Site-Based Teacher Education as a Context for Attending to the Complexity and Person-Centred Nature of Teaching and Learning: A Narrative Inquiry Involving Teacher Educators from Australia and the United States

2017 ◽  
pp. 51-65 ◽  
Author(s):  
Amanda McGraw ◽  
Janna Dresden ◽  
Erica Gilbertson ◽  
Melissa Baker
Keyword(s):  
United States ◽  
Teacher Education ◽  
Narrative Inquiry ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
The United States ◽  
Nature Of Teaching

scholarly journals Talking About Sustainability in Teacher Preparation in Finland and the United States

2019 ◽  
Vol 3 (1) ◽  
pp. 69-87
Author(s):  
Susan Wiksten
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
The United States ◽  
The Us ◽  
Research Findings ◽  
Specific Culture ◽  
Context Specific ◽  
Scientific Phenomena

This article reports on empirical research findings from a case study of teacher education in Finland and the United States. A sociological perspective was deployed for investigating how the concept of sustainability was addressed in two teacher education programs. One of the programs was located in Finland and the other in the US. The study was carried out in 2015 and 2016. Seventeen semi-structured, open-ended, audio-recorded interviews form the core of the research materials. A thematic analysis of interviews was conducted for identifying articulations related to sustainability in subject-matter specialized teacher preparation. Findings from this study contribute to research on teacher preparation. Notably, by articulating how context-specific culture and social norms contribute to local models of teacher education. Findings from this study indicate that teacher training practices in Finland have encouraged students to articulate sustainability in relation to critical thinking, whereas in the US, sustainability has been articulated in relation to social justice. The key point supported by the evidence is that sustainability was by teachers and teacher educators conceptualized as being about the popularization of knowledge about ecology and biodiversity. The kind of communication that was by teachers and teacher educators described as effective for popularizing knowledge about scientific phenomena were forms of teaching that expanded on content-specific knowledge by connecting it to ethical and civic frameworks of the societies in which students live.

When Asked, Teachers Said…

2020 ◽  
pp. 1-29
Keyword(s):  
Professional Development ◽  
United States ◽  
Teacher Education ◽  
Teacher Educators ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Policy Makers ◽  
Racial Hierarchies ◽  
The U.S

The authors perceive that institutionalized racial hierarchies are the greatest barrier to educational equity in the United States. While P-12 teachers may express the desire to make their classrooms spaces of joy, creativity, and intellectual brilliance, it is primarily through intentional skills development that teachers succeed. The authors assert the need for greater investments by school districts and teacher education programs in professional development for in-service P-12 teachers that further empower them and, in turn, their students, to contribute to the dismantling of racism in the U.S. Teacher educators, administrators and policy makers need to position themselves as cultivators and supporters of P-12 teachers in ways that encourage and sustain their antiracist advocacy and equity work in their teaching.

Influence of Medical and Social Perspectives of Disability on Models of Inclusive Education in the United States

2020 ◽  
Author(s):  
David Connor ◽  
Louis Olander
Keyword(s):  
United States ◽  
Social Justice ◽  
Student Success ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
The United States ◽  
Social Models ◽  
Social Perspectives ◽  
Models Of Disability ◽  
Nature Of Teaching

Ideological disputes about what human differences constitute disabilities undergird two very distinct positions that are known as medical and social models of disability. The positions significantly impact how inclusive education is envisioned and enacted, with proponents of each model holding fast to what they believe is “best” for students. Related areas of significant dissension among the two viewpoints include: (a) the concept of disability and “appropriate” placement of students deemed disabled, (b) the purpose of schools, (c) the nature of teaching and learning, (d) a teacher’s roles, (e) the notion of student success and failure, and (f) perceptions of social justice and disability. These interconnected and sometimes overlapping areas convey how medical or social models of inclusive education can vary dramatically, depending upon an educator’s general ideological disposition toward disability or difference.

