Teacher as Stakeholder
Using Re-Authorization Process to Enhance Teacher Preparation Programs: A Case Study of a Large Teacher Preparation Program in the US
Paper Presentation in a Themed Session Jingzi Huang, Brea Giancaterino, Michelle Saltis, Eugene Sheehan, Corey Pierce, Brian Rose, Michael Floren
In the United States, nearly every institution engaged in the preparation of educators needs to engage in an external institutional program review for re-authorization or re-accreditation every few year. The political discourse exhibits ever-increasing pressure from all directions on teacher preparation programs. This has led to more rigorous and demanding accreditation/reauthorization processes, which are considered to be a measure for accountability. While the increasing demand for outcomes and measures documenting the success of teacher education programs in meeting required professional standards may feel like it stifles the creativity and autonomy of Teacher Educators, a more constructive approach to take is to use this accountability process in a way that advances program quality, teachers success, and ultimately student learning. In research, limited effort has been made to examine authorization or accreditation process and its effect. The proposal will focus on demonstrating the manner in which the re-authorization process can be used constructively. This paper will examine the process and outcomes from the state re-authorization of a large historical teacher preparation institution, showcasing and providing an opportunity for dialogue regarding ways to use the accreditation process as a way to advocate for change to meet standards, while maintaining autonomy and creativity. Data sources include demographics, focus groups among stake holders, and data collected via survey and directly from student performance. The findings will shed light on how the institution could use the re-authorization process as a useful tool, rather than stifling external regulations, for desired program improvement without losing autonomy and creativity.
Guided by Images: Visions of Novice English Teacher Selves
Paper Presentation in a Themed Session Katharina Glas, Patricia Dittmar, Paz Allendes
Mental imagery of ideal future selves is considered a powerful means for motivation. Inspired by Dörnyei & Kubanyiova’s (2014) proposal to link teacher motivation and learner motivation within a framework based on building vision, this study explores how novice teachers of English as a Foreign Language have used visualisations of themselves as motivating teachers as a guiding principle in their first year as teachers. Have they helped them find ideal means to create a motivating classroom atmosphere? This longitudinal multiple case study was carried out with 18 Chilean early career teachers. Data were collected through interviews following visualisations, as well as classroom observations. Over a period of 18 months after the first round of interviews, teachers were interviewed and observed in regular intervals so as to analyse the development of their mental images, as well as the possibilities and limitations of putting these into practice. Results show that visualisations become more concrete over time, and guide novice teachers in some classroom decisions. Implications: By gaining a deeper understanding of the impact of mental imagery in teacher’s early professional development, we draw conclusions about the potential uses and pitfalls of this reflective tool in teacher education.
Faculty Assessment of Teaching Excellence in Higher Education
Paper Presentation in a Themed Session Patrick Ryan Murphy, Dene Williamson, Randall Woodard
In his “A Courage to Teach,” Palmer offered a powerful idea for teachers: “For better or worse, we teach who we are.” Palmer challenges teachers to understand that we don’t just bring content expertise to class- we bring our own humanity. “Who is the self that teaches? How does the quality of my selfhood form—or deform – the way I relate to my students, my subject, my colleagues, my world?” Faculty are aware of course evaluations provided by students that provide feedback on our teaching. But the assessment forms themselves make many assumptions about what excellent teaching is, how it is carried out, and what categories ought to be included in the evaluations. The feedback is important, but we might also consider what faculty themselves, with valuable experiences in the world of higher education might find important in their own craft of teaching and learning. This study will evaluate data received from research on what characteristics faculty themselves consider to be central in teaching excellence. We will gather data across all disciplines from a medium size teaching university and evaluate the qualities faculty report being the most important in order to see how faculty themselves view excellence in teaching and learning. The paper will gather data from participants using a technological survey to assess the group vision of excellence in teaching, and then share the findings from our research in an interactive manner that will allow for discussion surrounding this important topic.
