"Lived-In": Embedding Teacher Education in Middle & Secondary Classrooms

Brad Maguth; Alfred Daviso

doi:doi:10.11648/j.tecs.20190401.13

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"Lived-In": Embedding Teacher Education in Middle & Secondary Classrooms

Brad Maguth, Alfred Daviso

Published in Teacher Education and Curriculum Studies (Volume 4, Issue 1)

Received: 27 December 2018 Accepted: 21 February 2019 Published: 12 March 2019

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Abstract

An overview of a clinically intensive “lived-in” model to teacher education is provided. For sixteen weeks, teacher candidates enrolled in their methods courses mentor, tutor, and teach academically vulnerable middle and high school students, all identified as the school’s most academically vulnerable, in urban schools. Under the supervision of their professor and a cooperating teacher, methods students plan and take turns implementing rigorous and individualized instructional units in classrooms. Methods professors deliver instruction on-site in schools working alongside cooperating teachers, and instructors are consistently present and visible. This paper describes how two methods instructors, one in secondary social studies and in special education, successfully employed lived-in models to better prepare the next wave of educators while also empowering them to deliver individualized and high quality instruction to some of our area’s most vulnerable urban youth.

Published in	Teacher Education and Curriculum Studies (Volume 4, Issue 1)
DOI	10.11648/j.tecs.20190401.13
Page(s)	19-26
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Teacher Education, Clinical, Field Experience, Methods, Social Studies, Special Education

References

[1]	Osler, W. (1901). Books and Men. Dedication address, Boston Medical Library.
[2]	National Council for the Accreditation of Teacher Education [NCATE]. (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Retrieved from http://www.ncate.org/LinkClick.aspx?fileticket=zzeiB1OoqPk%3D&tabid=715%20
[3]	Ball, D., & Cohen, D. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). San Francisco, CA: Jossey-Bass.
[4]	Dewey, J. (1904/1965). The relation of theory to practice in education. In M. Borrowman (Ed.), Teacher education in America: A documentary history (pp. 140–171). New York, NY: Teachers College Press.
[5]	Zeichner, K., & Bier, M. (2015). Opportunities and pitfalls in the turn toward clinical experience in U.S. teacher education. In Hollins, E. R. (pp. 20-46). Rethinking field experiences in preservice teacher preparation: Meeting new challenges for accountability. New York: Routledge.
[6]	Washburn-Moses, L. (2014). Campus mentors: A new clinical practice model for teacher education. School-University Partnerships, 7 (2), 108-112.
[7]	Zeichner, K., Bowman, M., Guillen, L., & Napolitan, K. (2016). Engaging and working in solidarity with local communities in preparing the teachers of their children. Journal of Teacher Education, 67 (4), 1-15.
[8]	Guillen, L., & Zeichner, K. (2018). A university-community partnership in teacher education from the perspectives of community-based teacher educators. Journal of Teacher Education, 69 (2), 140-153.
[9]	Kenyon, E. (2013, November). Negotiating the field: Exploring the impacts of moving teacher education to the field. Paper presented at the Annual Conference of the College and University Faculty Assembly of the National Council for the Social Studies, St. Louis, MO.
[10]	Passe, J. (1994). Early field experience in elementary and secondary social studies methods courses. Social Studies, 55 (3), 130-133.
[11]	Adler, S. (2008). The education of social studies teachers. In. L. S. Levstik & C. A. Tyson (Eds.), Handbook of Research in Social Studies Education (pp. 329-351). New York: Routledge.
[12]	Toll, C. A., Nierstheimer, S. L., Lenski, S. D., & Kolloff, P. S. (2004). Washing our students clean: Internal conflicts in response to preservice teachers beliefs and practices. Journal of Teacher Education, 55 (2), 164-176.
[13]	Doppen, F. (2007). The influence of a teacher preparation program on preservice social studies teachers’ beliefs: A case study. Journal of Social Studies Research, 31 (1), 54-64.
[14]	Foster, H., & Nosol, M. C. (2008). America’s unseen kids/teaching english/language arts in today’s forgotten high schools. NY: Heinemann.
[15]	Maguth, B., & Deevers, M. (November, 2014). “Lived-In”: The Results of Embedding Pre-Service Social Studies Education in a 10th Grade U.S. History Classroom to Enhance Student Learning. Presented at the Annual Conference of the College and University Faculty Assembly of The National Council for the Social Studies in Boston, MA.
[16]	Maguth. B. (2017). A “lived-in” secondary social studies methods course. In S. G. Grant, K. Swan, & J. Lee (Eds.) Teaching social studies: A methods book for methods teachers. Charlotte, NC: Information Age Press.
[17]	Maguth, B. M., & Daviso, A. W. (2018). A “Lived-In Model” to Teacher Education: The Impact of Embedding Pre-Service Teacher Education on Secondary Student Learning. Creative Education, 9, 1504-1524. https://doi.org/10.4236/ce.2018.910111
[18]	Council for the Accreditation of Educator Preparation [CAEP]. (2013, August). CAEP standards for the accreditation of education preparation. Retrieved from http://caepnet.files.wordpress.com/2013/09/final_board_approved1.pdf

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APA Style

Brad Maguth, Alfred Daviso. (2019). "Lived-In": Embedding Teacher Education in Middle & Secondary Classrooms. Teacher Education and Curriculum Studies, 4(1), 19-26. https://doi.org/10.11648/j.tecs.20190401.13

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Brad Maguth; Alfred Daviso. "Lived-In": Embedding Teacher Education in Middle & Secondary Classrooms. Teach. Educ. Curric. Stud. 2019, 4(1), 19-26. doi: 10.11648/j.tecs.20190401.13

