INTRODUCTION
The effectiveness and accountability of teachers have increased scrutiny on teacher preparation programs, particularly following the No Child Left Behind Act (2001, 2006) and the Every Student Succeeds Act (2015), which aim to ensure students are ready for college and careers Consequently, these programs must ensure their graduates meet the high standards necessary for classroom success However, multiple studies indicate that new teachers often lack sufficient content knowledge and skills, as reported by school principals, education faculty, deans, and the graduates themselves.
A study by Chesley and Jordan (2012) revealed that graduates from 17 universities felt unprepared in their first three years of teaching, lacking essential knowledge and skills in areas such as content pedagogy, lesson design and preparation, and classroom management This highlights a significant gap in teacher training programs that may impact the effectiveness of new educators in the classroom.
A qualitative case study explored the teaching strategies utilized by first-year elementary teachers who received hands-on, scaffolded training alongside their methods courses This research focused on aligning student needs with accreditation guidelines, emphasizing the importance of pre-service students earning their degrees to obtain teaching licenses In 2014, the Education Department at a private Midwestern university completed its accreditation process and is preparing to submit the necessary documentation for its next site visit in 2021, with an emphasis on implementing the Council for the Accreditation of Educator Preparation (CAEP) standards.
CAEP aims to enhance educator preparation by implementing evidence-based accreditation that ensures quality and fosters ongoing improvement to boost P-12 student learning As a result, teacher preparation programs have been prompted to reevaluate their course offerings, enabling faculty to update classes for greater relevance and applicability in training future educators.
Overview of the Case Study
Preservice elementary teachers are trained to design lessons that connect to real-world contexts and engage students through active learning experiences However, they often encounter teaching methods that contradict the theories emphasized in their training, particularly when observing less interactive approaches in practice Loughran (2013) emphasizes the importance of integrating the complexities of teaching into teacher education, advocating for a curriculum that reflects the challenges inherent in the teaching profession.
Faculty of teacher preparation programs nation-wide need to explore alternative opportunities that allow their students to practice the methods they are learning in a more engaging approach.
Project-Based Learning (PBL) is increasingly recognized as a leading teaching strategy within educational communities Numerous studies indicate that integrating PBL in K-12 education enables students to engage more profoundly with the curriculum, enhancing their learning experience.
The Buck Institute for Education (BIE) is recognized as a leader in project-based learning (PBL) professional development within the education sector BIE's primary objective is to enhance student learning outcomes through innovative educational strategies.
BIE (2018) emphasizes the importance of making Project-Based Learning (PBL) accessible for K-12 teachers across all grade levels By providing a wealth of resources and support, BIE helps schools foster a strong PBL culture Educators trained by BIE engage in hands-on learning experiences and actively participate in PBL projects, equipping them to effectively plan and implement PBL initiatives in their classrooms.
The Bureau of Indian Education (BIE) mandates that schools engaged in formal partnerships conduct Sustained Support Visits (SSV) to assist their teachers Throughout the year, the BIE provides several SSV opportunities to ensure that educators receive the necessary support while implementing their Project-Based Learning (PBL) initiatives.
In 2016, the SSV emerged as a crucial component in the successful implementation of Project-Based Learning (PBL) It facilitates ongoing discussions among teachers about PBL strategies, ensuring that these practices are sustained throughout the academic year Even after the BIE instructors depart, teachers continue to integrate PBL strategies into their teaching, reflecting a deep-rooted culture of learning fostered by the various supports provided by the BIE.
In 2017, a university recognized in the study was among four institutions awarded a grant to provide preservice teachers with project-based learning (PBL) training typically reserved for licensed educators This grant facilitated comprehensive instruction on effectively integrating PBL into classroom environments As part of the training, preservice teachers collaborated with a master teacher who had previously showcased successful PBL implementation in their classroom.
