Superdiversity and teacher education: supporting teachers in working with culturally, linguistically, and racially diverse students, families, and communities

2021 ◽  
pp. 1-4
Author(s):  
Jinjin Lu ◽  
Mingxia He
Keyword(s):  
Teacher Education ◽  
Diverse Students ◽  
Racially Diverse ◽  
Supporting Teachers

An Interactional and Aligned Educational Design Framework to Support Teachers' Pedagogical Reasoning

2021 ◽  
pp. 516-533
Author(s):  
Jörgen Holmberg ◽  
Göran Fransson
Keyword(s):  
Teacher Education ◽  
Digital Technologies ◽  
Design Framework ◽  
Development Programs ◽  
Educational Design ◽  
Pedagogical Reasoning ◽  
Design Practices ◽  
Theoretical Design ◽  
Education And Development ◽  
Supporting Teachers

This chapter presents and problematizes a theoretical design framework for understanding and supporting teachers' pedagogical reasoning in online contexts. The framework synthesizes existing educational theories to illustrate how digital technologies can be used to create interactional and aligned educational designs and is therefore referred to as the IAED framework. The IAED framework can be used in teacher education and development programs, and by teachers, researchers, educational designers, and others. In the chapter, empirical examples and analysis are provided to illustrate and discuss how the IAED framework can be used to (1) support teachers' pedagogical reasoning and educational design practices, (2) evaluate existing educational designs and design practices, and (3) study educational designs and design practices, as well as (changes in) teachers' pedagogical reasoning.

Modeling Compassion in Critical, Justice-Oriented Teacher Education

2008 ◽  
Vol 78 (4) ◽  
pp. 652-674 ◽  
Author(s):  
Hilary Gehlbach Conklin
Keyword(s):  
Teacher Education ◽  
Middle Class ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Diverse Students ◽  
Successful Teachers

As the work of teacher education becomes increasingly focused on the challenges of helping mostly white, monolingual, middle-class prospective teachers become compassionate,successful teachers of racially, culturally, linguistically, economically, and academically diverse students, some teacher educators struggle to find compassion for the prospective teachers they teach. Motivated by this concern and drawing on feminist and Buddhist theories, Hilary Conklin argues that many teacher educators would benefit from a renewed consideration of modeling the pedagogy they hope prospective teachers will employ. In this article, she analyzes and brings together the work on critical, justice-oriented approaches to teacher education, relationships in teaching, modeling as pedagogy, and the Buddhist notion of compassion to articulate a pedagogy of modeling in critical, justice-oriented teacher education. Conklin proposes that such a pedagogy has the potential to move us closer to transformative teacher education.

Countering Complacency With Radical Reflection: Supporting White Teachers in the Enactment of Critical Multicultural Praxis

2020 ◽  
pp. 001312452092768
Author(s):  
Tina M. Durand ◽  
Cassandra L. Tavaras
Keyword(s):  
Effective Teachers ◽  
White Teachers ◽  
Color Blindness ◽  
Diverse Students ◽  
Reflective Practices ◽  
Critical Multiculturalism ◽  
Racially Diverse ◽  
Theory To Practice ◽  
Racial Privilege ◽  
Urban Classrooms

Although White teachers can be effective teachers of racially diverse students, studies continue to document factors that can undermine their success, such as color-blindness and unawareness of racial privilege. We argue that these factors contribute to a sense of complacency among White teachers regarding the implementation of culturally affirming practices. In this review, we advance an argument for the need for radically reflective practices that are necessary for the constitution of effective educational praxis for White teachers who teach in urban classrooms of mostly Black and brown students. Using Critical Multiculturalism as a framework, we address a gap in the translation of theory to practice by providing a set of process-oriented strategies that are necessary for the constitution of teacher praxis that is both radically reflective and radically hopeful, and where complacency is not an option.

Designing for Framing in Online Teacher Education: Supporting Teachers’ Attending to Student Thinking in Video Discussions of Classroom Engineering

2021 ◽  
pp. 002248712110565
Author(s):  
Jessica Watkins ◽  
Merredith Portsmore
Keyword(s):  
Teacher Education ◽  
Theory Development ◽  
Student Thinking ◽  
Online Course ◽  
Written Text ◽  
Making Sense ◽  
Online Teacher Education ◽  
Online Teacher ◽  
Engineering Pedagogy ◽  
Supporting Teachers

Participating in discussions of classroom video can support teachers to attend to student thinking. Central to the success of these discussions is how teachers interpret the activity they are engaged in—how teachers frame what they are doing. In asynchronous online environments, negotiating framing poses challenges, given that interactions are not in real time and often require written text. We present findings from an online course designed to support teachers to frame video discussions as making sense of student thinking. In an engineering pedagogy course designed to emphasize responsiveness to students’ thinking, we documented shifts in teachers’ framing, with teachers more frequently making sense of, rather than evaluating, student thinking later in the course. These findings show that it is possible to design an asynchronous online course to productively engage teachers in video discussions and inform theory development in online teacher education.

Controversial and Difficult Issues in Aboriginal Teacher Education – Some Western Educators' Views of Aboriginal Teacher Training

1996 ◽  
Vol 24 (1) ◽  
pp. 26-34 ◽  
Author(s):  
Paul Buckley
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Teacher Training ◽  
Rural Schools ◽  
Northern Territory ◽  
Remote Access ◽  
Experienced Teachers ◽  
Aboriginal Education ◽  
Supporting Teachers

The interviews and discussions which are the main focus of this paper were conducted with five experienced teachers involved with Aboriginal education in remote rural schools in the Northern Territory – the minimum experience being five continuous years and the most being 15 years. Although the teachers have had greater experience working in the southern regions of the Northern Territory, many have experience in the Top End, interstate or overseas experience in indigenous and special education. As all ofthe teachers are stationed in the Northern Territory and all are currently teaching or supporting teachers in remote Aboriginal schools, the discussions regarding Aboriginal teacher training specifically concerned courses offered by Batchelor College and predominantly by the Remote Access Teacher Education Course (RATE).

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