Teacher Preparation Solutions: Rumbling for Quality Just Won't Do

Brewer, Thomas M.

doi:10.1080/00393541.2006.11650086

Cited by 11 publications

(6 citation statements)

References 6 publications

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“…This ideological perspective supports the notion that competition from alternative organizations will pressure competitors to be innovative or risk losing consumers. Deregulationists pointed to education schools' teacher preparation programs as ineffectual and aimed to grant full certification to candidates who could pass rigorous tests in lieu of coursework (Brewer, 2006). The deregulationists aim to de-academize coursework allowing potential teachers to bypass courses emphasizing pedagogy.…”

Section: Free Market Ideology and Education Reformmentioning

confidence: 99%

Teach For America, Relay Graduate School, and charter school networks: The making of a parallel education structure

Mungal

2016

EPAA

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In New York City, a partnership between Teach For America (TFA), the New York City Department of Education (NYCDOE), the Relay Graduate School of Education (Relay), and three charter school networks produced a parallel education structure within the public school system. Driving the partnership and the parallel education structure are the free market ideologies that emerged in the late 1970s that helped to open education to outside organizations. This paper captures two intertwined phenomena; the formation of the parallel education structure and the various partnerships that helped built it. This has resulted in two unique pathways within the public school system. One pathway focuses upon local area conventional public schools that are administered by the NYCDOE. The other pathway represents failing local area public schools that are run by charter school networks. This paper looks beyond TFA’s current influence within the classroom and explores how market forces led to its role with other educational organizations.

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Section: Free Market Ideology and Education Reformmentioning

confidence: 99%

Teach For America, Relay Graduate School, and charter school networks: The making of a parallel education structure

Mungal

2016

EPAA

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“…Universities face numerous complexities and problems within the process of teacher education (Brewer, 2006). In addition, state and national mandates cover a breath of issues, including legal and professional issues, mainstreaming students with special needs, assessment, interacting with students, learning styles of students, technology, designing and implementing curriculum, and many more (Galbraith, 1997).…”

Section: Novice Art Teachers: Navigating Through the First Yearmentioning

confidence: 99%

“…Results indicate that, as novice art teachers assimilated into their respective school cultures, logistical and classroom management issues were of primary concern. Successes reported included a sense of community with their students, improving dialogue about art, and showcasing their art program.Universities face numerous complexities and problems within the process of teacher education (Brewer, 2006). In addition, state and national mandates cover a breath of issues, including legal and professional issues, mainstreaming students with special needs, assessment, interacting with students, learning styles of students, technology, designing and implementing curriculum, and many more (Galbraith, 1997).…”

mentioning

confidence: 99%

Novice Art Teachers: Navigating Through the First Year

Kuster

Bain

Newton

et al. 2010

Visual Arts Research

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Novice Art Teachers: Navigating Through the First YearFour researchers collaborated on this multisite qualitative case study that examined 11 novice art teachers negotiating their way through their first year of teaching. Participants in three states were selected through a criterion method sampling strategy. The subjects were employed in rural, urban, and suburban public school districts. Researchers conducted 3-4 structured interviews using the same time line and interview protocols during the 2005-2006 academic year. Results indicate that, as novice art teachers assimilated into their respective school cultures, logistical and classroom management issues were of primary concern. Successes reported included a sense of community with their students, improving dialogue about art, and showcasing their art program.Universities face numerous complexities and problems within the process of teacher education (Brewer, 2006). In addition, state and national mandates cover a breath of issues, including legal and professional issues, mainstreaming students with special needs, assessment, interacting with students, learning styles of students, technology, designing and implementing curriculum, and many more (Galbraith, 1997). Clearly, teacher education programs seek to prepare future teachers for successful careers. Yet, once preservice students graduate from university preparation programs, little research has examined how these recent graduates, now novice art teachers, navigate their way through their first year of teaching. To begin to fill this gap in knowledge about beginning teachers, this qualitative study was conducted by four university faculty researchers involved in art teacher prepa-

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“…One is the 'what' and the other is the 'why'. The development of this compass, or lens, as it shall be used it from this point, is essential to the long-term relationship between teachers and the institutions they serve (Brewer, 2006;Gruenewald 2003;Jones and Enriquez, 2009;McCarty and Nicholas, 2014). The important nature of this relationship is akin to the importance of doctors developing the essential ethical and moral structures that guide their practices and field of research.…”

Section: Introductionmentioning

confidence: 99%

Social Foundations in Teacher Education: A Contemporary Snapshot

Barbre

2018

IJLTER

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Abstract. Over the past several decades, changes in the nature of the teacher training and the expectations of schools have resulted in changes to the curriculum at the university level. Within the scope of pre-service training, there have historically been courses in social foundations, methods and assessment, and finally field experience. An increased emphasis on pedagogy and assessment has meant the decrease of study within the social foundations areas and an increase in the specific pedagogical courses. The aim of this study was to better understand the current status of social foundations study in teacher education programs. The results show that social foundations courses at the undergraduate level are substantially diminished and that this important sub-discipline primarily mostly lives at the graduate level now. The results of this research are discussed for the professional implications it holds for teachers and the profession of teaching.

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Teacher Preparation Solutions: Rumbling for Quality Just Won't Do

Cited by 11 publications

References 6 publications

Teach For America, Relay Graduate School, and charter school networks: The making of a parallel education structure

Teach For America, Relay Graduate School, and charter school networks: The making of a parallel education structure

Novice Art Teachers: Navigating Through the First Year

Social Foundations in Teacher Education: A Contemporary Snapshot

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