From Tinkering Around the Edges to Reconceptualizing Courses: Literacy/English Teacher Educators’ Views and Use of Digital Technology

2018 ◽  
pp. 63-78
Author(s):  
Clare Kosnik ◽  
Pooja Dharamshi ◽  
Lydia Menna
Keyword(s):  
Digital Technology ◽  
Teacher Educators ◽  
English Teacher

Beyond initial transition: An international examination of the complex work of experienced literacy/english teacher educators

2014 ◽  
Vol 48 (1) ◽  
pp. 41-62 ◽  
Author(s):  
Clare Kosnik ◽  
Pooja Dharamshi ◽  
Cathy Miyata ◽  
Yiola Cleovoulou
Keyword(s):  
Teacher Educators ◽  
English Teacher

scholarly journals Teacher educators’ perceptions of their profession in relation to the digitalization of society

2020 ◽  
Vol 1 (1) ◽  
pp. 87-110
Author(s):  
Anna Roumbanis Viberg ◽  
Karin Karin Forslund Frykedal ◽  
Sylvana Sofkova Hashemi
Keyword(s):  
Digital Technology ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Individual Group ◽  
Exploratory Approach ◽  
Personal Experiences ◽  
Professional Self ◽  
The Individual

This study takes an exploratory approach to investigating Swedish teacher educators’ perceptions regarding their profession in relation to the digitalization of society and education, including higher education. Eighteen semi-structured interviews were analyzed using thematic analysis. Findings show that the teacher educators perceive digitalization on a scale that ranges from simply using tools to being part of a technology-initiated revolution of educational institutions and society. From this range of digital developments emanate individual, group, and organizational requirements/demands, needs, and consequences for being, that is, personal experiences of how digitalization affects the work, and acting, that is, doing something in response to the demands of using and teaching with digital technology. The teacher educator is situated primarily in being with the requirements for working professionally and acting as a teacher, which creates tensions and challenges for the individual and the professional self.  

scholarly journals Learning to Teach: A Case Study of Student Teachers’ Practicum and Policy Recommendations

2017 ◽  
Author(s):  
Urip Sulistiyo ◽  
Amirul Mukminin ◽  
Kemas Abdurrahman ◽  
Eddy Haryanto
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
English Teacher ◽  
Teaching Practicum ◽  
Beginner Teachers

This qualitative case study was conducted to gather information on the implementation of teaching practicum in order to improve the quality of the program in an English teacher education program at a state-owned university, Jambi, Indonesia. Information was gathered from five recent teacher graduates, five beginner teachers, five school principals, and five teacher educators on their perceptions of English Foreign Language Teacher Education Program (EFLTEP) graduates as beginner teachers. This qualitative study employed a background survey, document analyses and interviews for data collection. Document analyses were used to examine the aims and content of the English teacher education program and official Indonesian English teacher education curriculum and policies. Semi-structured interviews were used to explore the main data from graduates and collect information from the beginner teachers. Interviews with principals and teacher educators were used to obtain further data and evidence about the beginner teachers’ knowledge and preparedness to teach. We organized our analysis, findings, and discussion around the implementation of teaching practicum. The analyses of the documents and texts revealed that major themes related to (1) the standards for implementing the teaching practicum in the program, (2) quality of the teaching practicum, (3) duration of the teaching practicum, (4) the roles of mentor teachers and teacher educators, and (5) selecting school partners for the student teacher practicum. Particularly, the findings indicated that teaching practicum projects undertaken during the program provided suitable but limited experience for student teachers to translate their knowledge learnt at university into the real practice of teaching at school levels. For future improvement of the program, the role of supervising teachers and teacher educators in assisting student teachers during the teaching practicum project should be a priority. The organisation and management of school–university partnerships for schools taking part in the teaching practicum require attention to maximise benefits to student teachers.

scholarly journals Digital literacy in Ugandan teacher education: Insights from a case study

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Samuel Andema ◽  
Maureen Kendrick ◽  
Bonny Norton
Keyword(s):  
Teacher Education ◽  
Digital Technology ◽  
Digital Literacy ◽  
Teacher Educators ◽  
Policy And Practice ◽  
Local Conditions ◽  
Teachers College ◽  
Information And Communication ◽  
Ict Policy

This case study investigated the relationship between policy and practice with regard to advances in Information and Communication Technology (ICT) in Ugandan teacher education. Our qualitative study, conducted in 2008, focused on the experiences of six language teacher educators in an urban Primary Teachers’ College (PTC). We also drew on insights from an interview with the then Ugandan Minister of ICT, Doctor Ham-Mukasa Mulira and the national ICT policy. Whilst the Minister expressed the hope that technology would transform Ugandan education, our findings suggest that the success of ICT initiatives depends largely on whether local conditions support such initiatives. Despite their enthusiasm for digital technology, the participants were challenged by the expense of Internet connectivity, inadequate training, power outages, and culturally irrelevant material. We suggest that ICT policy should address teacher educators’ use of digital technology across diverse sites, and that innovations such as the eGranary portable digital library might be particularly useful in poorly resourced educational institutions.