Starting in October of 2017, the teaching team (preservice teacher and mentor teacher) attended a series of rigorous training on the Essential Project Design Elements of a Gold
Standard PBL by the BIE Their first training together, titled Project Slice, allowed the team to experience firsthand what learning feels like during PBL from the student’s perspective The
Over a two-day training, four teams collaborated to redesign a space in their building into a student gathering area, presenting their model to the school administrator for potential implementation In the subsequent PBL 101 training, preservice teachers learned to develop a Project-Based Learning (PBL) lesson with guidance from nationally trained staff from BIE and their mentor teachers By the end of the three-day training, each preservice teacher had crafted a complete PBL lesson to implement during their initial weeks of student teaching Additionally, the BIE facilitated two half-day Support and Strategy Visits (SSVs) for preservice teachers and their mentors, fostering reflection on their PBL lessons and addressing project-related questions This training not only enabled preservice teachers to create effective PBL projects but also helped them establish supportive relationships with their mentors, cultivating a comfortable learning environment for collaboration and inquiry.
Student teaching serves as a crucial capstone experience for pre-service teachers, allowing them to apply their pedagogical skills in real classroom settings Ideally, these teachers engage actively by planning and delivering the curriculum during their placements In the state where this study was conducted, pre-service teachers must complete a minimum of ten weeks in their student teaching roles For those pursuing double majors, such as Elementary Education and Special Education, the experience is split into six weeks in each area, totaling twelve weeks However, this limited timeframe restricts the breadth of learning opportunities, preventing pre-service teachers from encountering a diverse range of classroom situations.
During a ten-week placement, five preservice teachers gradually immerse themselves in the teaching experience by initially observing the classroom dynamics They take on the responsibility of instructing one subject at a time, ultimately managing the entire class and covering all content for approximately two weeks each.
A study by Sahan (2016) involving 182 freshman education students at Bartin University highlighted significant concerns regarding the student teaching experience, with 27% of participants deeming it insufficient and 47% advocating for more practical application of their classroom knowledge The evolving role of classroom teachers necessitates more meaningful learning experiences, especially considering that nearly 50% of new teachers leave the profession within their first five years due to various pressures (Ingersoll, Merrill, & May, 2014) This raises questions about the adequacy of ten to sixteen weeks of training in producing high-quality educators, as many preservice teachers miss crucial opportunities to apply their learning during this limited timeframe Enhancing teacher preparation programs with extensive Project-Based Learning (PBL) training can provide preservice teachers with the necessary time and resources to effectively implement their knowledge from both PBL and methods courses, addressing the critique of mediocrity in teacher education (La Paro et al., 2014).
LITERATURE REVIEW
A university in the Midwest is incorporating Gold Standard Project-Based Learning (PBL) into its first-year classrooms to address the chaotic experiences many new teachers face, which often lead to early exits from the profession due to insufficient support in best-practice teaching strategies (Podolsky et al., 2016) Participants in the study benefited from a unique mentorship during their student teaching and PBL training, allowing them to implement two PBL projects in regular education settings As these recent graduates transition into their first-year classrooms, they must navigate the challenge of applying educational theories in practice without the ongoing support of their mentors or university faculty.
Chapter two will include an overview of the previous research on accreditation standards, the definition of the elements of the Gold Standard PBL teaching model, and the Constructivism Theory.
Schools of Education nationwide are facing growing criticism regarding their effectiveness in training teachers According to the U.S Department of Education, approximately 460,000 individuals were enrolled in traditional teacher preparation programs in 2013.
In 2014, the U.S Department of Education highlighted challenges faced by Schools of Education, with former Secretary of Education Arne Duncan comparing them to the Bermuda Triangle, where students enter but their outcomes remain uncertain After graduation, higher education institutions struggle to track their alumni's progress, particularly in assessing whether graduates are successfully applying educational theories in their initial teaching roles or if additional training is necessary for new hires.
