Preparing Teachers for Tomorrow (Dissertation)

Dr. Molly Cummings Carney, 以部分满足波士顿学院的博士学位要求, wrote her dissertation, 为教师的明天做准备:以TEACH-NOW教育研究院为例, recently made available here.

Dr. Cummings Carney summarizes her study as:

Intended to be descriptive and interpretive, 本定性案例研究试图从参与者的角度了解TEACH-NOW的教师准备现象. Based on qualitative analysis of multiple sources of evidence, 本文的主要论点是,tech - now在创新的推动力和合法的推动力之间的复杂张力的联系中运作. 研究结果表明,tech - now通过围绕创新的三个关键指标(商业模式)建立紧密的一致性,巧妙地解决了这种紧张关系, technology, 程序结构)和通过实现在更大的教师教育组织领域内的信誉的主要可接受的标记.

Dr. 卡明斯·卡尼(Cummings Carney)的调查发现,TEACH-NOW项目的创建者在创新中寻求“一致性”,以应对教育市场全球化和技术日益普及的现实(102). tteach - now通过“与其他教师培训途径不同”的有意设计实现了这一点,” and “provide[d] a scalable, individualized, low cost, efficient, as needed basis option to teacher candidates” (103). 有目的的整合技术和重新想象的教育过程,从一个学期为基础的模式,模块化和顺序的一个, where virtual, 同步类培养了协作,与多样化的机会和需求同步工作, globally-sourced, education marketplace, moving into spaces traditional institutions had not (122, 126, 128, 158, 110). 该项目的“基于问题的学习”方法为多样化的学生群体提供了适应自己独特情况的机会(135). As Dr. Cummings Carney quotes one TEACH-NOW administrator as saying, TEACH-NOW的项目总是“旨在为未来的教师提供解决方案”, [f]or tomorrow's students, for tomorrow's learning world” (104).

As Dr. Cummings Carney shows, TEACH-NOW的领导人还努力在该项目的学术内容标准与其机构行为之间建立凝聚力,以确保对合法性的坚定认知(160). TEACH-NOW项目的学习内容被设计为普遍适用于所有情境,普遍适用于任何环境(165). 活动的设计是为了让学生运用他们新学到的知识, immediately (174). 这为该计划的有效性提供了可信性,因为作为博士. Cummings Carney quotes one graduate, TEACH-NOW的候选人可以“[看到]他们所做的实际上是更好地为学生服务”(177). This approach was introduced from the beginning of the program, such that by the time clinical placements started, TEACH-NOW candidates had already practiced, not just learned, the skills they would be utilizing in their classrooms (179). This adaptable, 通过远程教育认证委员会(DEAC)和教育预备认证委员会(CAEP)的认证,将有用的内容与“专业”信誉配对(194). While the accreditation itself signaled legitimacy, Dr. 卡明斯·卡尼还发现,程序的严格性进一步提高了节目的质量(198). Dr. Cummings Carney notes, 这两个合法性的标志是通过雇佣“致力于其使命的大师”而“维持……并加强”的,从而为tech - now的产品建立了一个连贯的主题(199).

从参与该项目的学生的角度来看, a simple, yet powerful question presented itself in Dr. 卡明斯·卡尼的研究:为什么学生选择这种类型的教师准备项目, especially over traditional alternatives (229-230)? Dr. 卡明斯·卡尼(Cummings Carney)认为,TEACH-NOW项目的设计和成果为候选人提供了根据自己“需要”“自我管理”学习过程的机会, preferences, and circumstances” (157), making it worthwhile (148). 这并不是说创新的性质没有给项目本身带来困难. 考生面临着节奏和流线型格式的挑战,必须适应数字空间的模糊性(143, 147, 155). Yet, despite these difficulties, 92.7%的考生给该课程打了“优秀”或“非常好”的分数(157)。. Indeed, Dr. 卡明斯·卡尼发现,TEACH-NOW项目的创新之处显著提高了学生在现实世界课堂上的准备, 246-247). The ability to enroll in an efficient, technologically sophisticated, and autonomous program (142, 145, 152) that “adapt[ed] to the needs, preferences, and schedules” of students (127) and provided useful, practice-based preparation, along with stellar program support (211, 218), lead candidates to conclude, as Dr. Cummings Carney does, teach - now项目是“对‘传统’学习教学模式的创新而合法的替代”(226).

Dr. 卡明斯·卡尼的调查是增强正规买球App十佳排行对非传统教师准备项目“现象”的理解的重要资源(17). 从她全面而详细的工作中出现的是一个在整个领域内进行辩论的同样关键的问题——控制问题. 谁来控制教育领域中什么是真实,什么是合法的概念(242)? For TEACH-NOW, in order to embrace the evolving, technology-infused, 教师准备和未来课堂的全球化现实, 教师准备项目最终必须将控制权交给未来的教师自己(238-239). At Teach-Now, rather than administer conclusions, 教师准备项目的目的是为这些未来的教师提供严格的过程和鼓励性的支持,以确定其意义, purpose, and utility of their own work, within their own context (240-241).

Access the full dissertation 为教师的明天做准备:以TEACH-NOW教育研究院为例 by Dr. Molly Cummings Carney through Boston College here.

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International Teacher Mobility Study