To this end,
teacher preparation course work should be grounded in a new literacies framework to broaden their teachers» understanding of literacy as well as ways to integrate technology.
Not exact matches
This means that the majority of graduates recruited for
preparation courses starting in September 2015 will be available for
work as
teachers from September 2016.
And I'm all in favor of
teacher preparation finding cost - effective ways to do less mediocre
course work and more quality clinical training.
The report declares that
teacher education needs to be «turned upside down,» with training shifting from a focus on academic
preparation and
course work and towards clinical practice that's «interwoven with academic content and professional
courses.»
Within the methods
courses, preservice
teachers must feel supported yet challenged to play within and through the field of digital technologies and examine the opportunities to engage in the type of systematic literacy
work that is required in the
preparation of flexible and mindful citizens in the digital age.
A pair of webinars last month offered an overview of how and why content knowledge for teaching (CKT) can be embedded in education
course work, looking particularly at the
preparation of elementary
teachers in English / language arts (ELA) and mathematics.
«Within the methods
courses, preservice
teachers must feel supported yet challenged to play within and through the field of digital technologies and examine the opportunities to engage in the type of systematic literacy
work that is required in the
preparation of flexible and mindful citizens in the digital age» (Hicks et al., 2014, para. 21 below «Cultivate and Support a Variety of Civic Practices with Technology»).
The new demand for academic «rigor» extended to
teachers» education, and the clarion call came for
teacher preparation programs to abandon «soft»
courses & programs in pedagogy and require
teachers to take «hard» academic
course work, earn a «real» BA degree, and have the pedagogy appended in post-graduate credential programs.
For example, if states choose to support
teacher preparation academies, then they would not be allowed to place any «unnecessary restrictions on the methods of the academy» which includes requiring faculty to have advanced degrees or placing any restrictions on undergraduate or professional
course work.
Certain companies and school networks, such as the aforementioned Teach for America, Success Academy Charter Schools and Uncommon Schools, provide educationally - interested graduates with the opportunity to
work in the classroom just months after graduation, instead of requiring their new
teachers to take a year of
teacher preparation courses before entering the classroom.
Teachers can either earn a provisional license by completing their B.A. through a state - approved
teacher -
preparation program, or they can earn a lateral - entry license by completing their B.A. and then taking the
teacher -
preparation courses while
working in a preschool classroom.