Delineating an Approach to the Design and Redesign of a Preservice Teacher Preparation Program

• In Event: 34.049 - Teacher Education Redesign in Research-Intensive Universities: Perspectives From Research and Practice

Abstract

Purpose
This paper discusses the redesign of a preservice teacher preparation program using a collaborative process approach initiated in the neutral space of clinical and field experiences.

Theoretical framing
This approach employs a social constructivist perspective on teaching and learning teaching, and an understanding of teaching as an interpretative process and practice (Hollins, 2011; 2016). Working collaboratively, faculty jointly constructed an understanding of clinical and field experiences in four blocks with specific INTASC standards, state competencies, and key assessments. Then, professional courses were embedded within the four blocks of clinical and field experiences, which framed the redesign of all courses and, ultimately, each credential program.

Method and analysis
This paper discusses the approach and tools used to support collaboration in the redesign of a preservice program. This analysis is based on the agenda for meetings, tools, and approach used in the collaborative process.

Decision and outcomes
The outcomes for this program redesign are discussed in four areas.

Re-conceptualizing teaching and learning teaching
Teaching and learning teaching have been re-conceptualized as social constructivist and interpretive processes and practices (Hollins, 2011b). Program coherence is being increased through three interconnected epistemic practices—focused inquiry, directed observation, and guided practice that characterize field experiences and methods courses (Hollins, 2011a; 2016). All professional courses are now embedded within field experiences such that academic knowledge is understood within the context of teaching and school practices, and practice is interpreted through the lens of academic knowledge (Sykes, Bird, & Kennedy, 2010).

Clinical/ field experience reorganization
Clinical and field experiences have been reorganized into four developmental blocks based on the progression of INTASC standards and state requirements (Wilson & Anson, 2006; Ronfeldt & Reininger, 2012). A key assessment has been developed for each INTASC standard. The key assessments indicate candidates’ preparation for applying in practice the knowledge and skills learned in professional courses.

Program explication process
This program redesign was motivated by new requirements from the state and the Council for the Accreditation of Educator Preparation. Part of this redesign made explicit all existing aspects of each credential program with the delineation of changes needed in courses and field experiences based on new requirements and information from partners and other stakeholders.

Course alignment
The course alignment process involved rethinking the purpose, outcomes, learning experiences, and assignments for each course in relationship to state competencies, INTASC standards, key assessments, and location in a particular field experience block. This very transparent process made visible and consistent the content and assignments for each course.

Significance
The approach used in this redesign addresses the challenges of coherence, continuity, and consistency in preservice teacher preparation programs. These program characteristics form the basis for generating reliable research findings that can be used to improve practices in preservice teacher preparation.

Author

• Etta R. Hollins, University of Missouri - Kansas City