Teacher Practical Guidance:
Initial Teacher Education
Category: External
Rank Order
81
Effect Size
0.12
Achievement Gain %
4
How-To Strategies
Effective Teacher Education Programs:
- See Darling-Hammond @ Stanford University as exemplar program
- Clinical model – balancing evaluative thinking, reasoning, and critical thinking focused on student impact
- Awareness and understanding of educational evidence information
- Development of evaluative thinking based on assessment and observation
- The Clinical Practical Teacher Exam at Univ. of Melbourne consists the following – each student must prepare and present a diagnosis, intervention and evaluation of their practice concerning a specific student by answering these questions:
- What is the student ready to learn, and what evidence supports this?
- What are possible interventions?
- What is expected impact on learning and how will this be evaluated?
- How do I collaborate with others to gain insight into my impact?
Eight Features of Exemplary Teacher Education Programs: (Darling-Hammond, 2000)
1. Vision and coherence on what is best teaching
2. Well-defined standards of practice and performance that guide practice
3. Curriculum understanding based on child and adolescent development
4. Subject matter pedagogy
5. Extended clinical experiences
6. Examination of deep-seated personal beliefs and assumptions about learning
7. Shared beliefs and relationships between all who teach prospective teachers
8. Assessment based on professional standards of teaching using observation, performance assessments and portfolios
Impact of Different Certifications: Hattie (2023)
- Teachers trained in the field they are teaching in more effective than those with no training (0.38)
- Fully certified teachers had more impact than those with probationary or emergency licenses (0.12)
References
Alter, J., & Coggshall, J. (2009). Teaching as a clinical practice profession: Implications for teacher preparation and state policy. Issue Brief. National Comprehensive Center for Teacher Quality.
Atteberry, A., et al (2011). Analyzing teacher participation in literacy coaching activities. The Elementary School Journal, 112(2).
Atteberry, A., et al (2015). Do first impressions matter? Predicting early career teacher effectiveness. AERA Open, 1(4).
Ball D., et al (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5). Link
Ball, D. (2010). What does it take to make a teacher? Kappan online. Link
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3). Link
Darling-Hammond, L., (2013). Powerful Teacher Education: Lessons from Exemplary Programs. Jossey-Bass. Link
Darling-Hammond, L., et al (2017). Effective teacher professional development: Report. Learning Policy Institute. Link
Dunst, Hamby, Howse, Wilkie, & Annas. (2019). Metasynthesis of preservice professional preparation and teacher education research studies. Education sciences.
Hattie, J. (2023). Visible Learning: A sequel. Routledge.
Henry, R, et al (2019). Leaving school early: An examination of novice teachers’ within-and-end-of-year turnover. American Educational Research Journal, 56(1). Link
Pianta, R. (2017) My teaching partner – Secondary: A video-based coaching model. Link
Rickards, F., et al (2021). The turning point: Growing expertise, evaluative thinking, and the future of the teaching profession. Routledge Press.
Whitford, Zhang, & Katsiyannis. (2018). Traditional vs. alternative teacher preparation programs: A meta-analysis. Journal of Child and Family Studies.
Initial Teacher Education
DEFINITION
Initial Teacher Education: Pre-service training programs that aspiring teachers undergo before entering the classroom as fully responsible educators. These programs provide students with the necessary knowledge, skills, and competencies to become effective teachers. The content of ITE typically includes a combination of subject-matter knowledge, pedagogical skills, the ability to work with diverse students and colleagues, and a commitment to continuous professional development.
DATA
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8 meta-analysis reviews
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242 studies
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1,900,000+ students involved in research
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3 Confidence level. Hattie (2023) p. 229
QUOTES
“Teachers learn 50% of what they come to know about teaching in the first year of teaching; 1/2 again the second year; and becomes relatively flat after. There is little variance in knowledge attributed to teacher education programs.” Hattie (2023) p. 229
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8 meta-analysis reviews
-
242 studies
-
1,900,000+ students involved in research
-
3 Confidence level. Hattie (2023) p. 229
“The majority of teachers who had the lowest impact on achievement, are the same teachers with the lowest effect five years later. Conversely, the majority of those with the greater impact in their first year are the same teachers with the highest effect five years later.” Atteberry (2015)
“Up to 90% of principals claim they have an excellent mentoring program for new teachers, but less than 30% of teachers agree” Henry (2019)
“Teacher education has been described as the ‘Dodge City’ of the education world. Like the fabled Wild West town it is unruly and disordered. The nation’ leading teacher educators…concede that there is presently very little empirical evidence to support the methods used to prepare teachers. There is no set of essential experiences that must be taught, let alone a correct order for teaching students to become teachers” Levine (2006)
“It is surprising that education of new teachers seems so data-free…instead future teachers learn how to ignore evidence, emphasize craft, and look for positive indicators they are making a difference (somewhere, somehow, with someone).” Hattie (2023) p. 230
“Neither judgment nor evidence is enough…but it is the judicious balancing and integration of clinical expertise (proficiency and judgement) with the best available external evidence from systematic research.” Alter (2009)
“Yet, after more than a century of organized teacher education, we still lack a well-defined curriculum of practice for prospective teachers. In other professions, from aviation to medicine to the clergy, novices learn to carry out specific elements of their work and must demonstrate their ability to perform key tasks before they are permitted to practice independently.” Ball (2010)