Preparing Educators
Exploring Professional Readiness from the Perspective of Observers with Rasch Methods View Digital Media
Paper Presentation in a Themed Session Jacquelyn Thompson, Gregory Ethan Stone, Marcella Kehus, Noela Haughton
This research delves into the theme of quality and accountability within university-based traditional educator preparation programs (EPPs) in the United States from the perspective of the Interstate Teacher Assessment and Support Consortium (InTASC) standards. The main objective was to explore psychometric properties that are aligned with pre-service teacher (PST) readiness professional standard. An additional goal was to establish a measurable progression of professional development amongst PST candidates that can be considered in conjunction with the evaluations of these skills by experts in the field. This research adds to the literature on the science of education in identifying key dispositions and professional skills that develop over time for practiced educators as they hone their skills. A multi-phased, methodological approach was employed, integrating measurement, statistical, and qualitative methods. This process investigates the validity of an observational instrument for University Field Supervisors (UFSs) that had been developed in direct alignment with assessments that are completed by PST candidates, guided by the frameworks proposed by Messick (1995) and Wolfe and Smith (2007). This approach was utilized to generate a transferable way to form aligned assessment systems and can benefit other EPPs seeking to enhance their practices related to professional readiness to teach, as well as any industry adhering to professional standards.
Expoloring Perceptions of Pre-Service Teachers and Instructors about Field Experience in a Federal University in the UAE: A Mixed-method Study View Digital Media
Paper Presentation in a Themed Session Fatima Al Mohsen
Quality field experience is crucial for shaping effective teachers. However, little research investigates pre-service teachers' and instructors' perspectives in the UAE. This study explores their perceptions using mixed methods and Danielson's teaching quality framework. 113 pre-service teachers and 13 instructors provided positive overall feedback on the field experience program. However, some areas requiring improvement emerged. The study identifies and discusses these drawbacks, offering suggestions for rectification. Recommendations for optimizing field experience in the UAE are provided, aiming to train world-class teachers. These findings can assist policymakers in implementing programs to strengthen pre-service teacher preparation and contribute to achieving the UAE's education goals outlined in Vision 2030.
A School Librarian Needs Assessment on Culturally Responsive and Impactful K-12 Online Teaching and Learning View Digital Media
Paper Presentation in a Themed Session Melissa Johnston
There is a lack of research that examines school library education, professional development, or application of culturally responsive pedagogy in K-12 online settings. This research study investigates the characteristics of the school librarianship knowledge gap on culturally responsive online pedagogy through needs assessment research. This presentation shares findings from the first phase of a research grant project to examine, assess, and address the school librarianship knowledge gap on the design and delivery of targeted and culturally responsive online learning. Data was collected utilizing national online webinars as online discussion groups. Inductive thematic analysis was performed to identify patterns (themes) within data. Findings indicate that school librarians are familiar with culturally responsive pedagogy, yet they struggle to translate it into implementation. Additionally, confusion between technology integration and tech-enabled learning exacerbates the knowledge gap on culturally responsive pedagogy. The findings from this needs assessment research will drive the creation of training for school librarians to address this knowledge gap. Implications for practice, school library education preparation programs, and research are discussed.
