Linguistically Responsive Instruction for Latinx Teacher Candidates: Surfacing Language Ideological Dilemmas

2021 ◽  
Author(s):  
Kristen Lindahl ◽  
Christian Fallas‐Escobar ◽  
Kathryn I. Henderson
Keyword(s):  
Teacher Candidates ◽  
Responsive Instruction

Development of Linguistic Sensitivity of ESL Teacher Candidates for Linguistically Responsive Instruction

2014 ◽  
Vol 20 (2) ◽  
pp. 29-50
Author(s):  
Jingzi Huang ◽  
Terry Laskowski
Keyword(s):  
Teacher Candidates ◽  
Responsive Instruction

scholarly journals Virtual and Open Integration of Culture for Education (VOICE) with Science Teacher Candidates from Korea during COVID-19

2021 ◽  
pp. 1-37
Author(s):  
Jiyoon Yoon ◽  
Yeonjoo Ko ◽  
Hyunju Lee
Keyword(s):  
Teacher Candidates ◽  
Culturally Responsive ◽  
Teacher Education Program ◽  
Cultural Bias ◽  
Korean Culture ◽  
Online Programs ◽  
Cultural Competencies ◽  
Survey Results ◽  
Teachers And Parents ◽  
Responsive Instruction

Abstract Cultural competencies and confidence in teaching diverse students are needed to close achievement gaps between mainstream and minority students in science. In this study, an online teacher education program, Virtual and Open Integration of Culture for Education (VOICE), was designed to help retain teacher candidates’ science affinities and cultural competency during the COVID-19 pandemic. Thirty-two Korean teacher candidates were selected as culturally responsive instructors who were able to reduce their cultural bias and preferences about Korean culture and develop culturally responsive instruction. VOICE proceeded through (1) “collaborating,” by connecting seminar speakers worldwide; (2) “designing,” by creating culturally responsive science activities based on Korean culture; and (3) “performing,” by communicating with American students, teacher candidates, teachers, and parents. Pre- and post-survey results show that VOICE increased the teacher candidates’ cultural proficiency and interest in science. Guidelines for research on designing online programs to enhance teacher candidates’ science affinities and cultural competencies are provided.

Teacher Candidates Attitudes Toward The Behavior Problems of Adolescents

1971 ◽  
Author(s):  
Charles E. Skipper
Keyword(s):  
Behavior Problems ◽  
Teacher Candidates

Beliefs of preschool teacher candidates about the nature of science

2020 ◽  
Vol 8 (4) ◽  
pp. 774-783
Author(s):  
Güzin Özyılmaz ◽  
Keyword(s):  
Science Education ◽  
Nature Of Science ◽  
Science Teachers ◽  
Teacher Candidates ◽  
Preschool Education ◽  
Preschool Teacher ◽  
Spring Semester ◽  
Teachers Beliefs ◽  
Aim Of Science ◽  
Academic Year

The aim of science education is to enable children to become “science-literate.” Science literacy is defined as taking responsibility for and making decisions about situations requiring scientific understanding and having sufficient knowledge, skills, attitudes and understanding of values to put their decisions into practice. Revealing teachers’ beliefs can help to understand the types of experiences presented by teachers in their classrooms. Inadequate understandings and misbeliefs of teachers shape the first perceptions of children about the NOS when they are formally introduced with science education in their early childhood. Most of the studies were also performed with science teachers and there have been few studies conducted with preschool teachers. Therefore, the present study was directed towards determining NOS beliefs of preschool teacher candidates. To achieve this aim, Nature of Science Beliefs Scale (NOSBS), developed by Özcan and Turgut (2014), was administered to the preschool teacher candidates studying in Preschool Education Department of Buca Education Faculty at Dokuz Eylül University in the spring semester of the 2018-2019 academic year. In the study, the NOS beliefs of the teacher candidates were found to be acceptable in general. While the findings of this study are consistent with those revealed in several relevant studies in the literature

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