PERSONALIZED LEARNING FOR TEACHER CANDIDATES

Back to Page Authors: Crystal Loose

Keywords: personalized learning, technolgy, preservice teachers, higher education

Abstract: Recruiting and retaining high-quality teachers has been a long-standing policy issue as districts work to alleviate chronic teacher shortages. Importantly, evidence points to teacher quality as the most important school-based factor that effects student achievement. While the vast majority of teachers in the U.S. enter the profession upon receiving roughly four years of traditional university-based training, research that links preservice teacher experiences to their performance and retention once they are in the labor force is lacking. With much of our country’s investment in improving teacher quality during teachers’ preservice training, it is essential that we study teacher preparation and the immediate impact on teacher comfort levels upon entering the workforce. Moreover, recent evidence suggests that the context of a teacher’s preservice teaching is associated with important consequences for their later employment outcomes. High performing student teachers are more likely to stay in the profession. Therefore, teacher preparation programs could benefit from providing student teachers with the opportunity to research and apply effective instructional practices. Classrooms of late have embraced reforms that move teaching and learning toward more personalized learning (PL) practices. PL reconsiders the traditional classroom setting with increased personalization based on student achievement, interest, and learning styles. This study fills a gap in research on PL training and research opportunities for preservice teachers. 21st Century educators require many competencies and are encouraged to become digitally literate, while integrating technology into teaching and learning with emphasis on PL inputs for students. This study reports on preservice teachers’ knowledge about new and emerging PL techniques, as they study PL and apply techniques through the development of lesson plans and rubrics during seminars. Current research reports on teacher use of PL in classroom settings, but there is a gap in the research regarding preservice teachers and their understanding of PL strategies. This study uses an online survey and reflective journals to analyze preservice teacher knowledge and comfort level of PL domains. Data analysis was completed during the implementation of the course with students through reflective journals, a survey including questions answered using a Likert Scale, and two-open-ended questions. Major findings reveal increased comfort levels in the classroom settings as students are more informed about technology usage that allows for more personalized pedagogy. PL is an essential topic in education because school leadership recognizes a need to change our current education system to one that is more responsive to the goals and interests of students through personal pathways. Taking advantage of teacher candidate trainings has enormous potential to immerse future teachers in current research and utilization of PL topics.