Speaking educación in Spanish: linguistic and professional development in a bilingual teacher education program in the US-Mexico Borderlands

2018 ◽  
Vol 22 (1) ◽  
pp. 49-63 ◽  
Author(s):  
Blanca Caldas ◽  
Deborah Palmer ◽  
María Schwedhelm
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
The Us ◽  
Bilingual Teacher

Digital Media Literacy Practices for 5th Year Pre-Service Teachers in a PDS Model

2014 ◽  
pp. 107-127 ◽  
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Digital Media ◽  
Media Literacy ◽  
Education Program ◽  
Literacy Practices ◽  
Teacher Education Program ◽  
Definition Of ◽  
Digital Media Literacy ◽  
Media Practices

To examine digital media literacy practices in a teacher education program, this chapter first elaborates on a broader definition of literacy than reading and writing, suggesting media literacy as a more relevant teacher education curricular focus than technology integration. A five-year, dual-degree teacher education program, which uses a Professional Development School model, provides the context for digital media literacy practices. Three elective courses demonstrate how digital media can be used by pre-service teachers to engage students and model media practices in their public school placement. The courses, which were offered to pre-service teachers in their fifth year in the teacher education program, included Book Writing and Online Publishing, Project-Based Learning, and Teaching with Visuals. The chapter provides recommendations on implementing digital media practices within teacher education courses for pre-service teachers and professional development for teachers in public schools.

scholarly journals Exploring Mandarin Chinese Teacher's Knowledge Base in China and the US: A Comparative Case Study

2020 ◽  
Author(s):  
Moi Mooi Lew ◽  
Liu Liu
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Knowledge Base ◽  
Mandarin Chinese ◽  
Education Program ◽  
Subject Matter ◽  
Procedural Knowledge ◽  
Teacher Education Program ◽  
Subject Matter Knowledge ◽  
The Us

Abstract This study aimed to explore Mandarin Chinese teachers’ knowledge base in two different sociocultural contexts by comparing graduate level’s Teaching Chinese As a Foreign Language (TCFL) teacher education program curricula in China and the United States. The unit of analysis included four TCFL teacher education programs in both countries. The program curricula were analyzed based on three domains of knowledge, i.e., subject matter knowledge, procedural knowledge, and contextual knowledge. The comparative study results revealed that both countries focus on different domains of knowledge. China emphasis subject matters knowledge and the US focuses more on procedural knowledge. This study suggested that the TCFL teacher education program curricula in China should modify to focus more on the processes of Chinese second language teaching. The findings also asserted that the US’s TCFL teacher education curricula should focus more on the Chinese language subject matter knowledge so that graduates possess in-depth content knowledge to handle students’ misconceptions in second language acquisition. Mandarin Chinese teachers in both countries possess different domains of knowledge.

Digital Media Literacy Practices for 5th Year Pre-Service Teachers in a PDS Model

2014 ◽  
pp. 937-957
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Digital Media ◽  
Media Literacy ◽  
Education Program ◽  
Literacy Practices ◽  
Teacher Education Program ◽  
Definition Of ◽  
Digital Media Literacy ◽  
Media Practices

To examine digital media literacy practices in a teacher education program, this chapter first elaborates on a broader definition of literacy than reading and writing, suggesting media literacy as a more relevant teacher education curricular focus than technology integration. A five-year, dual-degree teacher education program, which uses a Professional Development School model, provides the context for digital media literacy practices. Three elective courses demonstrate how digital media can be used by pre-service teachers to engage students and model media practices in their public school placement. The courses, which were offered to pre-service teachers in their fifth year in the teacher education program, included Book Writing and Online Publishing, Project-Based Learning, and Teaching with Visuals. The chapter provides recommendations on implementing digital media practices within teacher education courses for pre-service teachers and professional development for teachers in public schools.

A Professional Development School Technology Integration and Research Plan

2014 ◽  
pp. 1741-1757
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Public Schools ◽  
Technology Integration ◽  
Education Program ◽  
Technology Diffusion ◽  
Teacher Education Program ◽  
Network Member ◽  
Use Of Technology ◽  
School Technology Integration

Technology diffusion in public schools has varied in scale from local and state initiatives to large-scale governmental-funded programs. Teachers' use of technology, however, remains limited and still focuses on the tools rather than on learning outcomes and teaching processes. Teacher education programs face a similar challenge in having pre-service teachers integrate technology and model best practice for teachers in public schools. One model for teacher education is viewing public schools and the university-based teacher education program as Professional Development Schools (PDS) where pre-service teachers and host teachers learn alongside each other in actual teaching including technology use. In this case, a mature PDS model (20 years old) is described along with how technology has been implemented across the teacher education program and within the PDS-network member schools. This case poses for the reader two questions: (1) How can technology diffusion occur in a PDS model addressing the different agendas of university, school, and state? (2) How can a technology integration plan also include program evaluation and/or research features so that the plan is formally and systematically studied?

A Professional Development School Technology Integration and Research Plan

2013 ◽  
pp. 45-68 ◽  
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Public Schools ◽  
Technology Integration ◽  
Education Program ◽  
Technology Diffusion ◽  
Teacher Education Program ◽  
Network Member ◽  
Use Of Technology ◽  
School Technology Integration

Technology diffusion in public schools has varied in scale from local and state initiatives to large-scale governmental-funded programs. Teachers’ use of technology, however, remains limited and still focuses on the tools rather than on learning outcomes and teaching processes. Teacher education programs face a similar challenge in having pre-service teachers integrate technology and model best practice for teachers in public schools. One model for teacher education is viewing public schools and the university-based teacher education program as Professional Development Schools (PDS) where pre-service teachers and host teachers learn alongside each other in actual teaching including technology use. In this case, a mature PDS model (20 years old) is described along with how technology has been implemented across the teacher education program and within the PDS-network member schools. This case poses for the reader two questions: (1) How can technology diffusion occur in a PDS model addressing the different agendas of university, school, and state? (2) How can a technology integration plan also include program evaluation and/or research features so that the plan is formally and systematically studied?

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