Lessons from the COVID epicenter: how teacher candidates of color and the academy adapted to remote instruction

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Danielle Magaldi ◽  
Harriet Fayne
Keyword(s):  
Teacher Education ◽  
Problem Solving ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Collaborative Problem Solving ◽  
Content Type ◽  
Communities Of Color ◽  
University Level ◽  
The University ◽  
Remote Learning

Purpose Given the challenges of remote learning and the pandemic’s disproportionate impact on communities of color, this paper aims to present the voices of teacher candidates of color working on the frontlines of remote learning in communities of color hard-hit by the pandemic and to understand changes made in the shift to remote instruction for teacher education at the university level. Design/methodology/approach Two teacher candidate narratives are presented as case studies along with findings from a self-study on the changes necessitated by remote instruction in two teacher preparation courses at the university level. Findings Findings underscore teacher candidates’ fortitude amidst compound stress. Emergent themes included flexibility, adapting, reaching out for help, problem-solving and drawing on their own experiences. Themes also included struggle, fatigue and feelings of incompetence. At the university level, teacher education preparation required flexibility and opening up space for collaborative problem-solving. Originality In urban communities of color, pre-pandemic disparities in under-resourced public schools not only persisted but were intensified by the pandemic’s unequal impact on people of color. This study foregrounds the voices and experiences of teacher candidates of color teaching remotely, providing contributions to the field derived from their lived experiences. Their voices are essential data, bringing much needed attention to obstacles of remote teaching in communities of color and to the resourcefulness teacher candidates demonstrated in service of multicultural education.

scholarly journals Introduction -- Broadening Teacher Candidates’ Horizons: An Introduction to the Teacher Education Reciprocal Learning Program

2019 ◽  
Vol 13 (1) ◽  
pp. 1-6
Author(s):  
Shijing Xu
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
School Board ◽  
Teacher Candidates ◽  
Learning Program ◽  
Reciprocal Learning ◽  
Essex County ◽  
Social Sciences And Humanities ◽  
International Engagement ◽  
The University

The Teacher Education Reciprocal Learning Program (RLP) is a collaborative initiative between the University of Windsor (UW), Canada, Southwest University (SWU), China, in partnership with Greater Essex County District School Board and Chinese schools associated with SWU.  The program, founded in 2010 through SWU Teacher Education fund and UW Strategic Priority Fund with in-kind contributions from Greater Essex County District School Board, is designed to provide an exceptional experience with international engagement, to broaden teacher candidates’ horizons for a society of increasing diversity, to foster international collaboration among faculty members who are interested in cross-cultural studies and multicultural education, and to enhance the international reputation of the University of Windsor (Xu, 2011a). The RLP is one of the foundational programs which provide research contexts and settings for the Social Sciences and Humanities Research Council (SSHRC) Partnership Grant Project entitled “Reciprocal Learning in Teacher Education and School Education between Canada and China” (Xu & Connelly, 2013-2020).

PENERAPAN METODE SCAMPER DALAM MENGEMBANGKAN KEMAMPUAN PEMECAHAN MASALAH DITINJAU DARI MOTIVASI MAHASISWA PENDIDIKAN MATEMATIKA UNIVERSITAS SEMBILANBELAS NOVEMBER KOLAKA

2020 ◽  
Vol 4 (2) ◽  
pp. 43
Author(s):  
Tahir Tahir ◽  
Murniati Murniati
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Average Increase ◽  
Learning Methods ◽  
Problem Solving Skills ◽  
Tertiary Institutions ◽  
Study Programs ◽  
University Level ◽  
General Goals ◽  
The University

This research is based on learning in tertiary institutions which requires more active, independent and creative learners. of the importance of using appropriate learning methods in mathematics learning at the university level. SCAMPER is a technique that can be used to spark creativity and help overcome challenges that might be encountered in the form of a list of general goals with ideas spurring questions. This research aims to develop students' problem solving skills using the SCAMPER method in terms of student motivation. The population in this study were all semester V students of mathematics education study programs, which were also the research samples. From the analysis of the data it was found that the SCAMPER method was better in developing students' problem solving abilities with an average increase of 0.52 compared to conventional methods with an average increase of 0.45. In addition there is a difference between improving students' problem solving abilities when viewed from their motivation. But there is no interaction between motivational factors and learning methods.

