Are Pre-Service Educators Prepared to Implement Personalized Learning?: An Alignment Analysis of Educator Preparation Standards.

Zhang, Ling; Carter Jr., Richard Allen; Bloom, Lisa; Kennett, Daron W.; Hoekstra, Nicholas J.; Goldman, Samantha R.; Rujimora, James

Traction is growing for personalized learning (PL) as an educational innovation that aims to provide learning experiences to meet diverse learning needs. However, little research has investigated how PL is positioned in professional standards that provide guidance on teacher education across content-specific disciplines and for diverse learner populations. Using an alignment methodology, this study identified and analyzed 193 out of 654 educator preparation standard components in the U.S. education system for the presence of teaching practices that may better respond to the need for PL implementation. This research revealed different percentages of standard components reflecting expectations for educators to understand learner characteristics, tailor instruction to learner needs, and advocate for promoting learning outcomes for individual learners. Moreover, noticeable patterns exist among standards across disciplines and for diverse learner populations regarding how they focus on knowledge, competencies, and dispositions in relation to preparing educators for PL implementation.

INDIVIDUALIZED instruction; EDUCATORS; PROFESSIONAL ethics of teachers; PROFESSIONAL standards; EDUCATIONAL innovations; TEACHER education

Journal of Teacher Education, 2024, Vol 75, Issue 2, p219

0022-4871

Academic Journal

10.1177/00224871231201367