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Title: Modify: Preparing Preservice Teachers to Foster Equitable and Inclusive Learning Environments Across Delivery Modalities
From teaching with technology to teaching through technology: this is an important shift that educator preparation programs must embrace as we continue to develop teachers who can facilitate meaningful learning experiences across a variety of delivery modalities. Drawing on the data from our three-year mixed methods research, the authors describe a programmatic model for preparing teacher candidates to implement digital pedagogy while ensuring that learning opportunities are equitable, accessible, and inclusive of all learners. This paper first identifies the Essential Elements of our critical digital pedagogy model for facilitating learning in hybrid, hyflex, and online environments. Second, we describe how we have integrated these Essential elements across the three phases of our teacher preparation programs, with a particular focus on the two asynchronous online workshops we have integrated into students’ clinical experiences. Third, we identify a set of indicators used to provide feedback to preservice teachers as they demonstrate their critical digital pedagogy during their student teaching semester. We present the research findings that examine how this programmatic approach impacts teacher candidates’ knowledge, skills, and dispositions for transforming teaching and learning through technology. We conclude with a discussion of how the programmatic model and research findings may impact the broader field of teacher education. more »« less
White, K.; Kretchmar, K.; Hofkamp, K.; Donovan, R.(
, Proceedings of Society for Information Technology & Teacher Education International Conference)
Langran, E.; Christensen, P.; Sanson, J.
(Ed.)
Prior to COVID-19 and the shift to fully online instruction, teacher preparation programs were teaching candidates to use technology in the classroom, but they were not focusing on how to teach in exclusively online or hybrid models. In the future, all preservice teachers will need to know how to teach online, whether due to necessity or by choice. Therefore, the purpose of our research is to first identify essential elements of critical digital pedagogy for facilitating online inquiry, and then to integrate these methods into our teacher preparation program to prepare preservice teachers to facilitate inquiry-based science, technology, and mathematics (STEM) effectively in online learning environments that are equitable and inclusive of all learners. We utilize a mixed-methods approach with quantitative and qualitative measures including literature reviews, individual interviews, focus groups, program documents, and efficacy surveys. Drawing on this data, this presentation shares the findings from the first part of this three-year research project by discussing essential elements of critical digital pedagogy for facilitating online STEM inquiry. We identify what tools and instructional approaches can be used to support STEM learning in online environments in ways that will support all students, including those who are traditionally marginalized in U.S. schools.
Greenstein, Steven; Fernández, Eileen; Davidson, Jessica(
, Proceedings of the 41st Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education)
We describe an experience within mathematics teacher preparation that engages pre-service teachers of mathematics (PMTs) in Making and design practices that we hypothesized would inform their conceptual, curricular, and pedagogical thinking. With a focus on the design of new tools that can generate new possibilities for mathematics teaching and learning, this Learning by Design experience has PMTs exploring at the intersection of content, pedagogy, and Making. We describe the forms of knowledge brought to bear on their experiences through a case study analysis of one pair of PMTs’ Making experience. As the advancement of these forms of knowledge is essential to effective mathematics teaching, these findings suggest the promise of a Making experience within mathematics teacher preparation
Recently scholars have advocated for using teachers’ practice as a site for teacher learning. The recent proliferation of online, digital spaces, including simulated classrooms, has paved the way for novel approaches within practice-based teacher education. Yet, limited research has investigated the extent to which and how the use of online, simulated teaching experiences promote teacher learning of core teaching practices. The purpose of this study was to examine whether and how integrating simulated teaching experiences into teacher education coursework impacts preservice teacher (PST) learning. Findings showed that the use of simulated teaching experiences within elementary teacher education methods courses resulted in evidence of statistically significant growth in PSTs’ ability to engage in one core teaching practice: facilitating argumentation-focused discussions.
