Understanding teachers’ experiences of classroom relationships

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.

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Twice-Exceptional Students: Review of Implications for Special and Inclusive Education

Education Sciences ◽

10.3390/educsci11020085 ◽

2021 ◽

Vol 11 (2) ◽

pp. 85

Author(s):

Marcin Gierczyk ◽

Garry Hornby

Keyword(s):

Special Education ◽

Students With Disabilities ◽

Inclusive Education ◽

Gifted Education ◽

School Experiences ◽

Exceptional Students ◽

Twice Exceptional ◽

Online Databases ◽

Teachers Experiences ◽

Education Interventions

The purpose of this article is to review recent literature on twice-exceptional students and consider implications for their education in the context of the trend towards increased inclusive education for students with disabilities. The review focused on teachers’ experiences and perceptions and the school experiences of twice-exceptional students. Fifteen articles were reviewed, published between 2000 and 2020, selected according to a systematic protocol from two widely used online databases. Findings indicated that the implications that need to be considered were the importance of teacher preparation, the need for a continuum of special education interventions, the need for collaboration with parents and specialists, and teachers needing to focus on developing strengths as much as remediating difficulties. It was concluded that twice-exceptional students can be taught effectively in inclusive education settings as long as they are able to access appropriate strategies and programs from the fields of special education and gifted education.

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Beginning teachers in early childhood education: A critical discourse analysis of policies in Aotearoa New Zealand and the United States

Policy Futures in Education ◽

10.1177/14782103211001638 ◽

2021 ◽

pp. 147821032110016

Author(s):

Jessica Cira Rubin ◽

Susan Tily

Keyword(s):

Discourse Analysis ◽

Beginning Teachers ◽

Critical Discourse Analysis ◽

The United States ◽

Critical Discourse ◽

Professional Careers ◽

Aotearoa New Zealand ◽

Teachers Experiences ◽

Politics And Culture ◽

Early Phases

The early phases of teachers’ professional careers are multi-layered and informed by many factors, including teachers’ values, their own experiences in schools, and the nested contexts of their professional employment. While in teachers’ everyday lives government policies sometimes operate beneath the surface rather than overtly, these policies influence many teachers’ experiences, contributing significantly to what critical discourse analysis scholars call the ‘issue’ of teachers’ available subjectivities being influenced by prevailing ideologies as they are newly entering the profession. In this analysis, we activate critical discourse analysis in order to offer new understandings about policies and contexts associated with new teachers entering the profession. Our analysis is significant in its co-consideration of policies from contexts that we see as experiencing the influence of neoliberal ideologies in different ways. As critical discourse analysis is transdisciplinary, it also offers chances to transcend boundaries of politics and culture to inquire into social wrongs as we actually experience them in a world that is globally connected and globally influenced. The significance of this analysis, then, lies with the continued questioning we hope that it, and others like it, make possible.

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Teaching digital models: secondary technology teachers’ experiences

International Journal of Technology and Design Education ◽

10.1007/s10798-021-09659-5 ◽

2021 ◽

Author(s):

Helen Brink ◽

Nina Kilbrink ◽

Niklas Gericke

Keyword(s):

Problem Solving ◽

Empirical Data ◽

Digital Tools ◽

Digital Models ◽

Structured Interviews ◽

Digital Competence ◽

Technology Teachers ◽

Teachers Experiences ◽

Digital Modelling ◽

Single Idea

AbstractIn secondary technology education, models of artifacts, systems and processes, visualized and simulated through digital tools (digital models) are a relatively new element. Technology teachers teach digital models to meet syllabus criteria of digital competence, applicable to for instance problem solving and documentation using digital tools. However, there is a lack of knowledge concerning how teachers use digital models in their teaching, what their intentions are, and what content they choose. It is known, though, that teachers’ experiences influence the teaching. Therefore, the aim of this study is to investigate teachers’ experiences of teaching digital models in compulsory school, to contribute to more knowledge of teaching in this area. This study takes a phenomenological lifeworld approach, and 12 semi-structured interviews with lower secondary technology teachers form the empirical data. The data were analyzed thematically and the results are four themes of experiencing the teaching of digital models, indicating that technology teachers teach with different aims and purposes; Enhancing and integrating other subjects, Visualizing technology to the pupils, Enabling digital modelling, and Preparing pupils for the future. Further, the results also indicate that the content and methods of teaching differ and that teachers did not experience digital models as one single idea but as an amalgam of multiple ideas. These findings can be used as a basis for further research and development of teaching concerning digital models.

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“I Don’t Know What to Say”: Teachers’ Perspectives on Supporting Bereaved Students After the Death of a Parent

OMEGA - Journal of Death and Dying ◽

10.1177/0030222821993624 ◽

2021 ◽

pp. 003022282199362

Author(s):

Inbar Levkovich ◽

Zohar Elyoseph

Keyword(s):

Content Analysis ◽

Counseling Students ◽

Complex Nature ◽

School Officials ◽

Face To Face ◽

Teachers Experiences ◽

Death Of A Parent ◽

The Family ◽

Need For Support ◽

Teachers Perspectives

This qualitative study examined teachers’ experiences dealing with bereaved students following the death of a parent. The researchers conducted in-depth, semi-structured, face-to-face interviews with 25 teachers in Israeli schools who had counseled one of their students after the death of a parent. The interviews were recorded and transcribed and underwent content analysis. Analysis of the findings revealed that the teachers felt helpless, confused, overloaded emotionally and anxious when counseling students who had lost a parent. In addition, the teachers discussed the complex nature of their relationship with the remaining parent, ranging from a desire to support the family through avoidance for fear of hurting the parent to fears of being overwhelmed by the child’s problems. Many teachers mentioned their need for support from school officials.

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Cognitive Disequilibrium and Service-Learning in Physical Education Teacher Education: Perceptions of Pre-Service Teachers in a Study Abroad Experience

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2015-0006 ◽

2017 ◽

Vol 36 (1) ◽

pp. 70-82 ◽

Cited By ~ 5

Author(s):

Stefan Ward ◽

Heidi Henschel Pellett ◽

Mark I. Perez

Keyword(s):

Preservice Teachers ◽

Service Learning ◽

Study Abroad ◽

Physical Education Teacher Education ◽

Multiple Data ◽

Teachers Experiences ◽

Data Source ◽

Axial Coding ◽

Member Checks ◽

Cognitive Disequilibrium

Purpose:The purpose of this study was to explore preservice teachers’ experiences of cognitive disequilibrium (CD) theory during a service-learning project in a study abroad experience.Method:A case study with 8 participants was used. Data sources consisted of: Formal interviews, videos of planning, videos of teaching, videos of reflection sessions, and informal interviews. Data were analyzed utilizing open and axial coding (Corbin & Strauss, 2008). Trustworthiness strategies included: prolonged engagement, multiple data source triangulation, and member checks.Results:Results indicated four themes: “We made it our own thing”, “Summer camp for teachers”, “Struggle and disequilibrium”, and “By the end it was a transformation”.Discussion/Conclusions:CD was ultimately positive for these students. The positive resolution of CD catalyzed a transformative effect on their perceptions of their teaching. This was supported by positive peer interaction.

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