Educator preparation: a multi-discipline analysis of standards to promote critical thinking

Carter, Richard Allen; Zhang, Ling; Hunt, Tiffany L.; Bloom, Lisa; Wilder, Tahnee L.; Yang, Sohyun; Parsons, Christine E.

doi:10.1080/13540602.2023.2191184

Cited by 4 publications

(1 citation statement)

References 26 publications

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“…Data used for this study were collected from a large-scale education professional standards database. This database includes more than 5,000 professional standards in the U.S. education system, including SPA standards, accreditation standards, high-leverage practices for in-service general and special teachers, and teaching evaluation standards (Carter et al, 2023). As this study focused on educator preparation, we only included InTASC and SPA standards from the database.…”

Section: Data Sourcementioning

confidence: 99%

Are Pre-Service Educators Prepared to Implement Personalized Learning?: An Alignment Analysis of Educator Preparation Standards

Zhang,

Carter,

Bloom

et al. 2023

Journal of Teacher Education

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Traction is growing for personalized learning (PL) as an educational innovation that aims to provide learning experiences to meet diverse learning needs. However, little research has investigated how PL is positioned in professional standards that provide guidance on teacher education across content-specific disciplines and for diverse learner populations. Using an alignment methodology, this study identified and analyzed 193 out of 654 educator preparation standard components in the U.S. education system for the presence of teaching practices that may better respond to the need for PL implementation. This research revealed different percentages of standard components reflecting expectations for educators to understand learner characteristics, tailor instruction to learner needs, and advocate for promoting learning outcomes for individual learners. Moreover, noticeable patterns exist among standards across disciplines and for diverse learner populations regarding how they focus on knowledge, competencies, and dispositions in relation to preparing educators for PL implementation.

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Section: Data Sourcementioning

confidence: 99%

Are Pre-Service Educators Prepared to Implement Personalized Learning?: An Alignment Analysis of Educator Preparation Standards

Zhang,

Carter,

Bloom

et al. 2023

Journal of Teacher Education

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Teacher educators’ use of mind mapping in the development of TPACK in a technology-rich learning environment

Theodorio,

Mataka,

Shambare

2024

Educ Inf Technol

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Since 2020, teaching has gone through substantive transformation. Teacher educators have been compelled to reevaluate their instructional strategies and the use of technology to deliver effective training for pre-service teachers. The year 2020 escalated the use of teaching strategies that relied on technology as a crucial tool in all teaching processes. Moreover, from the year 2020 and onwards, teacher educators’ knowledge of teaching, curriculum, and technology has been transformed to align with the new teaching and learning requirements for creating and delivering instruction in teacher education. However, little is mentioned in studies on how teacher educators think about lesson activities, especially how they map out instructional pathways and technology integration in a technology-rich environment. It is against this backdrop that this study uses qualitative and interpretive paradigms to investigate teacher educators’ use of mind-mapping for instructional practices in a technology-rich environment. The objective was to understand how they develop or prioritize the development of technological pedagogical content knowledge (TPACK). Six participants were purposively selected based on the criteria that the participants must use mind-mapping to plan lesson activities and integrate technology into the lesson, reflect on the instructional process, and allow the researchers to observe their classroom teaching engagements. Data was generated and collected using journal reflections, observations, and document analysis. The findings showed that the teacher educators made use of mind-mapping in the preparation of lesson activities and created rubrics using mind-mapping. They also used self-made video podcasts and integrated videos in lesson activities and mind-mapped assessment pathways with technology. From the narrations shared by the participants, the use of mind-mapping opened new strategies of planning, teaching, and assessing instruction with technology to develop technological pedagogical content knowledge.

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Purposeful Integration of Assistive Technology for Diverse Learner Needs in Educator Preparation Programs

Williams,

Zhang,

Patterson

et al. 2024

Computers in the Schools

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Educator preparation: a multi-discipline analysis of standards to promote critical thinking

Cited by 4 publications

References 26 publications

Are Pre-Service Educators Prepared to Implement Personalized Learning?: An Alignment Analysis of Educator Preparation Standards

Are Pre-Service Educators Prepared to Implement Personalized Learning?: An Alignment Analysis of Educator Preparation Standards

Teacher educators’ use of mind mapping in the development of TPACK in a technology-rich learning environment

Purposeful Integration of Assistive Technology for Diverse Learner Needs in Educator Preparation Programs

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