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Training, Technique, and Automaticity: Teacher Preparation at the Charles Sposato Graduate School of Education

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Title: Training, Technique, and Automaticity: Teacher Preparation at the Charles Sposato Graduate School of Education
Language: English
Authors: Keefe, Elizabeth Stringer (ORCID 0000-0002-9573-4925), Miller, Andrew F.
Source: New Educator. 2021 17(1):39-57.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2021
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Schools of Education, Graduate Study, Teacher Education Programs, Masters Degrees, Models, Teacher Competencies, Poverty, Urban Schools, High Achievement, Charter Schools, Educational Change, Teacher Effectiveness, Experiential Learning, Teaching Skills, Practicums, College School Cooperation
Geographic Terms: Massachusetts (Boston)
DOI: 10.1080/1547688X.2020.1838677
ISSN: 1547-688X
Abstract: A controversial innovation within the field of teacher education is the relocation of teacher preparation to new graduate schools of education (nGSEs). nGSEs are state-authorized institutions of higher education that prepares teachers, endorse candidates for teacher licensure, and grant master's degrees, yet are not university-based. This paper offers a profile of the Charles Sposato Graduate School of Education, an nGSE which emerged from the education reform organization Match Education. Sposato's intensive context-specific model, which employs hyper-prescriptive training, extensive cycles of practice, and "expert" coaching on precise techniques, was aimed at establishing automaticity in the "rookie" teacher. Sposato's emergence as an nGSE was an attempt to answer to education reform quality debates that demanded that teacher quality be primarily defined by teacher effectiveness.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1285978
Database: ERIC
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  Data: Training, Technique, and Automaticity: Teacher Preparation at the Charles Sposato Graduate School of Education
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  Data: <searchLink fieldCode="AR" term="%22Keefe%2C+Elizabeth+Stringer%22">Keefe, Elizabeth Stringer</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9573-4925">0000-0002-9573-4925</externalLink>)<br /><searchLink fieldCode="AR" term="%22Miller%2C+Andrew+F%2E%22">Miller, Andrew F.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22New+Educator%22"><i>New Educator</i></searchLink>. 2021 17(1):39-57.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 19
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  Data: 10.1080/1547688X.2020.1838677
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  Data: A controversial innovation within the field of teacher education is the relocation of teacher preparation to new graduate schools of education (nGSEs). nGSEs are state-authorized institutions of higher education that prepares teachers, endorse candidates for teacher licensure, and grant master's degrees, yet are not university-based. This paper offers a profile of the Charles Sposato Graduate School of Education, an nGSE which emerged from the education reform organization Match Education. Sposato's intensive context-specific model, which employs hyper-prescriptive training, extensive cycles of practice, and "expert" coaching on precise techniques, was aimed at establishing automaticity in the "rookie" teacher. Sposato's emergence as an nGSE was an attempt to answer to education reform quality debates that demanded that teacher quality be primarily defined by teacher effectiveness.
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