Scaffolded Support Systems: Examining a Multi-Tiered Support Plan Protocol for Struggling Teacher Candidates

Autor/inn/en	Sobel, Donna; Gutierrez, Cindy
Titel	Scaffolded Support Systems: Examining a Multi-Tiered Support Plan Protocol for Struggling Teacher Candidates
Quelle	In: Teaching Education, 20 (2009) 4, S.409-426 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
Schlagwörter	Preservice Teachers; Teacher Education Programs; Program Effectiveness; Partnerships in Education; Scaffolding (Teaching Technique); Intervention; At Risk Students; Instructional Design; Academic Support Services; Educational Strategies; Program Descriptions; Training Methods + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrstrategie; Didaktik; Trainingsmaßnahme
Abstract	Teacher candidates train in an educational world that has changed dramatically. The tensions and challenges that preservice teachers experience are a reality for teacher education programs and must be planned for. The authors from a teacher preparation program describe the steps they have taken to support more authentic and integrated work with teacher candidates who struggle in their performance during their licensure program. After implementing a program-wide support plan protocol and professional action plan tool, we examined the issues that signaled the need for intervention, the types of supports provided, and the resulting program decision. We captured staff perspectives regarding the effectiveness of the support plan protocol and conclude with recommendations to support teacher candidates in acquiring the conceptual and technical knowledge, skills, and disposition needed to teach in today's classrooms. (Contains 2 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10