Are Pre-Service Educators Prepared to Implement Personalized Learning?: An Alignment Analysis of Educator Preparation Standards

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teacher Education Pub Date : 2023-09-30 DOI:10.1177/00224871231201367

Ling Zhang, Richard Allen Carter, Lisa Bloom, Daron W. Kennett, Nicholas J. Hoekstra, Samantha R. Goldman, James Rujimora

{"title":"Are Pre-Service Educators Prepared to Implement Personalized Learning?: An Alignment Analysis of Educator Preparation Standards","authors":"Ling Zhang, Richard Allen Carter, Lisa Bloom, Daron W. Kennett, Nicholas J. Hoekstra, Samantha R. Goldman, James Rujimora","doi":"10.1177/00224871231201367","DOIUrl":null,"url":null,"abstract":"Traction is growing for personalized learning (PL) as an educational innovation that aims to provide learning experiences to meet diverse learning needs. However, little research has investigated how PL is positioned in professional standards that provide guidance on teacher education across content-specific disciplines and for diverse learner populations. Using an alignment methodology, this study identified and analyzed 193 out of 654 educator preparation standard components in the U.S. education system for the presence of teaching practices that may better respond to the need for PL implementation. This research revealed different percentages of standard components reflecting expectations for educators to understand learner characteristics, tailor instruction to learner needs, and advocate for promoting learning outcomes for individual learners. Moreover, noticeable patterns exist among standards across disciplines and for diverse learner populations regarding how they focus on knowledge, competencies, and dispositions in relation to preparing educators for PL implementation.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"2 1","pages":"0"},"PeriodicalIF":3.1000,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Teacher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/00224871231201367","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Traction is growing for personalized learning (PL) as an educational innovation that aims to provide learning experiences to meet diverse learning needs. However, little research has investigated how PL is positioned in professional standards that provide guidance on teacher education across content-specific disciplines and for diverse learner populations. Using an alignment methodology, this study identified and analyzed 193 out of 654 educator preparation standard components in the U.S. education system for the presence of teaching practices that may better respond to the need for PL implementation. This research revealed different percentages of standard components reflecting expectations for educators to understand learner characteristics, tailor instruction to learner needs, and advocate for promoting learning outcomes for individual learners. Moreover, noticeable patterns exist among standards across disciplines and for diverse learner populations regarding how they focus on knowledge, competencies, and dispositions in relation to preparing educators for PL implementation.

查看原文本刊更多论文

职前教育工作者准备好实施个性化学习了吗?教育工作者准备标准的一致性分析

个性化学习(PL)作为一种旨在提供学习体验以满足多样化学习需求的教育创新，其吸引力正在增长。然而，很少有研究调查PL在专业标准中是如何定位的，这些标准为教师教育提供了跨特定学科和不同学习者群体的指导。使用校准方法，本研究确定并分析了美国教育系统中654个教育工作者准备标准组件中的193个，以使教学实践能够更好地响应PL实施的需要。这项研究揭示了不同比例的标准成分反映了对教育者的期望，即了解学习者的特征，根据学习者的需求定制教学，并倡导促进个体学习者的学习成果。此外，在跨学科和不同学习者群体的标准中，存在着值得注意的模式，这些模式涉及到他们如何关注知识、能力和与教育工作者为PL实施做好准备有关的性格。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.90

自引率

7.70%

发文量

期刊介绍： The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).