Disorienting experiences during study abroad: Reflections of pre-service teacher candidates

2011 ◽  
Vol 27 (7) ◽  
pp. 1141-1150 ◽  
Author(s):  
Roopa Desai Trilokekar ◽  
Polina Kukar
Keyword(s):  
Study Abroad ◽  
Teacher Candidates ◽  
Pre Service Teacher

scholarly journals Preparing Pre-Service Teacher Candidates for the Praxis Exam

2020 ◽  
Author(s):  
Rebecca Odom-Bartel ◽  
Carol Fletcher ◽  
John Owen ◽  
Jeff Gray ◽  
Jeremy Zelkowski
Keyword(s):  
Teacher Candidates ◽  
Pre Service Teacher

scholarly journals Investigation of Teacher Candidates' Opinions about Instructional Technologies and Material Usage

2017 ◽  
Vol 5 (5) ◽  
pp. 204
Author(s):  
Hanife Gülhan Orhan-Karsak
Keyword(s):  
Qualitative Research ◽  
Instructional Technology ◽  
Teacher Candidates ◽  
Material Design ◽  
Instructional Technologies ◽  
Certificate Program ◽  
Material Usage ◽  
Mind Maps ◽  
Practical Instruction ◽  
Pre Service Teacher

The purpose of this study is to determine the awareness of teacher candidates about instructional technologies and materials and the ways of giving place in instruction by integrating them with different activities, to reveal opinions about their usage. Seventeen female and eight male, in total twenty five participants are sampling. The ages of the participants within the group heterogeneous between twenty two and thirty five.According to the purpose, the opinions of the teachers candidates who have been taken ‘Instructional Technology and Material Design’ lesson in the ‘Pedagogical Formation Training Certificate Program’ which is a pre-service teacher training program and have been practiced learning outputs of this lesson in other practical instruction lessons and in their lectures in the teaching internship school, were taken by writing. In this context the study is designed as a qualitative research. The findings are presented in thematically coded and supported by mind maps as visuals.It has been seen that teacher candidates are focused on different instructional technologies and materials that they learned in the Instructional Technology and Material Design’ lesson. In addition different experiences of teacher candidates about the usage of instructional technologies and materials have been identified.

Teacher Candidates in International Contexts

2017 ◽  
pp. 295-321 ◽  
Author(s):  
S. Michael Putman
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Teacher Candidates ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Field Experiences ◽  
Colleges Of Education ◽  
Teaching Experiences ◽  
Culturally Responsive Practices ◽  
International Teaching

Colleges of education are under pressure to produce globally competent teachers. Within this context, there has been increasing support for participation in international field experiences. This chapter presents findings associated with a study abroad experience on preservice teachers' cultural awareness and efficacy for culturally responsive practices. Implications will address the development of understanding of the various issues that surround international teaching experiences for preservice candidates.

A Safe Space

2021 ◽  
pp. 120-134
Author(s):  
Kisha L. Walker ◽  
Stacy Ness ◽  
Fran Reed ◽  
Katherine Strang
Keyword(s):  
Teacher Preparation ◽  
Instructional Strategies ◽  
Teacher Candidates ◽  
Teacher Preparation Programs ◽  
Safe Space ◽  
Practice Research ◽  
Preparation Programs ◽  
Behavioral Challenges ◽  
Critical Skills ◽  
Pre Service Teacher

What if teacher candidates had the opportunity to practice research-based instructional strategies and the application of critical skills without fear of failure or harm to students? Would you be interested? One of the biggest challenges that teacher preparation programs face is a struggle to provide meaningful and realistic practice for pre-service teacher candidates. How do we provide practice in “real” settings with “real” students who demonstrate a depth and breadth of learning and behavioral challenges? How do we make practice sessions safe environments for both our teacher candidates and the students they serve? How do we provide needed experiences for candidates in a world where in-person learning may be curtailed by unforeseen circumstances? The purpose of this chapter is to examine the use of virtual reality simulations in education that provide scaffolded learning experiences for pre-service teachers in an online learning environment.

