States have created "alternate" routes to teacher certification. Comparison of alternate and coll... more States have created "alternate" routes to teacher certification. Comparison of alternate and college-based programs reveals clear trends in recruitment but a mixed picture regarding development of expertise. Alternate certification represents a radical departure from the current norm of teacher preparation. Several factors have led to the rise of alternative certification: a decline in the public's confidence that colleges could recruit and adequately prepare enough effective teachers, concerns about teacher shortages, worries about the quality of newly entering teachers, and concern about the academic quality of individuals entering the Leaching profession. Those in favor of the two competing efforts to reform teacher education, alternative certification and reform of college-based preparation, make different assumptions about what knowledge teachers need. University-based programs assume that pedagogical content knowledge needs to be developed in a professional program. Alternative route programs assume that pedagogical skills develop as teachers teach. However, research shows that alternative routes which rely on a teacher's own experience may miseducate teachers and may narrow the range of settings for which teachers are prepared. A key argument in favor of alternative certification is
Learning to teach English and mathematics in an alternative route to teacher certification
Curriculum Journal, Sep 1, 1991
... TRISH STODDART Department of Educational Studies, University of Utah, Salt Lake City, USA ...... more ... TRISH STODDART Department of Educational Studies, University of Utah, Salt Lake City, USA ... The majority of the candidates entering teaching through these routes are older and bring with them a rich variety of personal and work experiences (Darling-Hammond, Hudson and ...
The Professional Development School: Building Bridges between Cultures
Educational Policy, Mar 1, 1993
This article discusses the professional development school (PDS) in the context of the vision, th... more This article discusses the professional development school (PDS) in the context of the vision, the change process, and the development of organizational structures that support collaboration between school and university faculties. It is argued that the development of the PDS requires a mutual accommodation between the cultures of schools and universities. Top-down, bottom-up, and role-differentiated approaches to collaboration are described. Finally, it is argued that a third culture-the graduate school of education-is a major obstacle to the development of the PDS.
Of all the reform efforts current in teacher education, the professional development school (PDS)... more Of all the reform efforts current in teacher education, the professional development school (PDS) advocated by the Holmes Group shows the greatest promise because it seeks to tie reforms in teacher education to reforms in schools themselves. This document describes how one institution of higher education (University of Utah) and one school district (Salt Lake City, Utah) have together implemented professional development schools. The report presents data on the effectiveness of the PDS program in educating novice teachers and discusses several dilemmas confronted in the evolving PDS partnership. The dilemmas that have emerged from this PDS-creating experience are: democracy versus coherence; collaboration versus academic freedom; didactic versus conceptual views on teaching and learning; replicative versus reflective orientations; program continuity versus equity in faculty loads; and basic versus applied research. Forty-two references are included.
The ability to understand and use conceptual change pedagogy as a function of prior content learning experience
Journal of Research in Science Teaching, 1994
... Constructivists argue that developing new understanding requires an authentic experience that... more ... Constructivists argue that developing new understanding requires an authentic experience that challenges prior ... The intent was to facilitate the restructuring of their pedagogical conceptions. ... 1. Were there any differences in the degree of science content understandings held by ...
Preparing Pre-service Secondary Teachers to Teach Science to English Learners: Theory into Practice
ASTE series in science education, Oct 25, 2016
This chapter focuses on the preparation of pre-service teachers to teach science to English Learn... more This chapter focuses on the preparation of pre-service teachers to teach science to English Learners (ELs) and is based on the SSTELLA (Secondary Science Teaching with English Language and Literacy Acquisition) project that has been implemented in four pre-service teacher education programs in Arizona, California and Texas. The SSTELLA project uses a practice-focused model of teacher education to engage novice teachers in observation, analysis, and experience with explicit models of the instructional approaches they are being prepared to teach. It describes how four SSTELLA practices – Scientific Sense-making, Scientific Discourse, English Language and Literacy Development, and Contextualized Science Activity–are articulated across the coursework and practicum requirements of the teacher education program through the use of instructional exemplars, video cases, and professional development with cooperating teachers and teacher supervisors. Data are presented that show that teacher candidates who participated in the SSTELLA intervention implemented several key practices at a higher level: contextualizing science activity, and engaging students in productive talk and student-student interaction. Furthermore, these teacher candidates showed higher self-efficacy for teaching ELs than candidates who were not part of the intervention.
This paper examines the mathematics and science content knowledge of elementary teacher candidate... more This paper examines the mathematics and science content knowledge of elementary teacher candidates. Data are presented which demonstrate that many elementary teacher candidates enter teacher education seriously deficient in their understanding of the subject matter they will teach to elementary students. The authors argue that these candidates are weakly prepared in content because of deficiencies in the pedagogy practiced in traditional didactic mathematics and science courses. They describe a conceptual approach to teaching mathematics and science content and contrast this with a didactic approach. Data are presented which demonstrate that these conceptual approaches significantly improved novice teachers understanding of content. content instruction on the implementation ofscience conceptual change strategies in elementary classrooms. Paper presented at the annual meeting of the American Educational Research Association, Chicago. Vance, V., & Schlechty, P. C. (198i). The distribution of academic ability in the teaching force. Policy implications.
