Examining Early Career Teachers' Formative Practices to Inform and Support Continuous Improvement in Educator Preparation Programs

Autor/inn/en	Wenzel, Alicia; Hovey, Katrina A.; Ittner, Annie
Titel	Examining Early Career Teachers' Formative Practices to Inform and Support Continuous Improvement in Educator Preparation Programs
Quelle	In: Athens Journal of Education, 10 (2023) 1, S.85-100 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Beginning Teachers; Teacher Certification; Elementary School Teachers; Middle School Teachers; Special Education Teachers; Teacher Education Programs; Outcomes of Education; Student Evaluation; Progress Monitoring; Instructional Effectiveness; Student Improvement; Informal Assessment; Program Effectiveness; Program Improvement; Experiential Learning; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lernleistung; Schulerfolg; Schulnote; Studentische Bewertung; Unterrichtserfolg; Experiental learning; Erfahrungsorientiertes Lernen; Theorie-Praxis-Beziehung
Abstract	This year-long, multiple case study followed a small group (N=6) of graduates from an initial licensure Education Preparation Program (EPP) into their classrooms to observe their first year as licensed teachers in United States public schools. The study's purpose was twofold: 1) to explore the extent to which this group used formative assessments in their classrooms to positively impact student learning, and 2) to examine strengths and areas for improvement within our EPP based on our observations of the teacher participants' practice and impact on their students. Multiple data sources were collected and analyzed. Based on participant interviews, survey data, and observations, findings indicate that our EPP coursework and clinical experiences contribute to beginning teachers' effective use of formative assessments to impact student learning. However, findings support recommendations for EPP continuous improvement. This study highlights the importance of completing self-studies to determine strengths of an EPP and areas for improvement so EPPs, teachers, and K-12 students have greater success. To increase the effectiveness of teacher training, EPPs must continuously evaluate the efficacy of their educator preparation programs including evaluating their graduates' ability to transition from pre to in-service teachers and implement effective pedagogical practices that promote student success. (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01