TY - JOUR
T1 - Including Multiple Voices in Collaboratively Designing a Teacher Education Program
AU - Konecki, Loretta R.
AU - Sturdivant, Robika L.
AU - King, Caryn M.
AU - Melin, Jacquelyn A.
AU - Lancaster, Paula E.
N1 - Funding Information:
Teacher education standards were linked on a matrix with the new program’s coursework and lists of desired teacher characteristics, expected knowledge and understandings, and teacher dispositions. The four categories and 10 standards developed by the Interstate Teacher Assessment and Support Consortium (InTASC) (Council of Chief State School Officers, 2011) were chosen as the framework for the program because they reflected the ideas originally identified by the program development team. Throughout WKKF-WW MTFP, InTASC standards (draft and adopted versions) are complemented by the seven Professional Standards for Michigan Teachers (Michigan State Board of Education, 2008), the NCATE standards (2008) and those of the National Science Teachers Association (NSTA; 2003, 2011), and National Council of Teachers of Mathematics (NCTM; 2003, 2012). Interestingly, our process included most of the recommendations made by the NCATE Blue Ribbon Panel on Transforming Teacher Education through Clinical Practice: A National Strategy to Prepare Effective Teachers issued November 2010 after our program was in the approval process.
Publisher Copyright:
© 2012, Copyright Taylor & Francis Group, LLC.
PY - 2012/12/1
Y1 - 2012/12/1
N2 - This narrative case study describes the collaborative processes employed by a midwestern university as it designed and implemented a clinically based, postbaccalaureate teacher preparation program for science, technology, engineering, and mathematics (STEM) graduates committed to teaching in high need secondary schools. The program development team included 13 public school educators drawn from three partner districts, seven educators from the college of education, six representatives from STEM disciplines within the college of liberal arts and sciences, the engineering dean, along with foundation and state department of education observers. Throughout the intense program development process, the diverse team members challenged assumptions and traditions as they considered options and gained consensus on the design of the program. Participants reported that they valued the collaborative nature of the processes and the respect given to all team members. The program itself is still in the implementation phase, thus, its efficacy remains unclear although initial indicators suggest that it has promise.
AB - This narrative case study describes the collaborative processes employed by a midwestern university as it designed and implemented a clinically based, postbaccalaureate teacher preparation program for science, technology, engineering, and mathematics (STEM) graduates committed to teaching in high need secondary schools. The program development team included 13 public school educators drawn from three partner districts, seven educators from the college of education, six representatives from STEM disciplines within the college of liberal arts and sciences, the engineering dean, along with foundation and state department of education observers. Throughout the intense program development process, the diverse team members challenged assumptions and traditions as they considered options and gained consensus on the design of the program. Participants reported that they valued the collaborative nature of the processes and the respect given to all team members. The program itself is still in the implementation phase, thus, its efficacy remains unclear although initial indicators suggest that it has promise.
UR - http://www.scopus.com/inward/record.url?scp=85057012180&partnerID=8YFLogxK
U2 - 10.1080/01626620.2012.729482
DO - 10.1080/01626620.2012.729482
M3 - Article
AN - SCOPUS:85057012180
SN - 0162-6620
VL - 34
SP - 526
EP - 540
JO - Action in Teacher Education
JF - Action in Teacher Education
IS - 5-6
ER -