Journal of Educational and Psychological Consultation, Mar 1, 1992
An interdisciplinary course was developed in the Graduate School of Education at the University o... more An interdisciplinary course was developed in the Graduate School of Education at the University of Utah, team taught by faculty members from the Departments of Educational Administration, Educational Psychology, Educational Studies, and Special Education. This unique course was designed to provide prospective teachers, special educators, school psychologists, counselors, and administrators insights into conceptual and practical components of collaborative problem solving and conflict management. This article describes the initial development and implementation, as well as content, activities, assignments, and evaluation procedures of this course. The education of all youth is the shared responsibility of classroom teachers, special educators, administrators, related professionals, and parents. When parents and educators pool their knowledge, efforts, and resources, they are able to achieve outcomes they could not achieve alone.
This case study describes the Los Angeles Unified School District (LAUSD) Intern Program, which u... more This case study describes the Los Angeles Unified School District (LAUSD) Intern Program, which utilizes an alternative route to teacher certification in order to meet the teacher recruitment and training needs of a large urban multicultural school district. Findings suggest that between 1984 and 1990 the program recruited 1,100 new teachers to the district in subject shortage areas; the percentage of teachers participating in the intern program was increased and the percentage of emergency credential teachers was reduced; a significant proportion of intern teachers are predisposed to teach in an urban setting in schools with high percentages of low-income and minority students; minority teachers are recruited at a much higher rate than the percentage recruited through traditional university routes; and alternative route interns hold higher expectations for low-income and minority students than do traditional university program recruits. Though not considered a replacement for college-based teacher education, the program provides comprehensive, on-the-job professional training which is context-specific and focuses on preparing teachers to work in the Los Angeles public schools, teaching according to the practices and procedures advanced by that district. (LL)
Asserting that few teachers can provide examples of how they actually used educational research t... more Asserting that few teachers can provide examples of how they actually used educational research to shape an instructional decision, this position paper argues that as presently structured, the educational research institution does not appear to be effective in communicating products of its work to practitioners. The paper examines obvious barriers to communication between researchers and practitioners including the tendency of researchers to focus on abstractions (hypotheses, theoretical implications, statistical analyses, etc.) versus practitioners' needs for clear descriptions of instructional methods and curriculum materials, including how well they worked and with what types of student. The formation of a Professional Resources Information Network Computerized for Educators (PRINCE) is proposed to provide teachers with practical information and materials directly tailored to meet specific instructional needs. PRINCE would parallel ERIC (the Educational Resources Information Center), the existing information network available to researchers.
The guiding of novices by experienced teachers is a principal component of the practicum in unive... more The guiding of novices by experienced teachers is a principal component of the practicum in university-based teacher education programs, alternative routes to teacher certification, and programs of teacher induction and professional development. Novices learn by watching an expert teach and by being in turn observed and then receiving feedback on and support for their own instructional practice. There is, however, little information available about the processes involved in clinical supervision or mentoring. This report uses postobservation conferences between experienced teachers and novice teachers to begin to analyze the guided practicum experience. Six teacher educators discuss three practicum conferences and ask "What is being taught? What is being learned?" These analyses reveal differences in the way experienced teachers interact with novices, how they focus the conference, and how well they engage nov!ces in reflecting on their practice. In the course of the analysis each of the teacher educators explains his/her individual perspectives on the role of guided practice in learning to teach. (Author/IAH)
... Requests for reprints should be sent to Trish Stoddart or Elliot Turiel, Department of Educat... more ... Requests for reprints should be sent to Trish Stoddart or Elliot Turiel, Department of Education, University of California, Berkeley, CA 94720. [Child Development, 1985, 56, 1241-1252. ? ... For example, one story depicts a boy pushing another boy from a swing. ...
Some Reflections on the Honorable Profession of Teaching
Page 1. r r l r F l r '< r Some Reflections on the Honorable Profession of Teaching r r r... more Page 1. r r l r F l r '< r Some Reflections on the Honorable Profession of Teaching r r r r L r r 1 r i L r r r fill!! I l Trish Stoddart David J. Losk Charles S. Benson University of California. Berkeley Preparation of this document was assisted ...
This report describes the first year of an ongoing intervention study and the learning of a group... more This report describes the first year of an ongoing intervention study and the learning of a group of teachers who are working together to make changes in the ways they teach mathematics. The document presents a vision of mathematics education based on research in cognitive psychology which indicates that learners construct knowledge rather than being passive receivers of knowledge. When reflecting on their beginning efforts, the researchers found that several assumptions in their planned interventions were not borne out by the group's experience. The subject matter content (integers) posed major difficulties for several of the teachers. The teachers' interest in talking about their own practices strongly influenced the group's interactions. Collectively, the teachers and researchers created a learning community that was grounded in watching videotapes of mathematics teaching in a third grade classroom and discussing ideas about teaching and learning in ways that were different from their own experiences as teachers and 'Formerly known as the National Center for Research on Teacher Education (1985-1990), the Center was renamed in 1991.
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