The expansion of K-12 computer science (CS) has driven a dramatic need for educators who are trained in CS content and pedagogy [1]. This poster describes our effort to train teacher candidates (i.e., pre-service teachers who are students seeking degrees within a College of Education), who are specializing in secondary mathematics education, to be future CS educators. We specifically describe our collaboration to provide a blended preparatory six-week training for the ETS CS Praxis exam (5652), assisting our pre-service students in satisfying the CS certification requirements in our state before they graduate and begin their professional teaching career. Given the unique challenges of pre-service CS teacher preparation [2], blended models, which combine both in-person and online instruction, are an effective approach to building a pre-service program. Within our pre-service CS program, students first complete a two-course pathway that prepares them in AP CSP content and pedagogy experiences, including observations in local AP CSP classrooms [3]. After completing the two courses, our students participate in the blended version of the WeTeach_CS Praxis preparation course to achieve certification. The in-person support provided by the blended model contributed significantly to certification success in this project. With a cut-score of 149 for the Praxis exam, all 11 of our pre-service students who completed the course received a passing score (including one student with a perfect score of 200, and another student with a 195); the average score for our pre-service students was 175. An additional 11 in-service teachers, with diverse backgrounds in CS content knowledge, also participated in the blended Praxis preparation course, with an average score of 166. Given the unique challenges of pre-service CS teacher preparation, university pre-service CS teacher programs should look to innovative models of teacher support developed by in-service programs to make substantial gains in CS teacher certification. Incorporating an asynchronous online course that allows teachers with a wide range of prior experience in CS to learn at their own pace with in-person coursework and support appears to be a viable model for assisting non-CS major teacher candidates in achieving a CS certification. With the blended model, even teachers with no background knowledge in CS were successful. Within our pre-service CS program, students first complete a two-course pathway that prepares them in AP CSP content and pedagogy experiences, including observations in local AP CSP classrooms [3]. After completing the two courses, our students participate in the blended version of the WeTeach_CS Praxis preparation course to achieve certification. The in-person support provided by the blended model contributed significantly to certification success in this project. With a cut-score of 149 for the Praxis exam, all 11 of our pre-service students who completed the course received a passing score (including one student with a perfect score of 200, and another student with a 195); the average score for our pre-service students was 175. An additional 11 in-service teachers, with diverse backgrounds in CS content knowledge, also participated in the blended Praxis preparation course, with an average score of 166. Incorporating an asynchronous online course that allows teachers with a wide range of prior experience in CS to learn at their own pace with in-person coursework and support appears to be a viable model for assisting non-CS major teacher candidates in achieving a CS certification. With the blended model, even teachers with no background knowledge in CS were successful.
Menon, D.(
, Annual meeting program American Educational Research Association)
Self-efficacy is a topic of great interest in elementary preservice and inservice teacher education, considering that elementary teachers often have low science and engineering teaching self-efficacy. In this systematic review, we synthesize existing research to reveal trends and uncover existing gaps, including recommendations for future research. Out of 117, we found 84 articles studied preservice, 31 inservice and two articles studied both preservice/inservice teachers’ self-efficacy. Findings from thematic analysis indicate that the diversity of teacher education programs, both across the United States and globally, offers a rich context for considering a range of programmatic features that impact elementary teachers’ science and engineering teaching self-efficacy. Implications for future research and practice in multiple contexts across teacher preparation programs are discussed.
White, K, Hofkamp, K, and Donovan, R. Modify: Preparing Preservice Teachers to Foster Equitable and Inclusive Learning Environments Across Delivery Modalities. Retrieved from https://par.nsf.gov/biblio/10523446.
White, K, Hofkamp, K, & Donovan, R. Modify: Preparing Preservice Teachers to Foster Equitable and Inclusive Learning Environments Across Delivery Modalities. Retrieved from https://par.nsf.gov/biblio/10523446.
White, K, Hofkamp, K, and Donovan, R.
"Modify: Preparing Preservice Teachers to Foster Equitable and Inclusive Learning Environments Across Delivery Modalities". Country unknown/Code not available: Association for the Advancement of Computing in Education (AACE). https://par.nsf.gov/biblio/10523446.
@article{osti_10523446,
place = {Country unknown/Code not available},
title = {Modify: Preparing Preservice Teachers to Foster Equitable and Inclusive Learning Environments Across Delivery Modalities},
url = {https://par.nsf.gov/biblio/10523446},
abstractNote = {From teaching with technology to teaching through technology: this is an important shift that educator preparation programs must embrace as we continue to develop teachers who can facilitate meaningful learning experiences across a variety of delivery modalities. Drawing on the data from our three-year mixed methods research, the authors describe a programmatic model for preparing teacher candidates to implement digital pedagogy while ensuring that learning opportunities are equitable, accessible, and inclusive of all learners. This paper first identifies the Essential Elements of our critical digital pedagogy model for facilitating learning in hybrid, hyflex, and online environments. Second, we describe how we have integrated these Essential elements across the three phases of our teacher preparation programs, with a particular focus on the two asynchronous online workshops we have integrated into students’ clinical experiences. Third, we identify a set of indicators used to provide feedback to preservice teachers as they demonstrate their critical digital pedagogy during their student teaching semester. We present the research findings that examine how this programmatic approach impacts teacher candidates’ knowledge, skills, and dispositions for transforming teaching and learning through technology. We conclude with a discussion of how the programmatic model and research findings may impact the broader field of teacher education.},
journal = {},
publisher = {Association for the Advancement of Computing in Education (AACE)},
author = {White, K and Hofkamp, K and Donovan, R},
editor = {Cohen, J and Solano, G}
}
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