Abstract
Through service-learning courses, the University of Windsor's Faculty of Education seeks to provide meaningful learning opportunities in different areas of education for teacher candidates. This chapter includes a summary of a Master's thesis research study that, in part, explored the impact of the experiences secondary teacher candidates had in the L.E.A.D. Program, and how their experience impacted their efficacy with diverse student populations. The important themes that emerged from their reported experiences were practical experience, empathy and understanding, social learning, and life-long learning. This chapter also includes a compilation of testimonials from both elementary and secondary teacher candidates that were collected at various points after their graduation.
TopIntroduction
The learning goals of the L.E.A.D. Program centre around teacher candidates acquiring the ability to meet the needs of diverse, in-risk student populations within the elementary and secondary schools.
Palazzolo (2015) completed her Master’s thesis research on the L.E.A.D Program. The thesis explored the efficacy of teacher candidates in diverse classrooms. A component of this research focused on the lived experiences of teacher candidates in the L.E.A.D. Program. Qualitative data was collected through questionnaires with participating L.E.A.D. teacher candidates to provide a deeper understanding of their experiences. The following was the qualitative research question that was used to frame the study:
What are the perceptions and experiences of teacher candidates who are enrolled in the L.E.A.D. Program in relation to their efficacy, awareness, and understanding of diversity in the classroom? (Palazzolo, 2015, p. 4)
Following the explanation of the research, there are six testimonials from more recent graduates of the program that contain their thoughts on L.E.A.D. and what they were able to take with them into their professional careers. There is also one special testimonial from an individual who was previously considered in-risk and was a graduate from one of the local secondary schools that L.E.A.D. teacher candidates were placed in. This was included to provide the perspective of the youth that L.E.A.D. teacher candidates are serving.
TopPerspectives Of Teacher Candidates: A Research Study
About the Participants
The participants were Intermediate/Senior pre-service teacher candidates who were enrolled in the L.E.A.D. Program and/or graduates from the L.E.A.D. Program from previous academic years. All potential participants were recruited through email at the end of April 2015. The recruitment email was sent to 40 potential participants. They were given the option to participate in a semi-structured one-on-one interview or to submit their answers to the open-ended questions in writing. Five participants volunteered for this portion of the study. All five were female and between the ages of 22-32. Four of the participants were current students in the L.E.A.D. Program and one was a graduate from the 2011-2012 academic year. It is important to note that at this time, the L.E.A.D. Program was available to Junior/Intermediate and Intermediate/Senior candidates. At the time, the elementary section of L.E.A.D. was only two years old, so the researcher opted to focus on the Intermediate/Senior teacher candidates in the secondary section as that program was further established.
Design, Collection and Analysis Procedures
All L.E.A.D. pre-service teacher candidates were asked to participate on a volunteer basis. They were asked to answer a set of specific questions posed by the researcher in writing or in a semi-structured one-on-one interview. All five participants elected to submit their answers in writing. There were nine questions in total, developed by the researcher, surrounding the perceived impact of the L.E.A.D. Program on their efficacy in diverse classrooms. Teacher Candidates were also given the opportunity to make any additional comments about the program, in general. A thematic analysis—a method for identifying, analyzing, and reporting patterns (themes within data by organizing and describing data in detail— was used to analyze the qualitative data provided by the responses (Braun & Clark, 2006).
Key Terms in this Chapter
Intermediate/Senior Division: Bachelor of Education program specialization that qualifies a teacher candidate to teach from Grade 4- Grade 10.
Consecutive Program: The two-year consecutive program prepares Teacher Candidates in one of three possible divisions of teaching specializations in Ontario. Upon successful completion of the requirements of the Bachelor of Education, a recommendation will be made by the Dean of the Faculty of Education to the Ontario College of Teachers (OCT) indicating eligibility for the Ontario Certificate of Qualification.
Student Success Teacher: A certified Ontario teacher who works with his or her school’s Student Success Team to develop and implement intervention programs that assist students in developing the skills necessary to achieve success in school (i.e. literacy, numeracy, pathways to success, community involvement, learning skills, and character education).
Service Learning Project: A project implemented by L.E.A.D. teacher candidates in their placement school during the two years they spend in the Bachelor of Education Program at the University of Windsor. This project is based on the needs of the school it is implemented in.
Primary/Junior Division: Bachelor of Education program specialization that qualifies a teacher candidate to teach from Kindergarten to Grade 6.
Concurrent Program: The concurrent program is designed for students who wish to pursue a Bachelor of Arts or Science degree while studying education and doing field experience in schools over a course of 5 years. At the University of Windsor the following Bachelor Programs are included as options for those interested in pursuing a concurrent degree: psychology, modern languages with second language education, music, communication, media, and film, drama, English language and literature, political science, french studies, history, visual art, general science, and mathematics.
Junior/Intermediate Division: Bachelor of Education program specialization that qualifies a teacher candidate to teach from Grade 7- Grade 12.
Associate Teacher: A certified, practising teacher who volunteers to host and mentor a teacher candidate during his or her field placement.