Skip to main navigation menu Skip to main content Skip to site footer
##common.pageHeaderLogo.altText##

Articles

Vol. 1 No. 1 (2014): Inaugural Issue

Promoting Teacher Candidates’ Self-Efficacy Through Professional Learning Activities: Towards Equity and Quality Teacher Training

Submitted
February 1, 2014
Published
2014-02-01

Abstract

This paper examines teacher candidates’ efficacy through enhanced teacher
education programs and rigorous professional learning engagements. Building on
the axioms of equity, social justice and pluralism, reforming teacher preparation
programs in urban settings is explored along with key reform elements (such as
culturally responsive pedagogy, working with English Language Learners,
Universal Design of Instruction, co-teaching and the like) that should be
systematically and purposefully integrated. Using an action research approach,
this paper reports preliminary findings revealed from longitudinal data collected
from multiple sources within the context of a federally funded Edvention Partners
Teacher Quality Grant. The program’s functions and activities are described
based on the current trends and practices along with social forces and
demographic trends affecting schools today. Key reform elements necessary for
effective teacher preparation programs and teacher efficacy are examined.
Implications for enhancing teacher preparation programs are drawn along with
workable strategies necessary for sustaining quality professional development
opportunities.

References

  1. Banks, J. (1995). Multicultural education: Historical development, dimensions, and practice. In
  2. J. Banks & C. Banks (Eds.), Handbook of research on multicultural education. New York:
  3. Macmillan Publishing.
  4. Banks, J. (2007). An introduction to multicultural education. Boston: Allyn & Bacon.
  5. Bordas, J. (2007). Salsa, soul, and spirit: Leadership for a multicultural age. Berrett- Koehler
  6. Publishers.
  7. Berry, B., Montgomery, D., & Snyder, J. (2008). Urban teacher residency models and institutes
  8. of higher education: Implications for teacher preparation. Washington, DC: National
  9. Council for Accreditation of Teacher Education. Retrieved from
  10. http://www.ncate.org/documents/news/UTR_IHE_Aug122008.pdf
  11. Blank, R. K., & de las Alas, N. (2009). Effects of teacher professional development on gains in
  12. student achievement: How meta-analysis provides scientific evidence useful to
  13. education leaders. Washington, DC: The Council of Chief State School Officers.
  14. Retrieved from
  15. http://www.ccsso.org/content/pdfs/Final%20Meta%20Analysis%20Paper%20full.pdf
  16. Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2006). How changes in entry
  17. requirements alter the teacher workforce and affect student achievement. Journal of
  18. Education Finance and Policy, 1,176-216.
  19. Calhoun, E. (1994). How to use action research in the self-renewing school. Alexandria, VA:
  20. Association for Supervision and Curriculum Development.
  21. Carson, T., & Sumara, D. (1997). Action research as a living practice. New York: Peter Lang.
  22. Corey, S. (1953). Action research to improve school practices. New York: Teachers College
  23. Press.
  24. Corey, S. (1954). Hoping? Or beginning to know. Childhood Education, 30(5), 208-211.
  25. Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs.
  26. San Francisco: Jossey-Bass.
  27. Darling-Hammond, L., et al. (2008). Powerful learning: What we know about teaching for
  28. understanding. San Francisco: Jossey-Bass.
  29. Darling-Hammond, L. (2009). Teaching and the change wars: The professionalism
  30. hypothesis. In A. Hargreaves & M. Fullan (Eds.), The change wars (pp. 45-
  31. . Bloomington, IN: Solution Tree.
  32. Darling-Hammond, L., Wei, R. C., Richardson, N., Andree, A., & Orphanos, S. (2009).
  33. Professional learning in the learning profession: A status report on professional
  34. development in the U.S. and abroad. Washington, DC: National Staff Development
  35. Council.
  36. Deschler, D., & Ewert, M. (1995). Participatory action research: Traditions and major
  37. assumptions [Online database]. Iathaca, New York: The Cornell Participatory Action
  38. Research Network, http://munex.arme.cornell.edu/pamet/tools/tools_l.htm
  39. EdChange Multicultural Pavillion. (2009). Teacher action research. Available online:
  40. http://www.edchange.org/multicultural/tar.html [Accessed: July 2013].
  41. Elliot, J. (1993). Action research for educational change. Milton Keynes: Open University
  42. Press.
  43. Garcia, E. (1991). Education of linguistically and culturally diverse students: Effective
  44. instructional practices. Santa Cruz: National Center for Research on Cultural Diversity
  45. and Second Language Learning, University of California.
  46. Gay, G. (1995). Building cultural bridges: A bold proposal for teacher education. In F. Schultz
  47. (ed.), Multicultural Education, 2nd ed. Guilford, CT: Dushkin Publishing Group.
  48. Garet, M. S., Cronen, S., Eaton, M., Kurki, A., Ledwig, M., Jones, W., et al. (2008). The impact
