You Teach Who You Are: The Experiences and Pedagogies of Literacy/English Teacher Educators Who Have a Critical Stance

2016 ◽  
pp. 135-151 ◽  
Author(s):  
Clare Kosnik ◽  
Pooja Dharamshi ◽  
Lydia Menna ◽  
Cathy Miyata ◽  
Yiola Cleovoulou
Keyword(s):  
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 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.

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

Supporting Dialogically Organized Instruction in an English Teacher Preparation Program: A Video-Based, Web 2.0-Mediated Response and Revision Pedagogy

2012 ◽  
Vol 114 (3) ◽  
pp. 1-42
Author(s):  
Mary M. Juzwik ◽  
Michael B. Sherry ◽  
Samantha Caughlan ◽  
Anne Heintz ◽  
Carlin Borsheim-Black
Keyword(s):  
Teacher Preparation ◽  
Web 2.0 ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Online Social Network ◽  
Beginning Teacher ◽  
Classroom Interactions ◽  
Teacher Preparation Program ◽  
English Teacher ◽  
Pedagogical Design

Background/Context This paper theorizes and describes a program-wide pedagogical design for teacher preparation that addresses central problems related to supporting beginning teacher candidates in designing engaging classroom interactions in and across diverse contexts. Focus of Study In particular, we aimed to support the development of dialogically-organized classroom interactions over time through a pedagogy informed by Multiliteracies. Our pedagogy involved a Web 2.0-mediated process of Video-Based Response and Revision (VBRR), developed and implemented over two years with secondary English teacher candidates at Michigan State University engaged in fifth-year internships in local secondary schools. Project Design Four times over the course of their year-long internships, teacher candidates recorded video of their teaching, posted clips and other related materials to an online social network, commented on each others’ practices, and reflected on how they might implement the feedback they received from their peers and instructors. In addition, they created an end-of-year “digital reflection” drawing on all of these materials. Conclusions/ Recommendations Based upon analysis of teacher candidates’ moves within the structure of the pedagogical design, we present pedagogical and programmatic considerations for teacher educators interested in designing learning environments that make beginning teacher practices visible in networked spaces, that invite collaborative responses to those practices, and that create opportunities for transformed practices.

Literacy/English Teacher Educators Moving Forward

2016 ◽  
pp. 181-192
Author(s):  
Clare Kosnik ◽  
Simone White ◽  
Clive Beck
Keyword(s):  
Teacher Educators ◽  
English Teacher
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