Collaborative problem-solving at youth crime hot spots: a pilot study

2018 ◽  
Vol 41 (3) ◽  
pp. 325-338 ◽  
Author(s):  
Charlotte Gill ◽  
David Weisburd ◽  
Zoe Vitter ◽  
Claudia Gross Shader ◽  
Tari Nelson-Zagar ◽  
...  
Keyword(s):  
Pilot Study ◽  
Problem Solving ◽  
Hot Spots ◽  
Collaborative Problem Solving ◽  
Matched Pairs ◽  
Youth Crime ◽  
Content Type ◽  
Calls For Service ◽  
Collaborative Problem ◽  
Crime Hot Spots

Purpose The purpose of this paper is to describe a case study of a pilot program in which a collaborative problem-solving approach was implemented at hot spots of juvenile and youth crime in downtown Seattle, Washington. Design/methodology/approach Two matched pairs of youth crime hot spots were allocated at random to treatment (“non-enforcement problem-solving”) or comparison (“policing-as-usual”) conditions within matched pairs. In the treatment condition, police collaborated with community and local government partners to develop problem-solving strategies that deemphasized arrests and other traditional law enforcement approaches. Impacts on crime incidents, calls for service, and police activity were assessed using difference-in-differences Poisson regression with robust standard errors. Findings No significant impact on crime or calls for service was observed at one site, where several problem-solving approaches were successfully implemented. However, crime and calls for service were significantly lower at the other site, where some enforcement activity took place but non-enforcement problem-solving was limited. Research limitations/implications The authors find mixed support for non-enforcement problem-solving at hot spots. The enforcement may be necessary for stabilization, and must be balanced with the risks of justice system involvement for youth. Political support at the city level is necessary for collaboration. Limitations include the small number of sites in this pilot study and key differences between treatment and comparison locations. Originality/value This study is one of the first to assess the impact of primarily non-enforcement problem-solving specifically at youth crime hot spots.

scholarly journals Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program

2016 ◽  
Vol 25 (2) ◽  
Author(s):  
Lee Anne Block ◽  
Paul Betts
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Strong Connection ◽  
Socially Constructed ◽  
The University

Teacher candidates’ individual and collaborative inquiry occurs within multiple and layered contexts of learning. The layered contexts support a strong connection between the practicum and the university and the emergent teaching identities. Our understanding of teacher identity is as situated and socially constructed, yet fluid and agentic. This paper explores how agentic teaching identities emerge within the layered contexts of our teacher education program as examined in five narratives of teacher candidates’ experience. These narratives involve tension, inquiry, successes and risks, as teacher candidates negotiate what is means to learn how to teach, to teach and to critically reflect on knowledge needed to teach. We conclude that navigating teacher identity is a teacher candidate capacity that could be explicitly cultivated by teacher education programs.

Expert problem solving practice in commercial property valuation: an exploratory study

2018 ◽  
Vol 36 (4) ◽  
pp. 366-382 ◽  
Author(s):  
Abdul-Rasheed Amidu ◽  
David Boyd
Keyword(s):  
Problem Solving ◽  
Professional Competence ◽  
Research Strategy ◽  
Collaborative Problem Solving ◽  
Theory Approach ◽  
Content Type ◽  
Commercial Property ◽  
Property Valuation ◽  
The Core ◽  
Domain Specific Knowledge

Purpose The purpose of this paper is to identify the core dimensions of problem solving of experts in commercial valuation in order to provide a rich stimulus for managing current practice and enabling future development. Design/methodology/approach The study adopted a cognitive position but emphasised understanding the everyday commercial property valuation practice in a naturalistic context and from the participants’ perspectives. Given this, a grounded theory approach was employed as a research strategy to guide the data collection and surface theoretical interpretations. Data were obtained through in-depth interviews with practicing valuers working in private real estate firms within metropolitan Birmingham, UK. Findings The interviews uncover four dimensions of experts’ problem-solving practice in commercial valuation: multidimensional, domain-specific knowledge base; cognitive process that is centred on analysis and reflection; collaborative problem-solving venture with colleagues; and professional practice issues awareness. A conceptual model is proposed which integrates these dimensions enabling a clearer understanding of the nature of valuation work. Research limitations/implications This study was designed to be descriptive and theory generating, thus, the findings cannot be generalised as the sample was confined to one city and consists of a small number of senior practicing valuers. Therefore, the findings may not be fully applicable to other practicing valuers, other geographical locations or more widely to other types of property valuation. Nevertheless, the findings provide an important cognitive framework which can be verified by other researchers seeking to examine the practice of expert valuers. Practical implications The identification of the core dimensions of expert problem solving in commercial property valuation is shown to have implications for valuation practice, education and continued research. The valuation practice environments need to develop mechanisms to provide time that would enable these multi-dimensions of professional competence to be developed. Further work is needed to expand and refine the model across expert practice in other specialty areas of valuation practice. Originality/value This study expands the current understanding of valuation process to areas of expertise that have received less coverage in behavioural valuation literature, that is, the central role of knowledge and cognition and how these are integrated for effective valuation problem solving and decision making.

