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Discover how and why community-engaged teacher preparation is a powerful and vital approach to address an educational system that is historically deficient, discriminatory, and decidedly inequitable. In this edited volume, the authors argue that past practice is inadequate and issue a mandate for a new approach to educator preparation. Articulating a clear definition of community-engaged teacher preparation, they focus on national and international initiatives that have been sustained over time and are having a direct impact on student learning. Chapters are written by school, university, and community partners who speak to the innovation, creativity, commitment, and persistence required to reinvent teacher preparation. They also underscore the complexity of this work, the humility necessary to reflect and reconsider, and the true spirit of authentic solidarity among university, school, and community partners required to seek and secure equity for children in schools. Book Features: Provides a critical examination of structural inequity in education and ways to address it through community-engaged teacher preparation. Describes a teacher preparation model that is enacted in solidarity with members of historically marginalized populations.Offers clear guidance on what is meant by culturally relevant and culturally sustaining pedagogies with examples of how these frameworks are being operationalized.Explores the obstacles and opportunities involved in the implementation process. “A collection of powerful authors who offer theoretical considerations, evidence-based approaches, and practical considerations for not just teacher education as usual but community-engaged teacher education.” —From the Foreword by Tyrone C. Howard, University of California, Los Angeles
This book provides a framework, concrete examples, and tools for designing a high quality, academically-robust preservice teacher preparation program that empowers teachers with the depth of professional knowledge and the skills required to become adaptable, responsive K-12 teachers ready to engage with diverse groups of students, and to achieve consistent learning outcomes. Renowned teacher educators Etta R. Hollins and Connor K. Warner present a systematic approach for developing a teacher preparation program characterized by coherence, continuity, consistency, integrity, and trustworthiness, as well as one that is firmly grounded in collaboration between faculty, community members, and other school practitioners. This book offers an evidence-based roadmap relevant for teacher educators, administrators, scholars, agencies at the state and national levels, and any organization that serves teacher educators.
For decades teacher education researchers, organizations, and policy makers have called for improving teacher education by creating clinically based preparation programs (e.g. CAEP, 2013; Goodlad, 1990; Holmes, 1986, 1995; National Association for Professional Development Schools, 2008; National Council for the Accreditation of Teacher Educators, 2001, 2010; Zeichner, 1990). According to the NCATE Blue Ribbon Report (2010), this approach requires extensive opportunities for prospective teachers to connect and apply what they learn from school and university based teacher educators. Similar to preparing medical professionals, clinical practice in teacher education requires the complex and time intensive work of supporting teacher candidate ability to link theory, research, and practice as well as on-going inquiry into best pedagogical practices. Therefore, clinically intensive programs expect prospective teachers to blend practitioner and academic knowledge throughout their programs as "they learn by doing" (NCATE, 2010, p.ii). However, most of the literature to date on clinical practice has been conceptual and often relies on describing program design. The purpose of this book is move past description to study and understand what teacher education programs are learning from research about innovative clinical models of teacher education. Each book chapter highlights research about how programs are studying a variety of outcomes of clinical practice. After an introductory chapter that helps to define and situate clinical practice in teacher education, the book is organized into four sections: (1) Outcomes of New Roles, (2) Outcomes of New Practices, (3) Outcomes of New Coursework/Fieldwork Configurations, and (4) Outcomes of New Program Configurations. The book wraps up with a discussion that looks across the chapters to find common themes, share implications for teacher educators, and set the course for future research.
Preparing Teachers for Deeper Learning answers an urgent call for teachers who educate children from diverse backgrounds to meet the demands of a changing world. In today’s knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and the development of interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. Authors Linda Darling-Hammond and Jeannie Oakes and their colleagues examine what this means for teacher preparation and showcase the work of programs that are educating for deeper learning, equity, and social justice. Guided by the growing knowledge base in the science of learning and development, the book examines teacher preparation programs at Alverno College, Bank Street College of Education, High Tech High’s Intern Program, Montclair State University, San Francisco Teacher Residency, Trinity University, and University of Colorado Denver. These seven programs share a common understanding of how people learn that shape similar innovative practices. With vivid examples of teaching for deeper learning in coursework and classrooms; interviews with faculty, school partners, and novice teachers; surveys of teacher candidates and graduates; and analyses of curriculum and practices, Preparing Teachers for Deeper Learning depicts transformative forms of teaching and teacher preparation that honor and expand all students’ abilities, knowledges, and experiences, and reaffirm the promise of educating for a better world.
