Abstract
Debates regarding the effectiveness of teacher preparation programs continue to persist. The level of rigor in teacher preparation programs and the ability of teacher educators to prepare candidates for the challenges persist in the educational climate. In higher education, rigor has been well-defined, but the understanding is limited, specifically rigor in preparing new teachers. This study undertook a telling case approach to explore student and faculty perceptions of rigor in a teacher preparation course. This research “leans in” to the criticism of rigor by exploring how teacher preparation programs can match the rigor and demands of the profession and to self-assess our own progress towards meeting that aim. Findings confirm that rigorous coursework consists of interrelated components of meaningful content, appropriate expectations, higher-order thinking, and active learning. Applications and implications for teacher preparation are discussed.
Repository Citation
Riddle, D., Scott, C. E., & Putney, L. G. (2022). What Counts as Rigor When Rigor Counts?: Increasing Intentionality in Teacher Education. Taboo: The Journal of Culture and Education, 21 (1). Retrieved from https://digitalscholarship.unlv.edu/taboo/vol21/iss1/5
Included in
Curriculum and Instruction Commons, Higher Education and Teaching Commons, Scholarship of Teaching and Learning Commons