In 2016, the National Education Policy Center (NEPC) created a report that discussed the four major national initiatives, at the time, that was created to hold teacher education accountable
The report outlines four key initiatives aimed at enhancing accountability in teacher education, which include the US Department of Education's reporting requirements under the Higher Education Act (HEA), the accreditation standards set by the Council for the Accreditation of Educator Preparation (CAEP), the National Council on Teacher Quality's Teacher Prep Review, and the edTPA uniform teacher performance assessment developed by Stanford University's Center for Assessment, Learning and Equity (SCALE), with data management handled by Pearson, Inc The National Education Policy Center emphasizes that despite their differences, these initiatives collectively focus on accountability through public assessment, rating, and ranking of states, institutions, programs, and teaching candidates.
The review of four educational initiatives revealed two key findings Firstly, it was noted that three of the initiatives, excluding edTPA, provided minimal evidence on how to enhance program performance (NEPC, 2016) Although the initiative aimed to influence public policies through summative evaluations and encouraged teacher preparation programs to base decisions on evidence, such evidence was lacking in the decision-making process (NEPC, 2016) Secondly, the report concluded that the initiatives predominantly attributed school performance to teacher factors, overlooking other potential influences.
17 educational equity equation The initiatives, at the time, did not account for the multiple in- and out-of-school factors that influence student achievement (NEPC, 2016, p 4).
According to the NEPC (2016, p 5), evaluations of teacher preparation programs should do the following:
Reflect alternative forms of accountability that shift the focus from externally generated single-measure tests to multi-pronged internal assessments of teacher performance and student learning.
It is crucial to avoid overemphasizing value-added assessments when evaluating the effectiveness of teacher preparation programs and their graduates Relying predominantly on students' test scores for these evaluations is not advisable, aligning with the guidance provided in the National Academy of Education's report on teacher preparation evaluation.
Evaluating the effectiveness of teacher educators involves assessing their knowledge, practices, commitments, and professional judgments in developing and implementing educational programs Similarly, the performance of teacher candidates is measured by their application of these same attributes within classroom settings Additionally, it is crucial to consider students' learning outcomes, which encompass academic achievements, social and emotional growth, moral and ethical development, and readiness for active participation in a democratic society.
Teacher preparation programs serve multiple complex goals, including equipping educators to confront inequitable practices in schools and act as catalysts for social change These objectives align with a "strong equity" perspective and should be integrated into the evaluation processes of such programs.
The NECP’s assessment supports Tatto et al (2016), who warned that increased regulations by the Department of Education could lead to the “balkanization of teacher preparation programs,” fostering exclusivity among effective programs and undermining collaborative learning They emphasized the necessity of publicly available data to ensure fidelity in these regulations, highlighting concerns about the trust deficit and vulnerability within the teaching profession This situation poses significant risks, as teachers are crucial to the success of various stakeholders involved in education.
Teacher preparation programs design their curricula and key assignments to comply with the standards set by the state teacher licensing board These elementary education standards are categorized into four main areas, with the first category emphasizing human relations and cultural diversity According to the state educator licensing board (2017), the program must include at least two semester hours dedicated to Native American studies.
To obtain a teaching license, candidates must meet several key requirements, including American studies, creating a positive classroom environment, and strategies for teaching diverse learners Additionally, the Youth Mental Health Competency standard emphasizes the importance of recognizing and addressing mental health issues among students All education students, regardless of their focus, must fulfill these initial categories Furthermore, the licensure process requires an understanding of child and adolescent development, as outlined by the educator licensing board, which mandates mastery of essential concepts to create effective learning opportunities Lastly, the curriculum standard necessitates that teacher preparation programs equip future educators with strong competencies across various subjects, including English, science, and physical education The accreditation team is responsible for evaluating these standards, and failure to demonstrate high-quality instruction may lead to an improvement plan or loss of accreditation.
In 2011, the state licensing board adopted the InTASC Model Core Teaching Standards, which define the essential knowledge and skills all teachers should possess to be effective in diverse learning environments Unlike the state's specific program standards, the InTASC standards emphasize the professional dispositions of teachers, assessment for learning, and the practical application of skills by preservice teachers By integrating both state standards and InTASC standards, aspiring educators are better equipped to become well-rounded professionals in the field of education.
