On Deconstructing Folk Theory While Developing as a Teacher Educator: A Disorienting Transition as a Reorienting Opportunity

2016 ◽  
pp. 45-59 ◽  
Author(s):  
Jason K. Ritter
Keyword(s):  
Teacher Educator ◽  
Folk Theory

An Interview with Associate Professor Margaret Plunkett

2020 ◽  
pp. 47-53
Keyword(s):  
Primary Education ◽  
Gifted Education ◽  
Teacher Educator ◽  
Associate Professor ◽  
Professional Experience ◽  
Teaching Excellence ◽  
Learning And Teaching ◽  
National Office ◽  
Vice Chancellors

Associate Professor Margaret Plunkett, Federation University, Australia, has over 30 years' experience in education. She currently coordinates and lectures in a range of courses and programs in both secondary and primary education, related to gifted education and professional experience. Margaret has won a number of awards for teaching excellence including the Monash Vice Chancellors Teaching Excellence Award (Special Commendation, 2010); the Pearson/ATEA Teacher Educator of the Year Award (2012); and a National Office of Learning of Learning and Teaching (OLT) Citation in 2014.

Pre-Service Teachers’ Metaphors of Learning and Teaching English as a Second Language

2019 ◽  
Vol 15 (1) ◽  
Author(s):  
Donita Shaw ◽  
Elena Andrei
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teacher Educator ◽  
The United States ◽  
Methods Course ◽  
Learning And Teaching ◽  
Analysis Methodology ◽  
Preparatory Program ◽  
Literacy Methods

AbstractBuilding upon the theory of teacher cognition, the purpose of this study was to discover how pre-service teachers envision learning English as English Language Learners (ELLs) and teaching English to ELLs. We examined metaphors of 98 pre-service teachers who were enrolled in their first literacy methods course in their preparatory program at one of two universities in the United States. We used metaphor analysis methodology to look at the participants’ metaphor writing samples. Overall results showed the pre-service teachers viewed learning English to be foremost a challenge and secondarily a worthwhile challenge. In contrast, the pre-service teachers viewed teaching English to be a worthwhile challenge, followed by a challenge and process. Throughout this paper we highlight our reflection and relate our findings to previous research. To be a responsive teacher educator begins by knowing our pre-service teachers.

scholarly journals Mind the gap: A tale of two curriculum fallacies

2021 ◽  
pp. 1-13
Author(s):  
Kathleen Graves
Keyword(s):  
Curriculum And Instruction ◽  
Teacher Educator ◽  
Professional Life ◽  
Curriculum Developer ◽  
Know How ◽  
The Us ◽  
Big Picture ◽  
Curricular Structure ◽  
The Relationship

Throughout my professional life, I have been interested in the relationship between teachers and curriculum. As someone who has taught languages, educated teachers, and developed curriculum and materials, I have been puzzled by the separation of curriculum and teaching. In the US, this separation is encapsulated in the phrase ‘curriculum and instruction’, where they are seen as separate domains of research and responsibility (Doyle, 1992; Kaplan & Owings, 2015). Indeed, as a teacher educator, I would often hear the refrain from teachers, ‘I know how to plan a good lesson, but I'm not sure what the big picture is. How do the lessons fit together as a whole?’ I interpreted this to mean that they did not have a sense of the overall curricular structure and aims for their students’ learning. As a materials and curriculum developer, I saw my responsibility as providing a map for teachers that would show how the parts added up to a sensible whole.

Mindfulness for teachers: notes toward a discursive cartography

2019 ◽  
Vol 48 (1) ◽  
pp. 91-108
Author(s):  
Remy Low
Keyword(s):  
Conceptual Framework ◽  
Design Methodology ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Entry Point ◽  
Historical Research ◽  
Educational Researcher ◽  
Content Type ◽  
Discursive Formation ◽  
Heuristic Device

Purpose For the interested teacher, teacher educator and educational researcher seeking an entry point into how mindfulness relates to teachers’ work, the burgeoning and divergent appeals for the relevance of mindfulness to teachers can be bewildering. The purpose of this paper is to offer teachers, teacher educators and educational researchers a conceptual framework for understanding the different orientations and sources of mindfulness as it has been recommended to teachers. Design/methodology/approach Using Foucault’s (1972) concept of “discursive formations” as a heuristic device, this paper argues that mindfulness as pitched to teachers can be helpfully understood as arising from three distinct orientations. Findings Statements about mindfulness and its relevance to teachers emerge from three distinct discursive formations – traditional, psychological and engaged – that each constitute the “problem” faced by teachers respectively as suffering, stress or alienation. Specific conceptions of mindfulness are then advanced as a solution to these problems by certain authoritative subjects and institutions in ways that are taken as legitimate within each discursive formation. Originality/value Apart from offering a historical and discursive mapping of the different discursive formations from which mindfulness is pitched to teachers, this paper also highlights how each of these orientations impies a normative view of what a teacher should be. Suggestions for further historical research are also offered along the lines of genealogy, epistemology and ontology.

scholarly journals Working Perspectives within Feminism and Early Childhood Education

2000 ◽  
Vol 1 (2) ◽  
pp. 153-170 ◽  
Author(s):  
Heather Anne De Lair ◽  
Eric Erwin
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Classroom Teacher ◽  
Teacher Educator ◽  
Childhood Education

The authors describe a model for feminist-based early childhood practice from two perspectives: the classroom teacher and the teacher educator. Using examples from their own work, the authors outline the assumptions and the principles which guide their work with children and adults. Implications for the field are discussed.

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