How Methods Instructors and Program Administrators Promote Teacher Education Program Coherence
Bibliographic Data
| ID | 4307059 |
|---|---|
| Authors | Jillian M Cavanna (0000-0002-2298-3576, University of Hartford, West Hartford, CT, USA, corresponding author), Lauren Molloy Elreda (University of Virginia, Charlottesville, VA, USA), Peter Youngs (0000-0002-1364-9787, University of Virginia, Charlottesville, VA, USA), James Pippin (Oakland Community College, Bloomfield Hills, MI, USA) |
| Year | 2021 |
| Volume | 72 |
| Issue | 1 |
| Pages | 27-41 |
| Publication date | 2021-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487119897005 |
| OpenAlex | W3105736112 |
| Language | EN |
| Citations received | 12 |
| References cited | 13 |
Although a growing body of scholarship points to the importance of teacher education program coherence, few studies focus on the ways in which teacher education program directors, field placement coordinators, and methods course instructors foster program coherence. This mixed-methods study draws on interview data from four teacher education program directors, seven field placement coordinators, and 25 elementary mathematics and English language arts methods course instructors at four large, public research universities, as well as survey data from 305 elementary teaching candidates at those universities. Using a coherence framework, we analyze differences across programs in the degree to which teaching candidates perceived their programs as having clear visions and high levels of program coherence. We also describe ways in which program directors, field placement coordinators, and methods instructors described and promoted shared visions across courses and between courses and field experiences. Implications for teacher education programs and research are discussed
Coherence (philosophical gambling strategy) · Field (mathematics) · Higher education · Mathematics education · Medical education · Pedagogy · Political science · Scholarship · Sociology · Teacher education · Vision · Collaborative Teaching and Inclusion · Diverse Educational Innovations Studies · Medicine · Psychology · Teacher Education and Leadership Studies
Negotiating coherence through meeting spaces in practicum
Pre-Service Teachers’ Attitudes toward Integrating Digital Games in Learning as Cognitive Tools for Developing Higher-Order Thinking and Lifelong Learning
Live Remote Classroom
“I relate everything in my life to music”
Probing curriculum coherence in pre-service teacher education
Does the work environment matter in shaping English as a foreign language teachers’ teaching for creativity
The development of ambitious instruction
An examination of equity pedagogy during program coherence building in teacher education
Towards program coherence in secondary teacher education
Enhancing teacher education program coherence
Toward New Visions of Teacher Education
Study Program Leaders' Perceptions of Coherence and Strategies for Creating Coherent Teacher Education Programs
Teacher Preparation and Student Achievement
From Preparation to Practice
More or better student teaching
From cohort to community in a preservice teacher education program
Can Teacher Education Make a Difference
Knowledge and Vision in Teaching
Reexamining Coherence in Teacher Education
Recruitment or Preparation? Investigating the Effects of Teacher Characteristics and Student Teaching
Constructing Coherence
Constructing 21st-Century Teacher Education
| Citations per year | 2.4 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |