MARC 主機 00000nam 2200000 4500
001 AAI3487367
005 20120730110918.5
008 120730s2011 ||||||||s|||||||| ||eng d
020 9781267065339
035 (UMI)AAI3487367
040 UMI|cUMI
100 1 Jackson, Chavon L
245 10 Effective teacher education: From student-teacher
candidates to novice teachers prepared for urban education
300 202 p
500 Source: Dissertation Abstracts International, Volume: 73-
03, Section: A, page:
500 Adviser: Kathleen Crawford-McKinney
502 Thesis (Ph.D.)--Wayne State University, 2011
520 The purpose of this study was to examine to what extent a
teacher education program prepares teacher candidates to
be effective urban educators who are reflective,
innovative, and committed to diversity based on the
perceptions and insight from students. As the nation
grapples with an extreme range of outputs from our public
schools, an investigation into such an integral component
of developing effective educators is essential, if not
mandatory (Spring, 2009). Given the goals and standards
for educators today, teacher education programs have to
consider their role in this process and determine what is
required of them to support teachers who are prepared for
multiple experiences and a diverse group of students
(Darling-Hammond, 2006). While effective educators
challenge themselves to be exemplary in the field, teacher
education programs are equally challenged to provide
experiences and the necessary pedagogy that will
demonstrate and model the expectations of these teacher
candidates
520 This study examined the claims presented by Wayne State
University's College of Education and its role in the
preparation of teacher candidates. The methodology for
this research was a qualitative case study to evaluate the
teacher candidates and their perception of developing a
university's claims of preparing them to be reflective,
innovative urban practitioners who are committed to
diversity. A collection of teacher candidate interviews,
artifacts, field notes and reviewed documents were
analyzed and the findings presented in a rich and detailed
account. While there are several qualities of an effective
educator, this study focused on three qualities that have
emerged from the College of Education's theoretical
foundation of constructivism and a review of the
literature; it is the ability to be an effective urban
educator who is reflective, innovative and committed to
diversity
520 The findings indicated that candidates were prepared to
receive their future students because they developed their
pedagogical knowledge, reflective practices and connected
theories to practices. These findings led to the following
three implications: · Implication 1: Educators
must fully understand the cognitive process of knowledge
attainment in order to reach all students for learning. &
middot; Implication 2: A restructuring of teacher
education programs to formally transition students into
the role of novice teachers will develop their
understanding as to the responsibilities of an educator,
not a student who teaches. Additionally, faculty will
improve the development process for these novice teachers
if they model best practices, explain their pedagogical
rationale throughout the course and evaluate novice
teachers' practices prior to the final teaching experience
with students. · Implication 3: The urban
education agenda is to elevate students from a survival
state of mind into knowledge of their full potential.
Contrary to critics of deficient thinking, I argue that
many, especially urban students, come with a host of
challenges that has to be addressed in order for them to
absorb academic content. Each student's needs have to be
evaluated and taken care of which peels away the divisive
barriers to learning, layer by layer
590 School code: 0254
650 4 Education, Multilingual
650 4 Education, General
650 4 Education, Teacher Training
690 0455
690 0515
690 0530
710 2 Wayne State University.|bCurriculum and Instruction
773 0 |tDissertation Abstracts International|g73-03A
856 40 |uhttps://pqdd.sinica.edu.tw/twdaoapp/servlet/
advanced?query=3487367
912 PQDT
