Teacher Education at the Millennium

Lytle, James H.

doi:10.1177/0022487100051003003

Cited by 10 publications

(5 citation statements)

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“…We agree with Howey and Zimpher (1999): "Most fundamental to the improvement of teacher education is addressing how all teachers are prepared to work with one another" (p. 294). Such a shift in understanding is needed, given the growing complexity of teaching and the need for teachers to engage in continuing professional development (see Lytle, 2000).…”

Section: Discussionmentioning

confidence: 99%

Rethinking Field Experience

Bullough

Young

Erickson

et al. 2002

Journal of Teacher Education

110

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Three types of data were gathered on a partnership and a single-placement model of early field experience. Data came from mentor and preservice teacher interviews, preservice teacher time logs, and transcripts of planning sessions. Although all mentors and preservice teachers found value in their experience, data indicate that those who participated in partnership placements had a very different experience. Preservice teachers in partner-placements felt better supported and were able to engage in greater instructional risks within the classroom. Children in classrooms where partners were placed were reportedly better served. Mentors in partnership placements were more flexible in planning with preservice teachers and appeared to be more trusting. The authors conclude that partnership placement holds promise for providing richer, more interesting, and more educative early field experience for elementary preservice teachers than traditional practice allows.

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Section: Discussionmentioning

confidence: 99%

Rethinking Field Experience

Bullough

Young

Erickson

et al. 2002

Journal of Teacher Education

110

View full text Add to dashboard Cite

show abstract

“…Induction support programs are used to support teacher growth during this critical period. Therefore, quality teacher professional development programs are important for practicing SBAE teachers, since preservice teacher education programs cannot fully prepare teachers for the demands of the job (Lytle, 2000). There has been an abundance of research guiding the support system for teacher induction programs in SBAE (Birkenholz & Harbstreit, 1987;Dunkin, Rickets, Peake & Uesseler, 2006;Edwards & Briers, 1999;Garton & Chung, 1997;Joerger, 2002;Layfield & Dobbins, 2002;Myers, Dyer, & Washburn, 2005).…”

Section: Introductionmentioning

confidence: 99%

Characteristics of Enthusiastic and Growing School-Based Agricultural Education Teachers: A Delphi Approach

Easterly¹,

Meyers²

2017

JAE

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The most optimal way to prepare teachers is a source of debate and inquiry. The common view held in school-based agricultural education is to use professional development to augment what teachers learned in their teacher preparation program. This has been typically implemented through induction support and generic professional development. Fessler and Christensen (1992) described a teacher career cycle that highlights the need to differentiate professional development for teachers beyond the induction stage. Teachers in the Enthusiastic and Growing stage are described as having a high level of competence, but continue to grow as professionals. The purpose of this study was to determine the characteristics of Enthusiastic and Growing school-based agriculture education teachers in order to inform professional development practice. A panel of 105 Enthusiastic and Growing teachers were selected to serve on a Delphi panel and asked to identify the characteristics of an expert agriculture teacher. Twenty-seven responses were agreed upon by the panel. Some characteristics were congruent with the existing descriptions of Enthusiastic and Growing teachers, while some descriptions were unique to school-based agricultural education. Based on these findings, professional development should be implemented using a systems approach to promote these characteristics in teachers.

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“…There may be challenges and in-service needs of novice teachers which are unrealistic for teacher preparation program to address, and there is an expectation that a portion of learning how to be an effective teacher comes from in-service experience (Lytle, 2000). Describing the perceived preparation levels of early-career agricultural educators may provide insight into challenges and areas which new teachers feel additional training during teacher preparation would have been helpful to their in-service experience.…”

Section: Determining Needs Of Early-career Agricultural Educatorsmentioning

confidence: 99%

Lessons Learned: Describing the Preservice Preparation Experiences of Early-Career Award-Winning Agricultural Educators

Breeding¹,

Rayfield²,

Smith³

2018

JAE

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This study was designed to describe the experiences of National Association of Agricultural Educators (NAAE) Outstanding Young Member award winners. These teachers were asked about the concepts that they were most and least prepared for upon entering the teaching field. A modified Delphi method was used to collect data utilizing three rounds of researcher-developed questionnaires.Round one included open-ended and demographic-type questions. Rounds two and three were constructed using panelists' answers from previous rounds and included Likert-type, five-point rating scales. These award winning teachers felt most prepared to: 1) teach animal science, 2) provide classroom instruction, and 3) teach introductory lessons or units. They felt least prepared to: 1) plan for retirement and 2) manage work-life balance. The findings of this study may provide a framework for teacher education programs and teacher in-service workshops that will aid in more comprehensive training and development of future agricultural education teachers.

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Teacher Education at the Millennium

Cited by 10 publications

References 0 publications

Rethinking Field Experience

Rethinking Field Experience

Characteristics of Enthusiastic and Growing School-Based Agricultural Education Teachers: A Delphi Approach

Lessons Learned: Describing the Preservice Preparation Experiences of Early-Career Award-Winning Agricultural Educators

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