Teacher Education for Cultural and Linguistic Diversity in the United States

2019 ◽  
Author(s):  
Ann Mogush Mason ◽  
Bic Ngo
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teacher Educators ◽  
White Supremacy ◽  
Linguistic Diversity ◽  
The United States ◽  
Institutional Practices ◽  
Cultural And Linguistic Diversity ◽  
Individual Consciousness ◽  
Just Society

Teacher educators in the United States generally agree that teachers must be prepared to teach for cultural and linguistic diversity. In the first two decades of the 21st century, efforts to do so have occupied much of the literature in critical teacher education and have pervaded the institutional practices at many colleges and universities. However, not all approaches to teacher education for cultural and linguistic diversity demonstrate understanding of the role that white supremacy plays in maintaining structures and institutions that limit possibility in the lives of people of color. Even when teacher educators themselves are critically conscious of this role, institutions are often more powerful than individual consciousness. Specifically, because teacher education is located in institutions that are rooted in white supremacist practices, efforts to shift practices toward teacher education for cultural and linguistic diversity are typically swallowed up by the recuperative power of white supremacy. If teacher education is going to be part of building a more just society, it must orient itself explicitly to understanding the role it plays in maintaining white supremacy and then to mounting new efforts that can stand up to its recuperative power.

scholarly journals A Comparative Study of Three Key Features in the Design and Practice of Teacher Education in the United States and Norway: Part I. Findings from a Study in the United States [VISIONS 2011: Teacher Education]

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Karen Moore Hammerness
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Core Curriculum ◽  
Teaching Practice ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Clear Vision ◽  
Design And Practice

This paper draws upon recent research on program features that characterize powerful teacher education. This research suggests that teacher education programs need to promote a clear vision of teachers and teaching; must be coherent, reflecting a shared understanding of teaching and learning among faculty and students; and finally, need to be built around a strong core curriculum deeply tied to teaching practice. However, we know little about whether these features also characterize powerful teacher education programs in other countries. To address that gap, I share research from two studies, one in the United States, and one in Norway (in the linked paper that follows). The studies examined the visions, coherence, and relationship to practice in a range of teacher education programs. This first paper examines the nature and role of vision, coherence and opportunities to learn in three teacher education programs in the United States.

scholarly journals A Comparative Study of Three Key Features in the Design and Practice of Teacher Education in the United States and Norway: Part II. Findings from a Study in Norway [VISIONS 2011: Teacher Education]

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Karen Moore Hammerness
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Core Curriculum ◽  
Teaching Practice ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Clear Vision ◽  
Design And Practice

This paper draws upon recent research on program features that characterize powerful teacher education. Based upon research and scholarship in the U.S., suggests that teacher education programs need to promote a clear vision of teachers and teaching; must be coherent, reflecting a shared understanding of teaching and learning among faculty and students; and finally, that they need to be built around a strong core curriculum deeply tied to teaching practice. However, we know little about whether these features also characterize powerful teacher education programs in other countries. To start to address that gap, I describe research from two separate studies, one conducted in the United States and one in Norway. Both studies examined the visions, coherence, and relationship to practice in a range of teacher education programs. In this second paper, I share the findings from the Norwegian study. An opportunity to look across two contexts at the same features helps provide some initial insights about key characteristics of teacher education that may matter most.

Opportunities to Study, Practice, and Rehearse Teaching in Teacher Preparation: An International Perspective

2020 ◽  
Vol 122 (11) ◽  
pp. 1-46
Author(s):  
Karen Hammerness ◽  
Kirsti Klette ◽  
Inga Staal Jenset ◽  
Esther T. Canrinus
Keyword(s):  
United States ◽  
Teacher Education ◽  
Student Learning ◽  
Teacher Candidates ◽  
Classroom Practice ◽  
Teaching Practices ◽  
Teacher Educators ◽  
The United States ◽  
International Studies ◽  
Methods Courses

