scholarly journals Corrigendum to “Dance as dialog: A metaphor analysis on the development of interculturality through arts and community-based learning with preservice teachers and a local refugee community” [Teaching and Teacher Education 104 (2021) 103369]

2021 ◽  
Vol 105 ◽  
pp. 103392
Author(s):  
Theresa Catalano ◽  
Uma Ganesan ◽  
Alessia Barbici-Wagner ◽  
Jenelle Reeves ◽  
Alison E. Leonard ◽  
...  
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Metaphor Analysis ◽  
Community Based ◽  
Refugee Community ◽  
Community Based Learning ◽  
Community Teaching

scholarly journals Dance as dialog: A metaphor analysis on the development of interculturality through arts and community-based learning with preservice teachers and a local refugee community

2021 ◽  
Vol 104 ◽  
pp. 103369
Author(s):  
Theresa Catalano ◽  
Uma Ganesan ◽  
Alessia Barbici-Wagner ◽  
Jenelle Reeves ◽  
Alison E. Leonard ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Metaphor Analysis ◽  
Community Based ◽  
Refugee Community ◽  
Community Based Learning

Developing Cultural Competencies in Pre-Service Teachers Through Humanity Centered Design and Community-Based Learning

2021 ◽  
pp. 105678792110304
Author(s):  
Catherine M. Lawless Frank ◽  
Treavor Bogard
Keyword(s):  
Preservice Teachers ◽  
Culturally Relevant Pedagogy ◽  
Teaching Practices ◽  
Lesson Planning ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Community Based ◽  
Cultural Competencies ◽  
Community Based Learning ◽  
Relevant Pedagogy

Teacher education programs advocating for culturally sustaining teaching practices are concerned with providing experiences that develop cultural competencies and dispositions for teaching in diverse environments. Gloria Ladson-Billings (1995), influential research in the area of culturally relevant pedagogy, found that effective educators understand the culture of their students and make “conscious decisions to be a part of the community from which their students come ( p 479).” This article examines the potential of empathetic immersion into students’ communities using Humanity-Centered Design (HCD) for cultivating cultural competencies in preservice teachers (PTs). The authors describe how two HCD projects, a literacy center library and HCD informed lesson planning activity, immersed PTs into experiences that disrupt previously held beliefs and fostered dispositions for culturally effective teaching practices.

scholarly journals Negotiating the dilemmas of community‐based learning in teacher education

2008 ◽  
Vol 19 (4) ◽  
pp. 351-360 ◽  
Author(s):  
Robbie Johnston ◽  
Rob Davis
Keyword(s):  
Teacher Education ◽  
Community Based ◽  
Community Based Learning

Pushing the Boundaries from the Inside

2019 ◽  
pp. 1-22
Author(s):  
Colleen Conway ◽  
Shannan Hibbard
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Best Practice ◽  
Teacher Educators ◽  
Music Teacher ◽  
Adaptive Expertise ◽  
Music Teacher Education ◽  
Classroom Relationships ◽  
School Based

This chapter situates the study of music teacher education within the larger body of music education and teacher education research. It problematizes the terms teacher training, teacher education, and best practice and introduces the concept of teaching as an “impossible profession.” Goals of teacher education, including reflective practice and adaptive expertise, are discussed. The chapter outlines the challenges that music teacher educators face as they try to prepare preservice teachers for the realities of P-12 school-based music education while instilling in these new colleagues a disposition toward change. It concludes with narratives that examine teachers’ descriptions of classroom relationships throughout the lens of presence in teaching as a way to remind teacher educators of the importance of their work to push the boundaries of music teacher education in order to serve the profession at large.

Preservice Teachers’ Professional Noticing When Viewing Standard and 360 Video

2020 ◽  
pp. 002248712093954
Author(s):  
Karl W. Kosko ◽  
Richard E. Ferdig ◽  
Maryam Zolfaghari
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Virtual Reality ◽  
Future Research ◽  
Teacher Noticing ◽  
Professional Noticing ◽  
Novel Technology

Use of video as a representation of practice in teacher education is commonplace. The current study explored the use of a new format (360 video) in the context of preservice teachers’ professional noticing. Findings suggest that preservice teachers viewing 360 videos attended to more student actions than their peers viewing standard video. In addition, using a virtual reality headset to view the 360 videos led to different patterns in where preservice teachers looked in the recorded classroom, and to increased specificity of mathematics content from the scenario. Thus, findings and results support the use of 360 video in teacher education to facilitate teacher noticing. However, future research is needed to further explore this novel technology.

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