Community-based collaboration for early childhood teacher education: Partner experiences and perspectives as co–teacher educators

Lees, Anna; Kennedy, Adam S.

doi:10.1080/10901027.2016.1274692

Cited by 11 publications

(8 citation statements)

References 13 publications

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“…With this kind of experience and realization coming from teacher education candidates, it clearly shows that community immersion and community partnership practices may address shared goals, and prepare student-teachers in facing student diversity inside the classroom (Lees & Kennedy, 2017;Mustian, et.al, 2017).…”

Section: Resultsmentioning

confidence: 99%

Experiences and Challenges encountered by the Pre-service teachers in a Community Immersion Program

Obispo

2023

AJCS

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This study aims to determine the experiences and challenges of pre-service teachers in a community immersion program from a local higher education institution in Olongapo City, Philippines. Phenomenological method of research is used in this study which was participated by a total of 32 pre-service teacher. According to the participants, this provides them with experiences that gives them motivation and inspiration to pursue teaching. This also gave the pre-service teacher a hint of what may be experienced in the actual teaching field such as managing the class, and diversity of the learners. On the other hand, the challenges they encountered was related to the class environment. It is recommended to provide more time allocation for the implementation of community immersion.

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Section: Resultsmentioning

confidence: 99%

Experiences and Challenges encountered by the Pre-service teachers in a Community Immersion Program

Obispo

2023

AJCS

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“…Holding university teacher preparation classes in a K-12 school can greatly increase the use of technology for K-12 learning and also improve the educational technology training of TCs (Hartshorne et al, 2005;Polly et al, 2015). Such experiences can help TCs gain knowledge and experience in dealing with real-world extraneous issues that can serve as barriers to technology integration in ways that traditional stand-alone educational technology classes cannot (Hartshorne et al, 2005;Lees & Kennedy, 2017).…”

Section: School-university Partnerships and 1:1 Device Programsmentioning

confidence: 99%

Enhancing Educational Technology Confidence among Teacher Candidates: Benefits of and Lessons Learned from a 1:1 Device University-Elementary School Partnership

Francom

Moon

2018

JITE:Research

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Aim/Purpose: This study describes and evaluates a teacher preparation program that combines a school-university partnership and a 1:1 device initiative. Background: This educational design research report combines a 1:1 technology device experience with a school-university partnership to enhance teacher preparation for educational technology use. Methodology: This is a mixed-methods educational design research study. Interview responses share benefits and lessons learned from the program experience. Survey responses give information about educational technology confidence among teacher candidates who took part in this program. Contribution: This study provides a description of a unique teacher preparation program designed to enhance educational technology confidence among teacher candidates and shares lessons learned from this experience in light of collected data. Findings: Teacher candidates’ social outcome expectations for using technology were increased. Qualitative data indicate that the program also benefitted elementary school teachers by enhancing educational technology confidence and providing extra help. Recommendations for Practitioners: University teacher candidates should be given more embedded technology-focused classroom experiences. Smaller university class sizes are necessary to support these types of experiences. Recommendation for Researchers: Future studies could more deeply investigate how school-university partnership programs with technology affect teacher candidates’ social outcome expectations and educational technology confidence. Impact on Society: Approaches to teacher preparation similar to the one presented in this study can enhance students’ social outcome expectations for using technology. Future Research: Future studies could investigate various educational technology initiatives’ effects on teacher candidates’ educational technology confidence and share teacher preparation program designs aimed at enhancing educational technology use.

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“…K-12 School Collaboration with Community Partners K-12 schools have often partnered with community organizations, such as universities, museums, and businesses, to provide resources and activities for students and teachers [7,8]. While partnerships differ depending on school and community context, studies have established best practices for ensuring a successful collaborative experience for both the school as well as the community partner [7][8][9]. Using data gathered from community partners participating in school-community partnerships, Lees and Kenney [9] identified three themes which were integral to the success of the collaboration.…”

Section: Introductionmentioning

confidence: 99%

Partnerships in STEAM: How Collaborating with STEAM Experts Impacts K-12 Teachers’ Abilities to Implement STEAM Lessons in the Classroom

Kessler,

Boice,

Koval

et al. 2024

Education Sciences

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K-12 teacher professional development in STEAM (Science, Technology, Engineering, Arts, and Mathematics) is often utilized to enhance teachers’ abilities to use STEAM pedagogical methods in the classroom. One such program is GoSTEAM, a five-year initiative centered on K-12 teacher professional development in STEAM. Teachers participating in GoSTEAM collaborate on the implementation of STEAM lessons and activities with an Innovator-in-Residence, who is an individual with experience in a STEAM field, often from a local community organization or university. This study analyzes focus group findings from teachers and school administrators to assess how the partnership with the Innovator-in-Residence impacts teachers’ professional development in STEAM. The findings suggest teachers and administrators perceived there to be several impacts on teachers’ professional development as a result of the partnership, such as the development of STEAM skills and making connections between STEAM, district standards, and real-world concepts. As such, the results of this study indicate that a teacher’s professional development in STEAM can be impacted by an ongoing partnership and collaboration with community partners and those experienced in STEAM fields.

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Community-based collaboration for early childhood teacher education: Partner experiences and perspectives as co–teacher educators

Cited by 11 publications

References 13 publications

Experiences and Challenges encountered by the Pre-service teachers in a Community Immersion Program

Experiences and Challenges encountered by the Pre-service teachers in a Community Immersion Program

Enhancing Educational Technology Confidence among Teacher Candidates: Benefits of and Lessons Learned from a 1:1 Device University-Elementary School Partnership

Partnerships in STEAM: How Collaborating with STEAM Experts Impacts K-12 Teachers’ Abilities to Implement STEAM Lessons in the Classroom

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