessing Teacher Preparation Programs Based on Student Achievement CEDR Working Paper 2012-4.
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. Does Teacher Preparation Affect Student Achievement?
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. How does practice-based teacher preparation influence novices' first-year instruction?
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. Breaking down barriers and building bridges: Transformative practices in community- and school-based urban teacher preparation.
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. Preparing Teachers: Building Evidence for Sound Policy.
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. An exploratory study of the influence that analyzing teach ing has on preservice teachers' classroom practice.
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From page 130... ...
. Loving out loud: Community mentors, teacher candidates, and transformational learn ing through a pedagogy of care and connection.
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