SRATE

Abstract: While collaborating on separate sections of the same introductory teacher education course, university educators saw an opportunity to strengthen their class and support the students in becoming culturally relevant teachers. Modelling for pre-service teachers a deep dive into the history of one university, educators discovered the life of a remarkable Black woman and student who was made invisible. This critically reflective research turned a broad, disconnected lesson on the history of education into something meaningful and valuable to the field of teacher education and the wider community.  

Abstract: The focus of this research was measuring the effect of Twitter use in the classroom on students’ acceptance of technology using the TAM-3 model. This mixed methods study revealed a significant effect from students’ use of Twitter in classroom assignments not only on increasing candidates' view of Twitter as being useful, easy to use, and relevant but also the view of the LMS as being useful and easy to use as well. Qualitative reflection data helped to further explain candidates’ perceived usefulness and perceived relevance of technology at tools for connecting with others and learning beyond the classroom.  

Abstract: The COVID-19 pandemic necessitated a global shift to remote and virtual learning in PK-12 and postsecondary settings. This article details the use of technology within one teacher preparation program at a large public university to form a “virtually-together” modality of program delivery for course content and clinical internship experiences essential to the development and certification of new teachers beginning their classroom careers. Digital and virtual technology, cohort model principles, and social media were leveraged to meet the needs of preservice teachers and other stakeholders during the pandemic. Continued benefits of these technology-driven transformations and implications for teacher preparation are discussed.  

Abstract: Effective field supervision of preservice teachers has numerous challenges, including a recent shift in how supervision is being conducted due to Covid-19. To address these challenges, faculty members from an educational leadership and teacher preparation program, respectively, developed a model of supervision involving educational leadership and teacher candidates. Through this two- way model of support, and with expressed IRB approval, candidates from both programs partnered to implement virtual classroom observations and post-conferencing to encourage authentic and reflective instructional feedback. Albeit this initial sample is small, early results from this model suggest benefit to the preparation of educational leaders and teachers.  

Abstract: Shortages of STEM teachers have presented challenges to school employers for decades. Additionally, universities are tasked to produce science teachers of better quality, equipped in both content and pedagogical strategies. Undergraduate STEM majors with no prior inclination toward teaching were strategically selected to receive pedagogical training and structured opportunities to experience science teaching. Perceptions of teaching science, teaching self-efficacy, and interest in science teaching careers were measured before and after completion of the program using the STEBI-B instrument. Results were counterintuitive but informative. The teaching self-efficacy scores of participants decreased after instructional experiences with younger students.