GATEways to Teacher Education A journal of the Georgia Association of Teacher Educators
over their development and to be engaged in reflective dialogues on topics aligned with their personal classroom practice (Schaap & de Brujin, 2018). In conclusion, consistent with previous research, the importance of role models (university and school-based), collaborative networking, and in-depth professional learning were identified in our study as factors guiding effectiveness (Erickson, 2017; Myers, et al, 2017; Olsen & Rao, 2016; Reinhardt, 2017). Community building using a culturally responsive approach was also frequently referred to as a helpful factor associated with our urban teacher preparation programs. The fact that this element was cited by participants from across varying programs underscores the salience of our unit’s conceptual framework’s focus on social justice and equity across departments, programs, and courses (Bhatnagar et al., 2016). The critical incidents technique, which has been used effectively in other disciplines and which has been found beneficial in identifying positive and negative behaviors of teachers at the college level, was found in this multi-case study to potentially be an effective tool for program evaluation in teacher education (Andreou, McIntosh, Ross, & Kahn, 2015; Butterfield, et al, 2009; Flanagan, 1954; Kain, 2004; Khandelwal, 2009 ). A limitation to the use of such an approach as guided by the interview protocol we utilized was found. As a result, we posed recommendations to the protocol for future research to ensure data collected captures lived-through experiences and the factors impacting those experiences rather than participants’ general perceptions of program effectiveness. In such a way, teacher educators and researchers could find this approach to be a valuable tool in understanding the impact of teacher preparation programs and induction programs on novice teachers’ ability to impact their students’ learning and development. References Andreou, T. E., McIntosh, K., Ross, S. W., & Kahn, J. D. (2015). Critical incidents in sustain school-wide positive behavioral interventions and supports. The Journal of Special Education, 49(3), 157-167.
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Bedi, R. P., Davis, M., & Williams, M. (2005). Critical incidents in the formation of the therapeutic alliance from the client’s perspective. Psychotherapy: Theory, Research, Training, 42, 311-323. Bhatnagar, R., Kim, J., Many, J. E., Barker, K., Ball, M., & Tanguay, C. (2016). Are we making our social justice framework salient?: Students’ perceptions of urban teacher preparation program effectiveness. National Journal of Teacher Education, 9, 27-39. Butterfield, L. D., Borgen, W. A., Maglio, A.T., & Amundson, N. E. (2009). Using the enhanced Critical Incident Technique in counselling psychology research. Canadian Journal of Counselling, 43(4), 265-282. Council for the Accreditation of Educator Preparation. (2013). CAEP accreditation standards and evidence: Aspirations for educator preparation. Washington, D. C.: Author. Cochran-Smith, M., Cannady, M., Pesola Mceachern, K., Piazza, P., Power, C., & Ryan, A. (2010-2011). Teachers’ education, teaching practice, and retention: A cross-genre review of recent research. Journal of Education, 191, 1-31. Cochran-Smith, M., Piazza, P., & Power, C. (2012). The politics of accountability: Assessing teacher education in the United States. The Educational Forum, 77(1), 6-27. Contopidis, E., DaBoll-Lavoie, K., Dunn, K., Darling, D., & Wieczorek, K. (2017). Shifting challenges in teacher-education research and accreditation: Lessons learned from limitations on studying program impact. The New Educator, 13(3), 310 – 327, DOI: 10.1080/1547688X.2016.1237691 Dakwa, L. (2016). Beginning teachers’ experiential learning in the era of common core: A case study. Journal of School Administration Research and Development, 1(2), 41-48. Diaz, M. E. (2010). It is complicated: Unpacking the flow of teacher education’s impact on student learning. Journal of Teacher Education, 61(5), 441-450. Eriksson, A. (2017). Preservice teachers’ questions about the profession during mentoring group discussions. European Journal of Teacher Education, 40, 76-90. Flanagan, J. (1954). The Critical Incident Technique. Psychological Bulletin, 51, 327-358. Franklin Torrez, C. F., & Krebs, M. M. (2012). Expert voices: What cooperating teachers and teacher candidates say about quality student teaching placements and experiences. Action in Teacher Education, 34, 485-499. Georgia Professional Standard Commission, (2016). Georgia standards for the approval of educator preparation providers and educator preparation
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