Supporting Preservice Secondary Mathematics Teachers’ Professional Judgment Around Digital Technology Use

2021 ◽  
Vol 9 (2) ◽  
pp. 145-159
Author(s):  
Charmaine Mangram ◽  
Kathy Liu Sun
Keyword(s):  
Preservice Teachers ◽  
Digital Technology ◽  
Technology Use ◽  
Teacher Educators ◽  
Mathematical Thinking ◽  
Mathematical Practice ◽  
Secondary Mathematics ◽  
Ease Of Use ◽  
Professional Judgment ◽  
Mathematics Methods

The pervasiveness of digital technology creates an imperative for mathematics teacher educators to prepare preservice teachers (PSTs) to select technology to support students’ mathematical development. We report on research conducted on an assignment created for and implemented in secondary mathematics methods courses requiring PSTs to select and evaluate digital mathematics tools. We found that PSTs primarily focused on pedagogical fidelity (ease of use), did not consider mathematical fidelity (accuracy), and at times superficially attended to cognitive fidelity (how well the tool reflects students’ mathematical thinking processes) operationalized as the CCSS for Mathematical Practice and Five Strands of Mathematical Proficiency. We discuss implications for implementing the assignment and suggestions for addressing PSTs’ challenges with identifying the mathematical practices and five strands.

Anti-racist, anti-gay: a white Evangelical English teacher’s negotiations of her faith and critical inquiry

2021 ◽  
Vol 20 (1) ◽  
pp. 108-123
Author(s):  
Christopher Alan Olshefski
Keyword(s):  
Religious Identity ◽  
Teacher Educators ◽  
English Education ◽  
Religious Faith ◽  
English Teacher ◽  
Critical Inquiry ◽  
Structural Racism ◽  
Content Type ◽  
Teachers And Students ◽  
English Classroom

Purpose The purpose of this study is to examine how the religious beliefs and experiences of a white Evangelical English teacher, Amy, shaped her enactment of critical inquiry pedagogy in her English classroom. Design/methodology/approach This study drew on three in-depth interviews focused on a white Evangelical English teacher’s negotiation of her faith and understanding of critical inquiry issues in her teaching. Findings The teacher embraced anti-racist pedagogy by aligning definitions of structural racism with her understanding of the inherent sinfulness of humankind. She did so at the risk of her standing within her Evangelical community that largely rejected anti-racism. On the other hand, the teacher struggled with embracing LGBTQ+ advocacy, believing that affirmation of LGBTQ+ identities ran counter to her beliefs in “the gospel.” Her theological beliefs created complications for her when students brought the issue up in her class. Practical implications This study illustrates the way an English teacher incorporated anti-racism into both her teaching and religious identity, demonstrating that for some, the main concepts promoted in teacher education programs are held against a theological standard. It suggests that more work must be made by English teacher educators to provide space for religious pre-service teachers to find religious justification for engaging in LGBTQ+ advocacy. Originality/value One of the goals of English education is to encourage students to read texts and the world critically. However, the critical inquiry may be seen by Evangelical teachers and students as value-laden, too political and hostile to religious faith. This study examines the tensions that arise for an English teacher who is a white Evangelical. It contributes to possible strategies for the field to address these tensions.

Four spheres of knowledge required: an international study of the professional development of literacy/English teacher educators

2015 ◽  
Vol 41 (1) ◽  
pp. 52-77 ◽  
Author(s):  
Clare Kosnik ◽  
Lydia Menna ◽  
Pooja Dharamshi ◽  
Cathy Miyata ◽  
Yiola Cleovoulou ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Educators ◽  
International Study ◽  
English Teacher

Research: an insight on how it is valued by Portuguese and English teacher educators

2018 ◽  
Vol 30 (4) ◽  
pp. 393-414
Author(s):  
Rita Tavares de Sousa ◽  
Amélia Lopes ◽  
Pete Boyd
Keyword(s):  
Teacher Educators ◽  
English Teacher

The becoming of English teacher educators in Australia: a cross-generational reflexive inquiry

2019 ◽  
Vol 46 (2) ◽  
pp. 238-256
Author(s):  
Graham Parr ◽  
Scott Bulfin ◽  
Fleur Diamond ◽  
Narelle Wood ◽  
Ceridwen Owen
Keyword(s):  
Teacher Educators ◽  
English Teacher ◽  
Reflexive Inquiry
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