The state teacher licensing board evaluates the effectiveness of teacher preparation programs by applying established standards, aiming to ensure that candidates are well-equipped for classroom success Their objective is to maintain a dynamic process that continually enhances the quality of teacher training.
The preparation of professional educators is ensured through a continuous and reflective improvement process, collaborating with institutions, learned societies, and accrediting agencies to promote and maintain best practices in teacher education.
The local teacher licensing board's statement aligns with the NEPC's 2016 recommendations, emphasizing that accreditation should not be a one-time event based solely on a single comprehensive evaluation Instead, the accreditation process must be an ongoing, reflective improvement journey, where institutions consistently strive to enhance the quality of instruction for their teaching candidates Institutions are encouraged to adopt an assessment-for-learning mindset, recognizing the importance of continuous evaluation, even if a more thorough program review is mandated every seven years.
METHODOLOGY
implementing theories into practice during their first-year of teaching?
Chapter three outlines the research methodology and analysis of the study, highlighting the rationale for adopting a case study approach, reviewing the setting, and identifying the participants involved It details the data collection methods and the analytical techniques used to interpret the data Additionally, the chapter explains the rights of the participants and discusses potential limitations of the study, concluding with a comprehensive summary.
Rationale for Case Study Methodology
Offering the PBL training to the preservice teachers was a unique situation, as the
The Education Department was one of four institutions in the United States awarded a grant to explore the impact of hands-on supplemental training on first-year teaching experiences According to Merriam (2009), a case study provides an in-depth description and analysis of a bounded system, making it an appropriate research method for this study, which involved 22 education students at the university The primary aim of the study was to investigate the effects of the PBL training experience within this specific group.
PBL teaching strategy Instead, the study attempted to reveal how the graduate utilized high- quality training after embedding the instruction into practice during student teaching.
The researcher served as the Elementary Education Program Director at the private university where the PBL training was offered and tasked with ensuring the Elementary
The private university's commitment to high-quality instruction aligns with education standards as it embarks on its first CAEP accreditation cycle To ensure the program's success, necessary changes were identified through a case study that intrigued the researcher, who subsequently utilized the findings to enhance the Elementary Education course plan Guba and Lincoln highlighted the case study's effectiveness in evaluating complex phenomena like the PBL experience, emphasizing its ability to provide a detailed, holistic, and accessible understanding of the data, thus illuminating deeper meanings and tacit knowledge (Merriam, 2009) Furthermore, this case study approach facilitated the evaluation by various external professionals, ensuring compliance with state accreditation requirements.
The study focused on a group of 22 graduates from a Problem-Based Learning (PBL) training program at a private university in the Midwest, known for emphasizing reflective thinking These graduates are trained to offer insightful responses to their experiences, fostering personal and professional growth.
In 2017, the university received a three-year grant to support Project-Based Learning (PBL) training, with the study focusing on participants from the first cohort.
In the 2017-18 school year, 44 participants underwent Project-Based Learning (PBL) training, which included Project Slice in October 2017, PBL 101 in November 2017, followed by two Site Support Visits in February and March 2018, and concluded with a PBL Symposium in March 2018 To assess the implementation of PBL project design, interviews were conducted by the researcher in March 2019, one year after the training.
The university, under the grant's funding stipulations, selected 22 students from various education levels—Early Childhood, Elementary, and Secondary Education—resulting in limited participation in the PBL training for the Education Department Consequently, the study focused on thirteen preservice teachers who graduated with an Elementary Education degree from the university.
The qualitative interviews were conducted in March 2019 The interviews were completed one-on-one, as Creswell states, to allow participants to share ideas freely (Creswell,
2015, p 217) The interviews lasted forty-five minutes to fit the schedules of the classroom teachers.
Purposeful sampling was utilized to gather insights from a specific group of participants, as highlighted by Merriam (2009), who emphasizes that this method aims to extract the maximum amount of information The study focused on graduates from a private Midwestern university who had undergone Project-Based Learning (PBL) training through the Buck Institute for Education (BIE) Out of the twenty-two students trained, three were pursuing master's degrees and were therefore excluded from the study The training encompassed both secondary and elementary educators, with six of the eighteen participants currently employed in educational settings.
