Preservice teacher preparation in the United States

Morey, Ann I.; Bezuk, Nadine; Chiero, Robin

doi:10.1207/s15327930pje7201_1

Cited by 16 publications

(7 citation statements)

References 5 publications

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“…These teacher candidates complete programs in early childhood (EC), middle childhood (MC), adolescent/young adult (AYA), special education (SE), or other specialty program areas, including world language, music, art, physical education, business, and technology education. While these programs address their own unique goals and standards, all students complete similar coursework in the arts and sciences (general preparation) and educational foundations (professional preparation), culminating in their methods courses and student teaching in their final year (Morey, Bezuk, & Chiero, 1997).…”

Section: Savilla Banister Rachel Vannatta Reinhartmentioning

confidence: 99%

Assessing NETS • T Performance in Teacher Candidates

Banister

Reinhart

2012

Journal of Digital Learning in Teacher Education

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To eflectively integrate digital technologies in K-12 schools, teachers must be provided wii?~ undergraduate experiences thnt strongly support these integration i=-esources and strategies. ?he NatZonul Educational Technology Standards-fo;. Teachers (NETS. T ) provide a framework for teacher candidates ~n d inservice teachers to identify their accomplishments in this realm. Using the NETSOT to deliver undergraduate teacher education curriculum, and requiring teacher candidatzs to document their abilities related to the XETSoT can support meaningful development for the candidates. ?his study examines the use of the M.'a~$nd Teacher Assessment as a too! for determining the proficiencies of teacher candidates in their final year of' preparation in relationship to the InJETSoT. (Keywords: assessment ISTE NETSOT, teacher candidate, tzchnology, Wayfind Teacher Assessment) e International Society for Technology in Education (ISTE, 20 12)-r' asserts that preservice teachers must complete a sequence of experiences that develop an in-depth understanding of how technology can be used as a tool in teaching and learning. In addition, teacher cacdidates must see technology modeled b:,~ faculty in their university classes and in field placements. However, research hrs fclund that most faculty lack the shlls and knowledge to model technology use and/or teach their students how to effeztively infuse technology into Savilla Banister

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Section: Savilla Banister Rachel Vannatta Reinhartmentioning

confidence: 99%

Assessing NETS • T Performance in Teacher Candidates

Banister

Reinhart

2012

Journal of Digital Learning in Teacher Education

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“…However, one solution we will be implementing in the future is the use of video cases of teachers effectively integrating technology (Savenye, Brush, Middleton, Blocher, & others, 2002). Many teacher education programs are using video cases to supplement preservice teachers' field experiences (e.g., Barab, MaKinster, Moore, & Cunningham, 2001;Morey, Bezuk, & Chiero, 1997). Based on the results of this evaluation, we have specifically developed several cases focusing on K-3 teachers utilizing technology to facilitate instruction.…”

Section: Potential Modifications and Additionsmentioning

confidence: 99%

Integrating technology in a field-based teacher training program: The PT3@ASU project

Brush

Glazewski

Rutowski

et al. 2003

ETR&D

137

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The Preparing Tomorrow's Teachers to Use Technology (PT3) initiative has funded various efforts to improve and enhance the technology preparation of preservice teachers. At Arizona State University, these efforts have focused on providing preservice teachers with opportunities to develop, implement, and evaluate their own instructional activities that utilize technology effectively and appropriately in authentic situations, to give them the myriad of tools necessary to integrate technology into teaching and learning activities. This paper focuses on the integration of these efforts into the field-based elementary education program, and discusses our formative evaluation of the field-based technology integration model, through the following questions: What are the preliminary successes of the model with regard to student perceptions, attitudes, and integration of technology into instructional activities? and What components of the model require additions or modifications?The Preparing Tomorrow's Teachers to Use Technology (PT3) initiative has funded various efforts to improve and enhance the technology preparation of preservice teachers. Many of these efforts have focused on supporting education faculty, others have concentrated primarily on preservice teachers, and still others have developed repositories of resources for dissemination. However, these initiatives have not occurred in isolation. After publication of the Office of Technology Assessment (1995) national report, Teachers and Technology: Making the Connection, many colleges and universities began examining more effective means for technology preparation. This report examined schools' technological capabilities, barriers to student learning via technology, and teachers' current preparedness for technology integration. The report concluded that, "Despite technologies available in schools, a substantial number of teachers report little or no use of computers for instruction" (p. 1). The report also stated that teachers still struggle with integrating technology into the curriculum, and attributed much of this to inadequate training: "Most teachers have not had adequate training to prepare them to use technology effectively in teaching . . . On average, districts devote no more than 15 per- (Schrum, 1999;Strudler & Wetzel, 1999;Topp, Mortensen, & Grandgenett, 1995). This lack of support leads teachers to use technology for low-level, supplemental tasks such as drill and practice activities, word processing, educational games, and computer-based tutorials (Strudler & Wetzel, 1999;Willis, Thompson, & Sadera, 1999). As Abdal-Haqq (1995) stated, " [F]ew teachers routinely use computer-based technologies for instructional purposes" (p. 1).Inadequate instruction and support for technology integration is not an issue only with K-12 teachers; research has demonstrated that technology preparation provided by teacher training institutions to preservice teachers with regard to technology has similar problems. In a review of the literature related to technology and t...

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“…One area of distinction between agriculture teachers and core content teachers is their teacher preparation experience. Coursework required by preservice teachers within the college of education includes a curriculum which encompasses the learning process, classroom management and discipline, curriculum development, the use of instructional technology, preparation in multicultural education, school law and finance, and use of instructional materials and classroom teaching techniques (Morey et al, 1997). This results in a strong emphasis on pedagogy.…”

Section: Introductionmentioning

confidence: 99%

Preservice Agricultural Education and Secondary Education Teachers’ Self-Efficacy and Professional Identity

2020

JAE

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Preservice teacher preparation in the United States

Cited by 16 publications

References 5 publications

Assessing NETS • T Performance in Teacher Candidates

Assessing NETS • T Performance in Teacher Candidates

Integrating technology in a field-based teacher training program: The PT3@ASU project

Preservice Agricultural Education and Secondary Education Teachers’ Self-Efficacy and Professional Identity

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