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AMA Style

Brad Maguth, Alfred Daviso. "Lived-In": Embedding Teacher Education in Middle & Secondary Classrooms. Teach Educ Curric Stud. 2019;4(1):19-26. doi: 10.11648/j.tecs.20190401.13

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@article{10.11648/j.tecs.20190401.13,
  author = {Brad Maguth and Alfred Daviso},
  title = {"Lived-In": Embedding Teacher Education in Middle & Secondary Classrooms},
  journal = {Teacher Education and Curriculum Studies},
  volume = {4},
  number = {1},
  pages = {19-26},
  doi = {10.11648/j.tecs.20190401.13},
  url = {https://doi.org/10.11648/j.tecs.20190401.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20190401.13},
  abstract = {An overview of a clinically intensive “lived-in” model to teacher education is provided. For sixteen weeks, teacher candidates enrolled in their methods courses mentor, tutor, and teach academically vulnerable middle and high school students, all identified as the school’s most academically vulnerable, in urban schools. Under the supervision of their professor and a cooperating teacher, methods students plan and take turns implementing rigorous and individualized instructional units in classrooms. Methods professors deliver instruction on-site in schools working alongside cooperating teachers, and instructors are consistently present and visible. This paper describes how two methods instructors, one in secondary social studies and in special education, successfully employed lived-in models to better prepare the next wave of educators while also empowering them to deliver individualized and high quality instruction to some of our area’s most vulnerable urban youth.},
 year = {2019}
}

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TY  - JOUR
T1  - "Lived-In": Embedding Teacher Education in Middle & Secondary Classrooms
AU  - Brad Maguth
AU  - Alfred Daviso
Y1  - 2019/03/12
PY  - 2019
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AB  - An overview of a clinically intensive “lived-in” model to teacher education is provided. For sixteen weeks, teacher candidates enrolled in their methods courses mentor, tutor, and teach academically vulnerable middle and high school students, all identified as the school’s most academically vulnerable, in urban schools. Under the supervision of their professor and a cooperating teacher, methods students plan and take turns implementing rigorous and individualized instructional units in classrooms. Methods professors deliver instruction on-site in schools working alongside cooperating teachers, and instructors are consistently present and visible. This paper describes how two methods instructors, one in secondary social studies and in special education, successfully employed lived-in models to better prepare the next wave of educators while also empowering them to deliver individualized and high quality instruction to some of our area’s most vulnerable urban youth.
VL  - 4
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Author Information

Brad Maguth

LeBron James Family Foundation College of Education, The University of Akron, Akron, USA
Alfred Daviso

LeBron James Family Foundation College of Education, The University of Akron, Akron, USA

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APA Style

Brad Maguth, Alfred Daviso. (2019). "Lived-In": Embedding Teacher Education in Middle & Secondary Classrooms. Teacher Education and Curriculum Studies, 4(1), 19-26. https://doi.org/10.11648/j.tecs.20190401.13

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ACS Style

Brad Maguth; Alfred Daviso. "Lived-In": Embedding Teacher Education in Middle & Secondary Classrooms. Teach. Educ. Curric. Stud. 2019, 4(1), 19-26. doi: 10.11648/j.tecs.20190401.13

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AMA Style

Brad Maguth, Alfred Daviso. "Lived-In": Embedding Teacher Education in Middle & Secondary Classrooms. Teach Educ Curric Stud. 2019;4(1):19-26. doi: 10.11648/j.tecs.20190401.13

Copy | Download

@article{10.11648/j.tecs.20190401.13,
  author = {Brad Maguth and Alfred Daviso},
  title = {"Lived-In": Embedding Teacher Education in Middle & Secondary Classrooms},
  journal = {Teacher Education and Curriculum Studies},
  volume = {4},
  number = {1},
  pages = {19-26},
  doi = {10.11648/j.tecs.20190401.13},
  url = {https://doi.org/10.11648/j.tecs.20190401.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20190401.13},
  abstract = {An overview of a clinically intensive “lived-in” model to teacher education is provided. For sixteen weeks, teacher candidates enrolled in their methods courses mentor, tutor, and teach academically vulnerable middle and high school students, all identified as the school’s most academically vulnerable, in urban schools. Under the supervision of their professor and a cooperating teacher, methods students plan and take turns implementing rigorous and individualized instructional units in classrooms. Methods professors deliver instruction on-site in schools working alongside cooperating teachers, and instructors are consistently present and visible. This paper describes how two methods instructors, one in secondary social studies and in special education, successfully employed lived-in models to better prepare the next wave of educators while also empowering them to deliver individualized and high quality instruction to some of our area’s most vulnerable urban youth.},
 year = {2019}
}

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TY  - JOUR
T1  - "Lived-In": Embedding Teacher Education in Middle & Secondary Classrooms
AU  - Brad Maguth
AU  - Alfred Daviso
Y1  - 2019/03/12
PY  - 2019
N1  - https://doi.org/10.11648/j.tecs.20190401.13
DO  - 10.11648/j.tecs.20190401.13
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 19
EP  - 26
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20190401.13
AB  - An overview of a clinically intensive “lived-in” model to teacher education is provided. For sixteen weeks, teacher candidates enrolled in their methods courses mentor, tutor, and teach academically vulnerable middle and high school students, all identified as the school’s most academically vulnerable, in urban schools. Under the supervision of their professor and a cooperating teacher, methods students plan and take turns implementing rigorous and individualized instructional units in classrooms. Methods professors deliver instruction on-site in schools working alongside cooperating teachers, and instructors are consistently present and visible. This paper describes how two methods instructors, one in secondary social studies and in special education, successfully employed lived-in models to better prepare the next wave of educators while also empowering them to deliver individualized and high quality instruction to some of our area’s most vulnerable urban youth.
VL  - 4
IS  - 1
ER  -

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