The Teacher Educator's Role in Enhancing Teacher Quality

Liston, Dan; Borko, Hilda; Whitcomb, Jennie

doi:10.1177/0022487108315581

Cited by 65 publications

(28 citation statements)

References 11 publications

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“…These benefits include increased feedback and encouragement through personal attention, obtaining the exact help needed, closer monitoring of progress and better mastery of skills. More studies (Liston, Borko, & Whitcomb, 2008;Moran, 2008) also suggested that preferred teacher education applicants are those who hold experientially based knowledge of teaching as they enter program that strive to offer practica experiences that show case exemplary practices.…”

Section: Tutoringmentioning

confidence: 99%

Examination of Pre-service Teacher’s Training through Tutoring Approach

Wu¹,

Guerra²

2017

JETS

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Pre-service teacher preparation in the United States is becoming progressively more challenging with respect to the demands on teachers. This study examined the impact of tutoring approach on pre-service teachers" skills to work with English language learners through a qualitative research design. Content analysis was used at the thematic level on student journals written to accompany the semester-long experience of tutoring. Thirty pre-service teachers participated and data was collected from 300 written journal reflections for two semesters. Overall, the pre-service teachers gained an understanding of challenges of working ELLs and other positive impacts through tutoring. The findings suggest that pre-service teachers have perceived value of the use of tutoring approach in the teacher preparation program, use of strategies during field-based experiences, instructional realizations, cultural sensitivity, and professionalism. This paper concluded by discussing the need for teacher education program to assist pre-service teachers to assimilate pedagogies and apply through a tutoring approach.

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Section: Tutoringmentioning

confidence: 99%

Examination of Pre-service Teacher’s Training through Tutoring Approach

Wu¹,

Guerra²

2017

JETS

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“…Scholars define teacher leadership (TL) to include formal roles and informal roles such as leader of professional learning communities (PLC) or peer coach (Liston et al, 2008). TL is an umbrella term for work that encompasses three developmental foci among practicing teachers: (a) individual development; (b) collaboration; and (c) organizational development.…”

Section: Teacher Leadershipmentioning

confidence: 99%

Utilizing Teacher Leadership as a Catalyst for Change in Schools

Ankrum

2016

JEI

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School leaders are constantly trying to find alternative ways to leverage and explore teacher leadership potential in their school building(s). Teachers leaders that are willing to go above and beyond their general duties. Teacher leaders are the type of educators that fall under the motif of potentially taking on additive responsibilities that will help to improve the school community. This paper looks at ways to leverage relationships between teacher leaders and school leaders in order to get maximum output from school staff. By infusing shared leadership in the school community, responsibility and accountability becomes a shared belief, that can be utilized as a catalyst for change in the school community.

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“…An effective teacher is a term that refers to teacher ability to foster student achievements (Liston et al, 2008) which shifts focus on the achievement outcomes rather than qualifications. Teacher effectiveness is expressed most commonly in terms of student academic achievement, an element more easily (and less expensively) measured than some other essential outcomes of good education (Leu, 2005).…”

Section: Introductionmentioning

confidence: 99%