The study concentrated on graduates trained for elementary classrooms, leading the researcher to exclude 45 secondary classroom teachers from participation As a result, thirteen potential research participants were approached for the study.
The study employed convenience sampling, focusing on graduates from the university where the researcher served as a faculty member, fostering an established relationship with the participants This connection stemmed from the researcher having taught many participants in educational methods courses Additionally, the researcher acted as a liaison between the granting organization and the university, granting access to a comprehensive list of participant names as part of her responsibilities Approval was obtained from the university through the IRB process to use this list, and potential participants were subsequently contacted via email to initiate interviews.
Triangulation involves validating study findings by corroborating evidence from various data collection methods (Creswell, 2015) To enhance the validity of the data collection methods, this study incorporated additional measures alongside the literature review presented in chapter two.
Before the semi-structured interviews, each research participant completed an online survey designed to assess their perceptions of how Project-Based Learning (PBL) training influenced their teaching experience as first-year teachers While surveys are typically viewed as quantitative tools, they can also serve to support and validate the qualitative data gathered through interviews.
The survey, developed using REDCap, was disseminated via email prior to the interviews and employed 46 methods as outlined by Bloomberg & Volpe (2012) To ensure participant confidentiality, no identifying information was collected, and the survey commenced with a statement reinforcing the participants' rights.
The participant survey for the study was divided into two sections (Table 1) The first section included three questions using a Likert scale to assess the validity of first-year teachers' implementation of Project-Based Learning (PBL) training in their classrooms The second section focused on participants' perceptions of the PBL training, requiring them to provide a brief written response.
Question to Study Participant Alignment to the Study
Part 1: Perception of Use of PBL in the Classroom
1 In my opinion, the PBL training has affected my first year of teaching (Likert
This question addresses the CAEP Standard 4 Program Impact, does the candidate see their training as relevant?
2 In my perception, I use teaching strategies daily I learned during the PBL training in my classroom (Likert Scale Rating)
Is the graduate applying the theories presented during their pre- service training? The question also addresses CAEP Standard 2.
3 In my opinion, using PBL as a teaching strategy has affected student learning in my first-year teaching experience (Likert Scale
Question three addresses CAEP Standard 4 Program Impact, Indicators of Teaching Effectiveness.
Part 2: Perception of PBL Training
1 What did you like the best about the PBL
Training as a preservice teacher, and why?
The final questions addresses the CAEP Standard 4 Program Impact and will measure what the candidate feels was relevant (or not) about the training.
2 What would you like to see changed regarding future PBL Trainings for preservice teachers and why? (Short answer)
In March 2019, qualitative data was gathered through a semi-structured interview protocol in a mutually agreed location for face-to-face interviews The principal researcher, as part of the University of New England’s Doctorate in Educational Leadership dissertation process, collected all data to ensure consistency in following and analyzing the interview protocols.
DATA ANALYSIS
This qualitative case study aimed to investigate how recent graduates from a traditional teacher preparation program applied educational theories during their first year of teaching It examined the impact of hands-on training received through BIE on the experiences of first-year teachers This relationship is crucial in relation to CAEP Standard 4.2 Indicators of Teaching Effectiveness, which emphasizes the importance of demonstrating the effectiveness of teacher preparation programs post-graduation.
In a study involving eight participants in their seventh month of teaching, the educators underwent Project-Based Learning (PBL) training through the Buck Institute for Education (BIE) during their traditional student teaching experience Each participant collaborated with a mentor teacher to design and implement two PBL projects while fulfilling student teaching requirements The BIE provided scaffolded training, allowing participants to experience a PBL project from a student's perspective and develop a Gold Standard PBL alongside their mentors The study's participants secured employment in various educational settings, including public and private schools, and were trained in elementary methods courses Due to state licensing criteria, they were placed in grade-level settings ranging from kindergarten to eighth grade.