Second-career teachers’ workplace learning and learning at university

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Andrea Keck Frei ◽  
Mirjam Kocher ◽  
Christine Bieri Buschor
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Learning Strategies ◽  
Workplace Learning ◽  
Life Experience ◽  
Qualitative Content Analysis ◽  
Career Change ◽  
Special Focus ◽  
Content Type ◽  
The University

Purpose The purpose of this study is to examine career-change student teachers’ practice-based learning in teacher training, with a special focus on the support they received. Design/methodology/approach This study is based on a qualitative content analysis of 15 group interviews, including 58 career-change student teachers and focuses on their learning at university and the workplace. Findings This paper indicates that career-change student teachers’ learning is task-related and based on interactions. It benefits from the support provided by actors at the university and workplace. Their learning is highly self-regulated and built on skills from prior professional and life experience. However, behaviourist learning and trial-and-error learning strategies are more often mentioned than constructionist learning and goal-oriented learning. Practical implications The findings underline the fact that universities and schools can enhance career-change student teachers’ learning by providing professional support, helping them to form links between experience from their prior profession, as well as their knowledge acquired at the university and experience from the workplace. Originality/value Until now, few studies have addressed workplace learning in teacher education. The present study aims to address this lack. Moreover, the study shows how career-change student teachers deal with the challenge of bridging the gap between theoretical and practical knowledge acquired during practice-based teacher education.

Teacher Education

2002 ◽  
Vol 17 (3) ◽  
pp. 51-55 ◽  
Author(s):  
Sean Smith
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Multicultural Education ◽  
General Education ◽  
General Education Teachers ◽  
Training Needs ◽  
University Of Kansas ◽  
Education And Technology ◽  
Multicultural Perspectives ◽  
The University

In this issue, Dr. Monica Brown, a colleague here at the University of Kansas, offers perspectives related to multicultural education and technology. While specific needs exist within multicultural education, readers should see that there are direct correlation between the needs of multicultural education and technology and special education and technology. We would argue that as we strive to address training needs of future as well as current special and general education teachers towards technology, special education and multicultural perspectives should be considered as part of this process and be pertinent to the overall success.

scholarly journals OBSTACLES MODELLING REALITY: TWO EXPLORATORY STUDIES ON PHYSICS DEFINED AND UNDEFINED PROBLEMS

2014 ◽  
Vol 13 (6) ◽  
pp. 883-895
Author(s):  
María Elena Truyol ◽  
Vicente Sanjosé ◽  
Zulma Gangoso
Keyword(s):  
Problem Solving ◽  
Small Group ◽  
Key Words ◽  
External Validity ◽  
Cognitive Model ◽  
Academic Problems ◽  
Educational Materials ◽  
Experimental Problem ◽  
University Level ◽  
The University

One important skill to be developed in future physicists is modelling reality using physics. Problem-solving is the activity most used to teach, learn and assess physics skills at the university level. However, most of the problems habitually used in physics subjects seem not to encourage developing this skill. Two empirical exploratory studies were conducted. Educational materials were analysed to contrast the hypothesis asserting that most of the academic problems would not help students to develop the modelling skills. Secondly, with the proposed ‘Physics Problem Understanding Model’, two kinds of experimental problems were elaborated. A small group of experts solved the experimental problems in an interview. The hypothesis stated that there would be evident differences between skills associated with the solving procedures of each type of experimental problem. Results served to contrast the cognitive model proposed for sufficiency and supported the hypotheses even though further studies are needed to obtain external validity. Key words: cognitive model, modelling skills, problem solving, problem statements, university level.

scholarly journals “Anything taking shape?” Capturing various layers of small group collaborative problem solving in an experiential geometry course in initial teacher education

2021 ◽  
Author(s):  
Johanna Pöysä-Tarhonen ◽  
Päivi Häkkinen ◽  
Pasi Tarhonen ◽  
Piia Näykki ◽  
Sanna Järvelä
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Problem Solving ◽  
Small Group ◽  
Small Groups ◽  
Process Analysis ◽  
Collaborative Problem Solving ◽  
Initial Teacher Education ◽  
Group Level ◽  
Collaborative Problem

AbstractCollaborative problem solving (CPS) is widely recognized as a prominent 21st-century skill to be mastered. Until recently, research on CPS has often focused on problem solution by the individual; the interest in investigating how the theorized problem-solving constructs function as broader social units, such as pairs or small groups, is relatively recent. Capturing the complexity of CPS processes in group-level interaction is challenging. Therefore, a method of analysis capturing various layers of CPS was developed that aimed for a deeper understanding of CPS as a small-group enactment. In the study, small groups of teacher education students worked on two variations of open-ended CPS tasks—a technology-enhanced task and a task using physical objects. The method, relying on video data, encompassed triangulation of analysis methods and combined the following: (a) directed content analysis of the actualized CPS in groups, (b) process analysis and visualizations, and (c) qualitative cases. Content analysis did not show a large variation in how CPS was actualized in the groups or tasks for either case, whereas process analysis revealed both group- and task-related differences in accordance with the interchange of CPS elements. The qualitative cases exemplified the interaction diversity in the quality of coordination and students’ equal participation in groups. It was concluded that combining different methods gives access to various layers of CPS; moreover, it can contribute to a deeper articulation of the CPS as a group-level construct, providing divergent ways to understand CPS in this context.

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