Background Around the world, policy makers and teacher educators are paying increasing attention to how teacher candidates learn to study and enact teaching and to grounding preparation more deeply in teachers’ classroom practice. Evidence from the United States and the Netherlands suggests that efforts to tie preparation to practice may significantly impact pupils’ learning. However, the nature of teacher candidates’ opportunities to study, practice, and rehearse teaching remains underexplored, especially in international studies. Purpose Our research analyzes opportunities to study, practice, and rehearse teaching in teacher education coursework in five different programs in five countries. We focus specifically on the degree to which campus coursework provides candidates with opportunities to study, practice, and rehearse actual teaching practices. What kind of opportunities exist in these international programs’ coursework to study, practice, and rehearse teaching? Are there any typical patterns and connections that teacher education students encounter more often than others? Research Design Our multiple case study design uses data from surveys of program candidates, observations of methods courses, and interviews with program faculty and students. We highlight our inclusion of observation of methods courses, which are relatively rare in studies of teacher education. We collected these data in five programs in five countries: Chile, Cuba, Finland, Norway, and the United States. Findings Analysis of all data revealed frequent opportunities for candidates to analyze artifacts from teaching and to do work that pupils will do. Candidates had some opportunities to plan, to rehearse teaching strategies, and to experience their teacher educator modeling teaching practices. Despite a growing focus on student learning in the United States and in other countries, there were few opportunities for teacher candidates to analyze student learning or to examine samples of students’ work. The dearth of opportunities for candidates to examine and analyze student learning was especially surprising: We underscore this finding as critical for teacher education. Conclusions These findings about opportunities to study, practice, and rehearse teaching can provide helpful lenses for teacher education programs to examine where and how they offer these opportunities. Teacher educators may wish to consider the balance of learning opportunities within programs. The programs offered ample opportunities to plan for teaching, for instance. However, substantial experiences may come at the expense of others, especially when compared with the few opportunities to examine student learning.

Practical Approaches to Higher Education

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
United States ◽  
Human Rights ◽  
Teaching And Learning ◽  
Real Life ◽  
Theoretical Models ◽  
The United States ◽  
Education Systems ◽  
Higher Education Systems ◽  
Human Rights Based Approach

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.

Assessment and Critical Pedagogy

2019 ◽  
pp. 306-324
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Learning Experience ◽  
The United States ◽  
Summative Assessments ◽  
The World ◽  
Integrative Assessment

This chapter aligns the tenets of critical pedagogy with current practices of assessment in the United States. The author posits that critical pedagogy is an appropriate lens through which to view assessment, and argues against the hegemonic practices that support marginalization of students. Grounded in critical theory and based on Marxist ideals, the content supports the notion of teaching and learning as a partnership where the desire to empower and transform the learner, and open possibilities for the learner to view the world and themselves in that world, are primary goals. Political mandates to evaluate teacher performance and student learning are presented and discussed. In addition to the formative and summative assessments that teachers routinely do to students, the author suggests integrative assessment, where students with the teacher reflect together on the learning experience and its outcomes. The chapter includes specific examples from the author’s own teaching that operationalize the ideas presented.

The Oxford Handbook of Preservice Music Teacher Education in the United States

2019 ◽  
Keyword(s):  
United States ◽  
Teacher Education ◽  
Music Education ◽  
State Level ◽  
The United States ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Education Faculty ◽  
Song Writing ◽  
Faculty And Administrators

The Oxford Handbook of Preservice Music Teacher Education in the United States aims to work from within the profession of music teacher education to push the boundaries of P-12 music education. In this book, we will provide all of those working in music teacher education—music education faculty and administrators, music researchers, graduate students, department of education faculty and administrators, and state-level certification agencies—with research and promising practices for all areas of traditional preservice music teacher preparation. We define the areas of music teacher education as encompassing the more traditional structures, such as band, jazz band, marching band, orchestra, choir, musical theater, and elementary and secondary general music, as well as less common or newer areas: alternative string ensembles, guitar and song-writing, vernacular and popular music, early childhood music, and adult learners

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