Chapter 4 outlines the findings from face-to-face interviews and online surveys conducted with eight first-year teachers, detailing the coding methods and analysis applied to the collected data Through two rounds of coding the interview transcripts, key themes emerged that address the research questions comprehensively Each theme will be explored and analyzed throughout the chapter, culminating in a summary of the study's findings.
To ensure the validity of the research, data was collected through various methods Participants first completed a five-minute online survey regarding Project-Based Learning (PBL), followed by face-to-face interviews with the researcher The interviews were transcribed using an online service, and each transcription was returned to the participants for accuracy verification.
Data analysis commenced right after the completion of the initial interview The researcher utilized the In Vivo coding method for the first round of analysis, carefully reviewing the transcripts to identify key phrases related to the research questions These significant phrases were then subjected to further analysis and coded in a second round using pattern coding techniques.
Each transcript was initially coded employing the In Vivo coding method In Vivo Coding allows the researcher to “prioritize and honor the participant's voice” (Saldana, 2009, p
The researcher prioritized capturing the authentic voices of participants rather than expecting them to simply recall the Gold Standard PBL elements This approach revealed how participants genuinely engaged with the PBL elements in practice, rather than focusing on rote memorization of terminology One participant's inquiry, “How can I get them to relate to it?” exemplifies this authentic engagement and highlights the importance of connection in the learning process.
Reflection, which is an element of the Gold Standard PBL Another example of the coding
In a study involving eight participants, one educator effectively integrated a lesson on fatal friendships while teaching Julius Caesar by linking it to a popular teen TV show, demonstrating a strong sense of authenticity Notably, six participants showcased their comprehension of the Gold Standard Project-Based Learning (PBL) model, with the researcher meticulously coding and highlighting each practice employed by these educators that aligned with the principles of Gold Standard PBL.
In the second round of coding, highlighted quotations were categorized into two main themes: identifying the elements that help participants effectively implement Project-Based Learning (PBL) in their classrooms and understanding the reasons PBL may not be successful for first-year teachers Table 3 presents the codes identified during the research.
What made PBL work for the Participant?
Hands-on learning, relationships, student engagement, application to other content areas, collaboration with peers
Why does PBL not work for the
Challenging to work with the current team; PBL not implemented in building/district
Based on the data gathered during the coding process, the researcher aligned the codes with the relevant research questions, leading to significant findings that are detailed in Chapter Four.
The qualitative interviews, online surveys, and field note observations revealed key themes that highlighted the factors supporting first-year teachers in successfully implementing Project-Based Learning (PBL) in their classrooms This data collection was driven by specific research questions aimed at understanding these supportive elements.
How are traditionally prepared elementary education graduates implementing theory into practice during their first year of teaching?
1 How does the first-year teacher implement the Gold Standard PBL model in their professional practice?
2 How does the graduate perceive their ability to translate theory into practice, particularly in the implementation of the PBL project design during their first- year experience?
All Participants are Using Elements of the PBL Training in Their First-Year Classroom
In one-on-one interviews, participants shared their approaches to engaging students in learning, focusing on how traditionally prepared educators apply theoretical concepts during their first year of teaching The study emphasized the impact of training from the BIE, which equipped teachers with strategies to enhance student engagement and promote deeper learning Research consistently links student engagement to content mastery, a key priority for educators (Autapao & Minwong, 2018; Dewey, 1916) Each participant highlighted a specific strategy from their PBL training that they successfully integrated into their classrooms The subsequent sections detail how first-year teachers are putting the elements of the Gold Standard PBL model into practice.
The Buck Institute for Education (BIE) identifies the challenging problem or question as the core of Project-Based Learning (PBL), serving as an engaging "hook" that captures students' attention and ignites their enthusiasm for the subject matter (Larmer et al., 2015) This crucial element of the Gold Standard PBL model not only motivates students but also provides them with a clear goal or target to strive for, enhancing their learning experience.