Supporting Secondary Students with Disabilities in an Inclusive Environment

2016 ◽  
pp. 75-106
Author(s):  
Pam L. Epler
Keyword(s):  
Students With Disabilities ◽  
Instructional Strategies ◽  
Secondary Students ◽  
Teacher Candidates ◽  
It Impacts ◽  
Secondary Classroom ◽  
Specific Category ◽  
Secondary Grades ◽  
Disability Categories ◽  
Pre Service Teacher

This chapter is designed to inform and educate secondary (Grades 6–12) pre-service teachers on how to provide content and design assignments for students within the special education continuum. The chapter is divided into 12 sections, one for each IDEA disability category. Each section includes the definition and characteristics of the specific category as well as how it impacts learning. The prevalence of the exceptionality occurring in the secondary classroom is also discussed, thus informing pre-service teacher candidates about which disability categories they are most likely to encounter while teaching. Also included in each section is a discussion and examples of various research-based instructional strategies and assignments as well as resources such as websites or illustrations that can be utilized.

scholarly journals Teacher Preparation and Diversity: When American Pre-service Teachers Aren’t White and Middle Class

2010 ◽  
Vol 12 (1) ◽  
Author(s):  
Jodene Morrell
Keyword(s):  
Academic Achievement ◽  
Teacher Preparation ◽  
Middle Class ◽  
Teacher Candidates ◽  
Culturally Diverse ◽  
Public University ◽  
Student Population ◽  
White Middle Class ◽  
K 12 ◽  
Pre Service Teacher

The majority of American educators are White, middle class, and female. Most textbooks and articles for pre-service teachers assume their readers reflect these characteristics. However, as the K-12 student population becomes increasingly diverse, so do the pre-service teacher candidates at our Southern California public university. This article describes a prerequisite education course on diversity, showing how its original assumption that students needed to be convinced of the importance of diversity changed to a focus on improving the academic achievement and opportunities for linguistically and culturally diverse K-12 students.

scholarly journals Intercultural Competence in Pre-Service Teacher Candidates

2020 ◽  
Vol 29 (3) ◽  
pp. 211-235
Author(s):  
Joan Barnatt ◽  
Lisa Andries D’Souza ◽  
Ann Marie Gleeson ◽  
Kara Mitchell Viesca ◽  
Jessica Wery
Keyword(s):  
Teacher Preparation ◽  
Mixed Method ◽  
Intercultural Competence ◽  
Teacher Candidates ◽  
Qualitative Data ◽  
Developmental Trajectory ◽  
Mixed Method Study ◽  
Four Dimensions ◽  
Intercultural Interactions ◽  
Pre Service Teacher

This mixed-method study utilizes survey and interview data reflecting teacher candidates’ beliefs about intercultural competence to identify areas of targeted support in teacher preparation. Intercultural competence is operationalized by performance on the Cultural Intelligence Survey (CQS) identifying relative areas of strength and weakness in four dimensions. Participants reported awareness of cultural differences and motivation to interact with those from other cultures, with less confidence in their knowledge base and ability to adapt behavior in intercultural interactions. Qualitative data provided explanatory support for understanding how program elements influenced intercultural competence along a developmental trajectory of learning.

scholarly journals Developing Global Competencies through International Teaching: Using Critical Cosmopolitan Theory to Compare Case Studies of Two Study Abroad Programs

2019 ◽  
Vol 31 (2) ◽  
pp. 105-120
Author(s):  
Erik Jon Byker ◽  
Tingting Xu
Keyword(s):  
Study Abroad ◽  
Case Studies ◽  
Teacher Candidates ◽  
Study Abroad Programs ◽  
Global Competencies ◽  
Global Citizens ◽  
Intercultural Awareness ◽  
International Teaching ◽  
Study Abroad Program

For students to become global citizens they need globally competent teachers. The purpose of this article is to describe and compare the development of global competencies in teacher candidates who participated in international teaching-focused study abroad programs. The article is framed by Critical Cosmopolitan Theory (Byker, 2013), which offers a lens for the development of global competencies through the fusion of critical consciousness (Freire, 1970) and cosmopolitanism (Appiah, 2010). In the field of teacher education, study abroad experiences can help enhance teacher candidates’ commitment to culturally responsive teaching practices (Gay, 2002) and intercultural awareness (Hammer, Bennett, & Wiseman, 2003). The article reports on two case studies of study abroad programs for U.S. teacher candidates. One case study focuses on a study abroad program in China (n=13) and the other case study focuses on a study abroad program in South Africa (n=22). The article compares the teacher candidates’ perceptions of their study abroad experiences in relationship to the development of global competencies.

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