Rosa Hernandez and Nicole Yorgensen Teacher Preparation Rosa Hernandez and Nicole Yorgensen

Teacher Preparation What is the best preparation for teachers? -Various thoughts on how to best structure teacher preparation. -Clinically and field based experience are most agreed upon. -Reflection -Collaboration with other professionals -Teaching self efficacy -Instructional Technology -Mindfulness -Classroom Management -Across the board there are various opinions on how to best prepare pre-service and education students for professional teaching. -In different states and school districts, there is no unified format for teacher preparation: Different methods and strategies for all. -The majority of states, school districts and research findings convey that clinical and field based experience outrank all other teacher preparation methods. -Student Teaching, Field observation, hands-on-invol more teachers and educational staff are required to reflect, the more likely that a trustworthy environment will form. vment are some examples of educational clinical experience.

Multi-level Learning Approach Knowledge of Students Classroom Management Collaboration with other Professionals Promotes Autonomy Reflection Positive Learning Environment Organization -A Multi-level learning approach suggests that teacher preparation incorporates a medley of skills. -Multi-level learning operates in a “building block” style.

Clinical Experience Workshops Microteaching Clinics Case Study Reviews Instructional Technology Field Involvement, Student Teaching Supervisory Sessions -Clinical experience triggers the ability to initiate change in cognitive knowledge, feelings, and psychomotor skills of an individual: Do you want to become a professional teacher for a living? -Clinical experience offers pre-service teachers the opportunity to connect theoretical and practice models of teaching. -”Real-Life” knowledge and on the job training heavily influence student teaching and observation placements. -Clinical experience allows student teachers to develop management, organizational and other professional skills. -Differing opinions on effective student teaching: -Diverse -Supervised -Shared Responsibilities between student teacher, mentor teacher and supervisor -Involve an appropriate amount of time -Encourage opportunities for reflective thinking -Supported by practical, technological and material resources.

Collaborative Teaching Collaborate with other professionals to exchange ideas and concepts. Increase professional growth and development. Strengthens Knowledge Construction -The more teachers and educational staff are required to reflect, the more likely that a trustworthy environment will form. -Collaboration amongst staff encourages the exchange of ideas and problem solving. -Professional growth and learning can expand when teachers collaborate and discuss with one another.

Classroom Management -Classroom management is an imperative skill for successful teaching and instruction. -Often times effective classroom management is something that takes time to master, very rarely is it achieved during the first year of teaching. -Poor classroom management skills lead to poor instruction and hinders teacher growth. -Pre-service teachers should receive proper guidance about how to effectively manage their classrooms with rules and regulations.

Knowledge of Students Implement instructional methods that best cater to students. Develop learning strategies that demonstrate student achievement and growth. Take time to get to know your students!

Professional Attributes Teachers should practice an assortment of different professional behaviors…. Leadership: Capacity Building: -Professional attributes: Necessary factors that measure teacher competence and proficiency.

Reflection Reflection is a pivotal step to successful teacher performance. Meaning Oriented Reflection Tool for Understanding Measure Growth and Achievement -Trustworthy environments are more likely to form when teachers and educational staff are required to reflect. -Meaning Oriented Reflection: Encourages teachers to focus on meaningful class events, such as behaviors, mannerisms, tone, discipline, and or language. -Reflection allows teachers to better understand themselves as educators and make adjustments if necessary. -Reflection based pieces also allow teachers to evaluate their professional experience and celebrate their accomplishments.

Instructional Technology Know how to use and implement into lessons! Informative sessions to reduce fear and discomfort with use of instructional technology. “Visual Scaffolds” that allow students to retain information and complex concepts. -Numerous research findings conclude that pre-service teachers receive very little instructional technology preparation for class instruction. -Instructional technology provides exuberance to class lessons and heightens student interest levels. -Instructional technology: A component of teacher professional development.

Scaffolding Teaching and Learning Teachers should implement learning activities that best cater to their students. Mindfulness Real-world applications Self Efficacy -Mindfulness: Inhibits teachers to develop an awareness for their own feelings, beliefs, values, needs, and behavioral notions. -Teachers who involve themselves in meeting students needs more effectively in the classroom become more considerate and devoted. -Real World Applications: Teachers construct lessons that incorporate real-life skills that connect to the lives of students. -Self Efficacy: A future based belief about the level of competence an individual will display in a particular situation. -High levels of teacher self efficacy result in greater devotion in school related duties: helping struggling students, course planning, and openness to new or unfamiliar ideas, etc.

Diversity in Education Preparation for a global world and community. Ability to instruct diverse student populations. Practice multicultural awareness! -Teachers need to be prepared to deliver instruction that is relevant to diverse student populations.

Continuous Professional Learning Teachers should always aim to further improve! Clinical and Field Experience Workshops and Seminars Supervisory Sessions -Teacher professional learning must act on a continuum. -Continuous professional learning can be achieved in a variety of ways that lead to teacher growth and achievement.

Constructivism All knowledge is constructed by the individual. Learning happens through participation and one’s own version of the knowledge is constructed. Knowledge is characterized by the student. Helps students think critically and creatively.

John Dewey “Grandfather of Constructivism” Good teachers always aim to improve Collaborative Learning Authentic Tasks & Real World Experiences Visual and Active Learning are Key Encourage Higher Levels of Thinking amongst Students Ask “Why” Questions -Educational theory and practice are essential to successful teaching!

Application of Dewey’s Theory -An interconnecting model displaying the basic principles of John Dewey’s educational theory.

Dr. Lee Shulman Notable Professor of Education and Psychology Commonly refers to the work of Dewey Pedagogical Content Knowledge as basis for teacher preparation For additional knowledge and information on Dr. Shulman: http://insidetheacademy.asu.edu/video-summaries-lee-shulman -Ties content knowledge and pedagogy to successful teacher preparation. -Aspired to sever the differences of logical and scientific understanding of teaching. -Pedagogical content knowledge travels beyond a teacher’s knowledge of academic subject matter and concentrates on one’s knowledge of subject matter for teaching.

Pedagogical Content Knowledge -Pedagogical Content Knowledge: The transformation of subject matter knowledge into meaningful learning outcomes for students, allowance of students to make sense of knowledge.

Jean Piaget Theory of Cognitive Development: Four Stage Sequence Development is the accumulation of learning Constructivist Learning Ideology Adaptation and organization guide intellectual growth and biological development. -Notable researcher of developmental psychology during the twentieth century. -Cognitive Development Theory: Sensorimotor Stage, Pre-operational Stage, Concrete operational Stage, and Formal operational Stages. -Discovery learning and supporting the developing interests of youths are prime instructional techniques. -Teachers should implicate an assortment of concrete activities to assist student learning.

Putting it all together… -Teacher preparation is a multistep and intertwining process!