Authenticity in education is crucial for connecting students to meaningful problems from various perspectives, whether global, local, or personal A participant in a study illustrated this by transforming classroom manipulatives into Viking football regalia, reflecting their passion for the team They discovered that incorporating Viking football magnets into math problems significantly increased student engagement Although a full Project-Based Learning (PBL) approach wasn't implemented, the participant recognized the importance of engaging learners through topics that resonate with them, highlighting that without such engagement, valuable content could be overlooked, leading to wasted teaching time.
Another participant used authenticity in a way that was more aligned with the Gold Standard PBL model While reading Julius Caesar with the class, this participant connected the
The article explores 58 examples of fatal friendships depicted in popular TV shows, such as Pretty Little Liars, that resonate with middle school students By linking modern narratives to classic tales like Julius Caesar, the content encourages students to draw connections between contemporary themes and timeless literature, enhancing their understanding of the complexities of friendship and betrayal.
To engage students in problem-solving, a participant tasked their class with creating an attention-getting tool for a local storyteller The participant recognized the students' difficulty in maintaining classroom focus and connected it to the storyteller's needs By inviting the storyteller to share their requirements directly, the project became more meaningful for the students Ultimately, the storyteller invited the class to the library to witness their tool in action, allowing the students to see the real-world impact of their work and reinforcing the significance of their contributions.
Student Voice and Choice Allowing students to have an element of control in their learning allows the student to create a sense of ownership in the project and work harder
CONCLUSION
In conclusion, this qualitative case study explored the implementation of educational theory by first-year teachers in their classrooms, following scaffolded instruction on a specific theory The findings highlight that traditional lecture methods are inadequate in preparing teacher candidates for success in real-world teaching environments.
To effectively support preservice teachers and enhance the success of their future students, significant changes are needed in teacher preparation programs The accreditation process will identify areas requiring improvement through peer-review assessments and data collection However, there is a noticeable gap in the literature regarding the specific areas that need enhancement to ensure first-year teachers successfully implement best-practice teaching strategies A case study provided valuable insights into how a hands-on, scaffolded approach to instruction influenced participants' application of a particular teaching strategy.
To explore the perspectives of eight participants, the principal researcher conducted interviews and administered an online survey, focusing on their perceptions of scaffolded training using the Gold Standard PBL model during their first year of teaching The aim was not to evaluate the overall effectiveness of PBL as a teaching strategy but to assess how the specific instructional method influenced the participants' ability to implement PBL in their classrooms This study was conducted to gather data in alignment with CAEP Standard requirements.
2, where teacher preparation programs provide proof of their ability to prepare teachers that have a positive impact on all students’ learning (CAEP, 2015).
The study investigated how graduates apply theoretical knowledge in their first year of teaching after receiving scaffolded, hands-on training in a specific teaching strategy Findings from the data collection indicate valuable insights for teacher preparation programs, aimed at crafting learning experiences that cultivate confident educators capable of positively influencing student learning outcomes The research was guided by key questions that focused on this implementation process.
How are traditionally prepared elementary education graduates implementing theory into practice during their first year of teaching?
1 How does the first-year teacher implement the Gold Standard PBL model in their professional practice?
2 How does the graduate perceive their ability to translate theory into practice, particularly in the implementation of the PBL project design during their first- year experience?
Data from qualitative interviews and online surveys indicate a pressing need for teacher preparation programs to shift from traditional lecture methods to an approach grounded in Constructivism Theory This new framework should enable preservice educators to actively engage with educational theories and teaching strategies as they learn, facilitating a deeper understanding of when and how to apply these concepts in their future classrooms To support preservice teachers in constructing their own understanding of educational theories, several implications must be considered.
The findings indicate a pressing need for reform in teacher preparation programs, emphasizing the importance of fostering dynamic partnerships among stakeholders Additionally, these programs should prioritize leadership development opportunities for their students to enhance their effectiveness in the classroom.
Changes to Teacher Preparation Programs
Chapter four highlights the necessity for students in teacher preparation programs to apply the theories learned in teaching methods courses through practical experience Participants who engaged in Project-Based Learning (PBL) projects reported increased confidence in implementing these projects in their first-year classrooms Conversely, those not implementing PBL found that observing its elements in practice enabled them to incorporate similar strategies into their teaching These outcomes align with constructivist learning theory, emphasizing the importance of experiential learning Despite this, many teacher preparation programs still rely on traditional models that feature limited practicum experiences during coursework and extended student teaching placements The study underscores the need for continuous classroom experiences throughout preservice teachers' training rather than reserving them for the final semester Traditional programs require preservice teachers to engage in various classroom experiences alongside their methods courses, typically involving around ninety hours of classroom time, where they implement lessons, observe professional practices, and develop classroom management skills.
Preservice teachers often face scheduling challenges that limit their exposure to a diverse range of subjects taught by licensed educators This can lead to an overwhelming experience, detracting from the meaningful partnerships that should be fostered with mentor teachers To enhance the effectiveness of teacher preparation programs, it is essential to reorganize course plans, allowing for more opportunities to integrate educational theories with practical application, as demonstrated by the CREST program (Wilmore, 1996).
Teacher preparation programs face the challenge of equipping future educators with the skills necessary for an elementary teaching license that covers grades one through eight Given that most course plans span four semesters, including student teaching, it is crucial for preservice teachers to engage with diverse grade levels to effectively prepare for their future classrooms.
Establishing collaborative partnerships with schools enables students to experience diverse teaching styles within a single environment In a lab school model, professors from teacher preparation programs can involve their preservice teachers as observers of effective teaching strategies After lessons, preservice teachers can engage with the instructors to discuss these strategies in depth As Professional Learning Communities (PLCs) gain popularity, teacher preparation programs can identify PLCs that implement similar best-practice strategies and organize preservice teachers into smaller groups This division not only minimizes distractions for students but also enhances engagement opportunities for preservice teachers.
The partnership is designed to be flexible, enabling teacher preparation programs to observe master teachers implementing effective strategies directly in their classrooms This approach minimizes disruption by aligning with the teacher's schedule, rather than requiring them to demonstrate unfamiliar teaching methods to preservice teachers Additionally, this fluid partnership facilitates multiple observations across various classrooms, showcasing diverse behavior management techniques.
Partnering with schools allows preservice teachers to observe teaching strategies in action, bridging the gap between educational theory and practical implementation This hands-on experience is crucial for developing flexibility in lesson delivery, particularly when responding to formative assessments and adapting to student needs While traditional teacher preparation programs often rely on lectures, role-play, and videos to convey best practices, real-time observation of experienced teachers demonstrates how to effectively modify strategies to support diverse learners.
During their first year of teaching, four participants did not fully implement Project-Based Learning (PBL) in accordance with the Gold Standard model, citing a lack of prior engagement with PBL at their teaching level and insufficient school support for its implementation Establishing strong partnerships between preservice teachers and schools can provide diverse classroom experiences that reinforce the theories learned throughout their training The research suggests that preservice teachers should focus on a specific grade level to deepen their understanding of educational theories Additionally, creating opportunities for preservice teachers to construct their own interpretations will enhance their ability to apply these theories effectively in their initial teaching experiences.
The study indicates that the mentor teacher's role significantly influences a preservice teacher's confidence in implementing a Project-Based Learning (PBL) project in their first classroom Participants emphasized the positive impact of collaborating with their mentor during PBL training, highlighting the importance of a supportive mentor-preservice teacher relationship This finding suggests that teacher preparation programs should prioritize quality over quantity in practicum experiences, as establishing a strong relationship with a mentor leads to deeper learning Therefore, programs should consider extending placements for preservice teachers rather than providing multiple short-term experiences.
Half of the participants indicated that they had not fully integrated Project-Based Learning (PBL) into their first-year classrooms Upon further inquiry, they explained that while they utilized certain PBL elements, they had not adopted a complete Gold Standard PBL approach The primary obstacle to implementing PBL effectively in their classrooms was related to building constraints.