  49. of two professional development interventions on early reading instruction and
  50. achievement. Washington, DC: Institute of Education Sciences.
  51. Goodlad, J. (1990). Teachers for our nation’s schools. San Francisco, CA: Jossey-Bass.
  52. Goodlad, J. (1996). Genesis and maturation of an initiative in educational renewal: A Janus
  53. look. National Forum of Applied Educational Research Journal, 9(2), 3-11.
  54. Goodlad, J., Soder, R., & Sirotnik, K. (Eds.). (1990). The moral dimensions of teaching. San
  55. Francisco, CA: Jossey-Bass.
  56. Glanz, J. (2003). Action research: An educational leader’s guide to school improvement, (2nd
  57. ed.). Norwood, MA: Christopher-Gordon Publishers, Inc.
  58. Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education.
  59. New York, NY: Teachers College Press.
  60. Gupton, S. (1995). Developing leadership in preservice teachers. In G. Slick (Ed.), Emerging
  61. trends in teacher preparation (pp. 70-84). Thousand Oaks, CA: Corwin Press Inc.
  62. Hargreaves, A. (2007). Sustainable professional learning communities. In L. Stoll & K.
  63. Louis (Eds.), Professional learning communities (pp. 181–196). Maidenhead, England:
  64. McGraw-Hill.
  65. Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every
  66. school. New York: Teachers College Press.
  67. Hargreaves, A., & Fullan, M. (Eds.). The change wars. Bloomington, IN: Solution Tree.
  68. Hargreaves, A & Goodson, I. (2006). Educational change over time? The sustainability and
  69. nonsustainability of three decades of secondary school change and continuity.
  70. Educational Administration Quarterly, 42, (1), 3-41.
  71. Hargreaves, D. (1994). The new professionalism: The synthesis of professional and institutional
  72. development. Teaching and Teacher Education, 10, 423–438.
  73. Hargreaves, D. (2004). Personalising learning: Next steps in working laterally. London:
  74. Specialist Schools and Academies Trust.
  75. Hollingsworth, S. (Ed.). (1997). International action research: A casebook for educational
  76. reform. London: Falmer Press.
  77. Hopkins, D. (1995). A teacher’s guide to classroom research. Milton Keynes: Open University
  78. Press.
  79. Kemmis, S. (1983). Action research. In T. Husen & T. Postleth Waite (Eds.) International
  80. encyclopedia of education search and studies. Oxford: Pergamon.
  81. Kemmis, S. & McTaggart, R. (1988). The action research planner (3rd ed.). Victoria: Deakin
  82. University Press.
  83. Ladson-Billings, G. (1995). Multicultural teacher education: research, practice and policy. In J.
  84. A. Banks & C. A. Banks (Eds.), Handbook of research on multicultural education (pp.
  85. -761). New York: Macmillan.
  86. Lewin, K. (1946). Action research and minority problems. In R. K. Lewin, Resolving social
  87. conflicts: Selected papers in group dynamics, (compiled in 1948). New York: Harper
  88. and Row.
  89. Lewin, K. (1947). Group decisions and social change. In T. M. Newcomb & E. L. Hartley,
  90. Readings in social psychology. New York: Henry Holt.
  91. Lewin, K. (1948). Resolving social conflicts: Selected papers in group dynamics. New York:
  92. Harper and Row.
  93. Lieberman, A., Saxl, E.R., & Miles, M.B. (2000). Teacher leadership: Ideology and practice. In
  94. The Jossey Bass Reader on Educational Leadership (pp. 348-365). San Francisco: Jossey
  95. Bass.
  96. Marzano, R. (2005). School leadership that works: From research to results. Alexandria, VA:
  97. Association for Supervision & Curriculum.
  98. McClean, J. (1995). Improving education through action research: A guide for administrators
  99. and teachers. Thousand Oaks, CA: Corwin Press, Inc.
  100. Mills, G. E. (2006). Action research: A guide for the teacher researcher, 3rd ed. Upper Saddle
  101. River, NJ: Prentice Hall.
  102. Mills, G. E. (2002). Action research: A guide for the teacher researcher. Upper Saddle River,
  103. NJ: Merrill.
  104. National Commission on Teaching and America’s Future (NCTAF). (2003). No dream denied:
  105. A pledge to America’s children. Washington, DC. Also available online atwww.nctaf.org
  106. Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural
  107. education. (5th ed.). New York: Allyn & Bacon.
  108. Noffke, S. (1995) Action research and democratic schooling: Problematics. In S. Noffke & R.
  109. Stevenson, R. (Eds.). Educational action research: Becoming practically critical, (pp. 1-
  110. . New York: Teachers College.
  111. Park, P., Brydon-Miller, M., Hall, B., & Jackson, T. (Eds.). (1993). Voices of change:
  112. Participatory research in the United Sates and Canada. Westport: Bergin & Garvey.
  113. Sagor, R. (1992). How to conduct collaborative action research. Alexandria, VA: ASCD.
  114. Soodak, L. C., & Podell, D. M. (1997). Efficacy and experience: Perceptions of efficacy among
  115. pre-service and practicing teachers. Journal of Research and Development in
  116. Education, 30, 214–221.
  117. Teacher Quality Partnership (TQP). (2011). A Teacher Quality Partnership Grants Program
  118. CFDA # 84.405A. PR/Award # U405A090060. OMB No. 1894-0006