Does Practice Make Perfect? The Curricular Give and Take of One Teacher Education Program's Re-Design

Autor/inn/en	Kissau, Scott; Dack, Hilary; Fitchett, Paul
Titel	Does Practice Make Perfect? The Curricular Give and Take of One Teacher Education Program's Re-Design
Quelle	In: Action in Teacher Education, 44 (2022) 2, S.123-142 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fitchett, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2021.1955775
Schlagwörter	Teacher Education Programs; Program Design; Educational Improvement; Alternative Teacher Certification; Electronic Learning; Coaching (Performance); Performance Based Assessment; Preservice Teachers; Preservice Teacher Education; Student Attitudes; Classroom Environment; Culturally Relevant Education; Self Efficacy; edTPA (Teacher Performance Assessment); Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Programme design; Programmaufbau; Programmplanung; Teaching improvement; Unterrichtsentwicklung; Leistungsermittlung; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Klassenklima; Unterrichtsklima; Self-efficacy; Selbstwirksamkeit
Abstract	As teacher preparation programs across the country evolve in response to criticism, declining enrollment, and increasing competition, research is needed to guide and inform their evolution. In response, faculty at one teacher preparation program embarked upon a two-year journey to transform a program to make it more conceptually coherent as well as convenient and affordable. Upon completion, the researchers employed a mixed methods design involving valid and reliable performance assessments, surveys, and interviews to investigate the impact of the re-design on teacher candidate performance and perceptions of their preparation. Results suggested that the changes led to some improvements in candidate performance, but that these improvements may have come at the expense of other knowledge and skills. Despite prioritizing a practice-based teacher education, results indicated that the re-designed program did not provide completers with adequate opportunity to practice skills across the entire program, and as a result, left completers of the re-designed program less confident in their degree of preparation than their peers who completed the original program. The study shares a number of lessons learned that other teacher preparation programs should consider before embarking upon programmatic re-design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01