Learning to Teach and Teaching to Learn: Exploring Microteaching as a Site for Knowledge Integration in Teacher Education

The author discusses the challenges of educating teachers to engage, rather than deny or repress, differences that emerge at the dynamic, context-specific intersections of race, culture, gender, and sexuality. Although multicultural education discourse is well established, stereotypic representations and repressive silences persist in the sphere of practice. Interweaving postcolonial and feminist theories with reflections emerging from her multicultural teacher education practice, the author highlights tensions of doing multicultural work. She discusses how silencing forces operate even in seemingly “open” micro and macro contexts. To illustrate these arguments, the author engages two areas that have received limited attention in multicultural discourse itself: representations of Asian Americans and differences of sexuality. She recommends that the multicultural teacher education classroom serve as a site for modeling critical, self-reflexive engagement with difference and democratic participation, even as she acknowledges the limits of individual efforts in the process of educational and social change.

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Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina

PROFILE Issues in Teachers Professional Development ◽

10.15446/profile.v20n1.63032 ◽

2018 ◽

Vol 20 (1) ◽

pp. 121-134 ◽

Cited By ~ 3

Author(s):

Maria Gimena San Martin

Keyword(s):

Teacher Education ◽

Student Teachers ◽

Education Programme ◽

Learning To Teach ◽

Language Teacher Education ◽

Teacher Education Programme ◽

Perceived Needs ◽

Efl Teacher ◽

Level Of Understanding ◽

Efl Teacher Education

This study seeks to examine how a supervisor scaffolds the student-teachers’ learning-to-teach process in the context of one-to-one tutoring sessions in an English as a foreign language teacher education programme in Argentina. The findings indicate that scaffolding implies two main phases: a diagnostic and an intervention phase. Moreover, the supervisor was found to provide contingent help, which suited the student-teachers’ perceived needs and/or difficulties. In conclusion, scaffolded help should be understood in relation to the function it serves and how it accommodates the students’ level of understanding.

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Framing an Integrative Approach to the Education and Development of Teachers in Canada

McGill Journal of Education ◽

10.7202/1003577ar ◽

2011 ◽

Vol 45 (3) ◽

pp. 555-578

Author(s):

Thomas Falkenberg

Keyword(s):

Professional Development ◽

Teacher Education ◽

Integrated Approach ◽

Learning To Teach ◽

Integrative Approach ◽

School Based ◽

Course Work ◽

Collaborative Professional Development ◽

Education And Development

The education of teachers in Canada typically consists of a sequence of non-integrated and partially alternating phases: pre-service university-based course work, pre-service school-based practica, job-imbedded induction, professional development sessions. This article proposes an integrative approach to the education of teachers that links these different phases: Collaborative Professional Development Centres. The article draws on teacher education scholarship and research to articulate a number of assumptions about learning to teach and the purpose of teacher education, and then argues (a) that the traditional non-integrated approach to the education of teachers is incompatible with these assumptions, and (b) that these assumptions provide an excellent framework for the idea of Collaborative Professional Development Centres.

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