From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching

By S. Feiman-Nemser. Teachers College Record, 2001

2,735 citations recorded by the source corpus.

This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teacher learning over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages. The paper is organized around three questions: (a) What are the central tasks of teacher preparation, new teacher induction, and early professional development? (b) How well do conventional arrangements address these central tasks? (c) What are some promising programs and practices at each stage in the learning to teach continuum that promote standards-based teaching and enable teachers to become active participants in school reform?

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/3fe8d7b307132a4a32e69e4eb52bdf5de3a386d1

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Citations in the corpus

Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities (2017, background): “Evidence indicates that modeling can support teachers in developing an image of accomplished enactment of those practices (Feiman-Nemser, 2001; West & Cameron, 2013) and might therefore be appropriate as a starting point for teachers’ development of particular instructional practices.”
Articulating Design Principles for Productive Use of Video in Preservice Education (2018, positive): “Informed by research on preservice teacher learning and teacher preparation (e.g., Ball & Cohen, 1999; Feiman-Nemser, 2001; Windschitl & Calabrese-Barton, 2016), the four broad goals were identified: (a) Develop a new vision of science teaching that supports diverse students in engaging deeply with…”
Curriculum design for inquiry: Preservice elementary teachers' mobilization and adaptation of science curriculum materials (2010, positive): “Teachers’ capacities for pedagogical design evolve over time and across contexts along the teacher professional continuum (Feiman-Nemser, 2001; Putnam & Borko, 2000).”
Student Teachers‟ Microteaching Experiences in a Preservice English Teacher Education Program (2011, positive): “It is appreciated by student teachers because it generates serious discussion, which is considered as a valuable source for promoting effective teaching strategies (Feiman-Nemser 2001).”
Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform (2021, neutral): “This can be problematic because the field-based teacher preparation aims at preparing preservice teachers with knowledge and practices that can be effectively generated in different contexts of teaching (Feiman-Nemser, 2001a; Grossman et al., 2009).”
Professional Development within Collaborative Teacher Study Groups: Pitfalls and Promises (2011, background): “However, collaborative teacher study groups (CTSGs), which are structures intended to “tap local expertise and the collective wisdom that thoughtful teachers can generate by working together” (Feiman-Nemser 2001, 1,042) may offer a place where reflective shared inquiry can occur.”
Using Video Editing to Cultivate Novice Teachers’ Practice (2009, background): “These influences can result in deeply entrenched knowledge about teaching that can be difficult to adjust (Feiman-Nemser, 2001).”
The Culture of Professional Learning Communities and Connections to Improve Teacher Efficacy and Support Student Learning (2015, background): “Teachers need access to outside knowledgeable sources, but “professional development should also tap local expertise and the collective wisdom that thoughtful teachers can generate by working together” (Feiman-Nemser 2001, 1042).”
Quality Teacher Induction: “Fourth-Wave” (1997–2006) Induction Programs (2009, background): “Second, induction is commonly perceived as a socialization process in which novice teachers acclimate to school and district cultures where powerful school cultural norms often persuade novices to adapt to the status quo of schooling (Feiman-Nemser, 2001b; Kelchtermans & Ballet (2002).”
Five research-based heuristics for using video in pre-service teacher education (2013, background): “Specifi cally, many suggest that pre-service teacher education needs to strengthen the theory-practice connection (Feiman-Nemser, 2001; Grossman, 2005; Korthagen & Kessels, 1999).”
The Impact of Mentoring on Teacher Retention: What the Research Says (2004, background): “To be sure, a number of useful reviews of theory, research and policy on teacher induction and mentoring have been published (e.g., Arends and Rigazio-DiGilio 2000; Holloway 2001; Feiman-Nemser et al., 1999; Feiman-Nemser 2001; Ganser 2002; Hegsted 1999; Fideler and Haselkorn 1999; Scherer 1999; Ser”
Profiling Teachers' Continuing Professional Development and the Relation with Their Beliefs about Learning and Teaching. (2013, neutral): “The knowledge, skills, and attitudes needed to teach, in the role of an adaptive expert, cannot be fully developed in pre-service education programs; instead, continuing professional development is an essential and integral part of today’s teaching profession (Feiman-Nemser, 2001).”
Post-modern reality shock: Beginning teachers as sojourners in communities of practice (2015, neutral): “According to this author, one possible explanation for reality shock is the unrealistic optimism of student teachers during training, but other studies remark on the gap between theory and practice in NQTs' experience (Feiman-Nemser, 2001; Ganser, 2002; Hegstad, 1999).”