Due to the COVID-19 pandemic, teacher preparation programs modified their practices to fit the delivery modes of school districts while developing new ways to prepare candidates. Governmental agencies established new guidelines to fit the drastic shift in education caused by the pandemic, and P-12 school systems made accommodations to support teacher education candidates. The pandemic disrupted all established systems and norms; however, many practices and strategies emerged in educator preparation programs that will have a lasting positive impact on P-20 education and teacher education practices. Such practices include the reevaluation of schooling practices with shifts in engagement strategies, instructional approaches, technology utilization, and supporting students and their families. Redefining Teacher Education and Teacher Preparation Programs in the Post-COVID-19 Era provides relevant, innovative practices implemented across teacher education programs and P-20 settings, including delivery models; training procedures; theoretical frameworks; district policies and guidelines; state, national, and international standards; digital design and delivery of content; and the latest empirical research findings on the state of teacher education preparation. The book showcases best practices used to shape and redefine teacher education through the COVID-19 pandemic. Covering topics such as online teaching practices, simulated teaching experiences, and emotional learning, this text is essential for preservice professionals, paraprofessionals, administrators, P-12 faculty, education preparation program designers, principals, superintendents, researchers, students, and academicians.
Transforming Teacher Education through Service-Learning provides a fresh look at educational reform through the lens of teacher preparation. It poses the question “Why service-learning now?” as it discusses the meaningful ways service-learning pedagogy can transform the approaches used to prepare teachers to educate tomorrow’s children. The pedagogy of service-learning has significant implications for teacher education. Its transformative aspects have far reaching potential to address teacher candidate dispositions and provide deeper understanding of diversity. Knowledge of the pedagogy and how to implement it in candidates’ future classrooms could alter education to a more powerful experience of democracy in action and enhance the civic mission of schools. The current and ongoing research found within this volume is meant to continue support of the notion of educational reform. Because the vision we hold becomes the reality we experience, it is imperative to consider the question—Why service-learning now?—as we adjust teacher preparation programs to promote engaging opportunities for today’s youth.
Due to the increasingly diverse populations found in Pre-K-12 education, it is imperative that teacher educators prepare preservice teachers to meet the shifting needs of changing student populations. Through the integration of social justice education, teacher educators can challenge the mainstream curriculum with a lens of equity and collaborative equality. Handbook of Research on Integrating Social Justice Education in Teacher Preparation Programs is a critical research book that explores the preparation and teaching methods of educators for including social justice curriculum. Highlighting a wide range of topics such as ethics, language-based learning, and feminism, this book is ideal for academicians, curriculum designers, social scientists, teacher educators, researchers, and students.
Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.
Teacher educators today need knowledge and practical ideas about how to prepare all pre-service and in-service teachers (not just bilingual or ESL specialists) to teach the growing number of students in K-12 classrooms in the United States who speak native languages other than English. This book is at the forefront in focusing exclusively on the preparation of mainstream classroom teachers for this population of students. Part one provides the conceptual and contextual framework for the book, including a comprehensive discussion of relevant demographic trends and an analysis of national and state policies. Part two presents examples of initiatives in different institutional and geographic settings, highlighting three essential elements of teacher preparation: curriculum content, program design, and program coherence. Meeting a pressing need among teacher educators left to figure out, largely by trial and error, how best to prepare non-specialist classroom teachers to work with ELLs, this book both contributes to the research base and provides practical information to help readers envision possibilities they can apply in their own settings.
Teacher education in the United States is changing to meet new policy demands for centering clinical practice and developing robust school-university partnerships to better prepare high-quality teachers for tomorrow’s schools. PROFESSIONAL DEVELOPMENT SCHOOLS (PDSs) have recently been cited in national reports as exemplars of high-quality school-university partnerships in the clinical preparation of teachers. According to the National Association for Professional Development Schools, PDSs have Nine Essentials that distinguish them from other school-university collaborations. But even with that guidance, working across the boundaries of schools and universities remains messy, complex, and, quite frankly, hard. That’s why, perhaps, there is such diversity in school-university partnerships. For the last thirty years, educators have been fascinated yet puzzled with how to build PDSs. Clinically Based Teacher Education in Action: Cases from PDSs addresses that perplexity by providing images of the possible in school-university collaboration. Each chapter closely examines one of the NAPDS Nine Essentials and then provides three cases from PDSs that target that particular essential. In this way, readers can see how different PDSs from across the globe are innovating to actualize that essential in PDS development. The editors provide commentary, addressing themes across the three cases. Each chapter ends with questions to start collaborative conversations and a field-based activity meant to propel your PDS work forward.