Assistive technology at use in the teacher education programs at Jacksonville State University

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

The Integration of Coding in Teacher Education Programs

Proceedings of the 2020 ACM Conference on International Computing Education Research ◽

10.1145/3372782.3407105 ◽

2020 ◽

Author(s):

Lisa Anne Floyd

Keyword(s):

Teacher Education ◽

Teacher Education Programs ◽

Education Programs

Identifying the Roadblocks to Effective Clinical Practice in Teacher Education Programs

Peabody Journal of Education ◽

10.1080/0161956x.2020.1864251 ◽

2021 ◽

Vol 96 (1) ◽

pp. 112-116

Author(s):

Bernard Badiali ◽

Drew Polly ◽

Rebecca West Burns ◽

Eva Garin

Keyword(s):

Teacher Education ◽

Clinical Practice ◽

Teacher Education Programs ◽

Education Programs

Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

Journal of Education and Learning ◽

10.5539/jel.v7n2p139 ◽

2017 ◽

Vol 7 (2) ◽

pp. 139

Author(s):

Heather Smith-Sherwood

Keyword(s):

Teacher Education ◽

Prospective Teachers ◽

Theory And Practice ◽

Teacher Education Programs ◽

Continuous Assessment ◽

Education Programs ◽

Quality Teachers ◽

Effect Change ◽

Pre Service Teacher Education ◽

Pre Service Teacher

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity.