scholarly journals A Case Study of Teaching High-level Reflection to Teachers: Dissecting My Failing Journey

2020 ◽  
Vol 8 (9) ◽  
pp. 35
Author(s):  
Jung-ah Choi
Keyword(s):  
Teacher Education ◽  
Professional Growth ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Culture Of Inquiry ◽  
Paradigmatic Change ◽  
High Level

While the teacher education literature stressed the importance of teachers’ reflection for the purpose of their professional growth, very few focus on teacher’s personal intellectual growth, intelligent dispositions. In fact, teacher educators are concerned about teachers’ anti-intellectualism, as most teachers stay at their comfort zone and resistant against complex higher order thinking. This case study is an attempt to showcase how to enhance teachers’ intellectual growth in the university classrooms. Using Valli’s typology of reflections, this study first identifies what level of reflections teachers engage, and documents what attempts I, as a teacher educator, made to promote higher order thinking. The finding confirms the existing literature that teachers tend to engage in pragmatic/practical thinking, and are not ready, or not willing, to take up a deeper level of intellectual reflections. My efforts to cultivate a culture of inquiry became unsuccessful, because teachers’ practicality-oriented mindset conflicts with my goal of promoting nonpragmatic inquiry, i.e., higher order thinking. This study leaves an implication for teacher educators: Teacher education curriculum oughts to undergo a paradigmatic change from pragmatic inquiry into non-pragmatic inquiry to allow teachers beyond the normative framework, and nourish teachers’ intellectual life.  

scholarly journals Penerapan Kemahiran Berfikir Aras Tinggi dalam Pengajaran Karangan UPSR oleh Guru Bahasa Melayu: Satu Kajian Kes

2018 ◽  
Vol 10 (3-2) ◽  
Author(s):  
Muhammad Faez Nurazman Amrullah ◽  
Wan Muna Ruzanna Wan Mohamad ◽  
Melor Md Yunus
Keyword(s):  
Primary Schools ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Language Teachers ◽  
Higher Order Thinking Skills ◽  
Main Method ◽  
Essay Writing ◽  
High Level

The purpose of this research is to survey the reaction of Malay Language teachers in normal primary schools towards the application of Higher Order Thinking Skills (HOTS) from the aspect of execution of HOTS in essay writing, confidence in delivery, difficulties experienced during delivery, the level used during delivery and the steps taken to overcome said problems after the teaching process of essay writing. Two male and female teachers teaching at a school in the district of Petaling Jaya were involved as participants in this research. This research was carried out using qualitative methods i.e. the case study and findings were elicit through conversation. Using conversation, the findings of the research show that the main method used by the participants in the application of HOTS were I-Think maps, Question & Answer (Q&A) sessions and high level difficulty questions. Meanwhile, the least used methods were brainstorming and project-based discussions. The participants of the research also displayed high level confidence in the usage of HOTS, but some problems did arise caused by varied intelligence of the students in a certain class causing some disturbance. The problem could be overcame by diversifying methods in delivering HOTS during teaching essay writing. Through this research also, it is found that the teachers use different standards between weak and excellent students, depending on the level of maturity in thinking. This research is significant in order to increase the application of higher order thinking skills in teaching Ujian Penilaian Sekolah Rendah (UPSR) level essays by Bahasa Melayu teachers.

scholarly journals Using the interactive whiteboard to scaffold a metalanguage: Teaching higher order thinking skills in preservice teacher education

2013 ◽  
Vol 29 (1) ◽  
Author(s):  
Neil Harrison
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Preservice Teacher ◽  
Preservice Teacher Education ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Interactive Whiteboard ◽  
Higher Order Thinking Skills

<p>This research focuses on how the interactive whiteboard (IWB) can be effectively used to teach higher order thinking skills to primary preservice teachers in the history classroom. The case study finds that skills such as analysis, evaluation and inference constitute a valuable metalanguage that needs to be explicitly taught to preservice teachers. The IWB provides an effective stimulus for teaching this metalanguage insofar as it offers the user scaffolding affordances to plan and design higher order thinking (HOT) activities when otherwise the task can appear too difficult to achieve, especially for the younger preservice teachers. But risks await those preservice teachers who grant the technology a determinant model of materiality.</p>

scholarly journals Research on Learners and Teachers of Mathematics and Science: Forerunners to a Focus on Teacher Educator Professional Growth

2021 ◽  
Author(s):  
Konrad Krainer ◽  
Ruhama Even ◽  
Meredith Park Rogers ◽  
Amanda Berry
Keyword(s):  
Teacher Education ◽  
Science Teacher ◽  
Professional Growth ◽  
Teacher Educators ◽  
Science Teacher Education ◽  
Teacher Educator ◽  
New Teacher ◽  
Introductory Paper ◽  
Science Teacher Educators ◽  
Mathematics And Science

AbstractThis introductory paper first reflects the genesis of research in mathematics and science teacher education. The analyses show a movement from foci of research in mathematics and science education from students to teachers, and then to teacher educators. Next, an overview of research in mathematics and science teacher education and its development is provided, including teacher educators’ growth. This is followed by a comparative look at the seven papers in this special issue through three lenses, focusing on who the teacher educators in these papers are, the practices which are the focus for development, and the contexts in which the professional growth is situated. The seven papers not only exemplify how teacher educators might critically and systematically reflect on their own growth, educate new teacher educators, and do corresponding research, but also demonstrate the considerable progress the research community has made with respect to the professional growth of mathematics and science teacher educators in the last decade. Finally, challenges and questions are raised, in particular in relation to raising the quality and quantity of proficient teacher educators in order to strengthen teacher education research, and to have enough human resources to offer more and better professional development opportunities and to support schools.

scholarly journals Education for Social Change: The Case of Teacher Education in Wales

2021 ◽  
Vol 13 (15) ◽  
pp. 8574
Author(s):  
Rebecca Weicht ◽  
Svanborg R. Jónsdóttir
Keyword(s):  
Teacher Education ◽  
Social Change ◽  
Teacher Educators ◽  
Entrepreneurial Education ◽  
Constructive Learning ◽  
Study Approach ◽  
The University ◽  
Action Competence ◽  
Shed Light

Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creativity and action competence, which are also important for sustainability education. The University of Wales Trinity Saint David (UWTSD) is a leader in the development of entrepreneurial education in teacher education both in Wales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.

scholarly journals Towards an Understanding of the Work of Teacher Education Professoriate in India

2018 ◽  
Vol 6 (1) ◽  
pp. 101-114
Author(s):  
Rajashree Srinivasan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Education System ◽  
Teacher Educators ◽  
Teacher Educator ◽  
School Education ◽  
Work Identity ◽  
Education In India ◽  
New Vision

Reforming the teacher education system has been a key government policy towards improving school education in India. While recent curriculum and governance reforms articulate a new vision of teacher education that underscores a symbiotic relationship between teacher education and school education, it fails to engage enough with the most important participant of the teacher education system—the teacher educator. Changes to curriculum and governance process in the absence of a pro-active engagement of teacher educators with the reforms can do little to influence the teacher education processes and outcomes. The work of pre-service teacher educators is complex because their responsibilities relate to both school and higher education. The distinctiveness of their work, identity and professional development has always been marginalized in educational discourse. This article analyses select educational documents to examine the construction of work and identity of higher education-based teacher educators. It proposes the development of a professional framework of practice through a collective process, which would help understand the work of teacher educators and offer various possibilities for their professional development.

scholarly journals Practice-Focused Research in Initial Teacher Education

2019 ◽  
Author(s):  
Jane Abbiss ◽  
Eline Vanassche
Keyword(s):  
Qualitative Research ◽  
Teacher Education ◽  
Student Teachers ◽  
Case Studies ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Initial Teacher Education ◽  
Small Scale ◽  
Educational Systems ◽  
Theoretical Contribution

A review of the field of practice-focused research in Initial Teacher Education (ITE) reveals four broad genres of qualitative research: case studies of teacher education programs and developments; research into student teacher experience and learning; inquiry into teacher educators’ own learning, identity, and beliefs; and conceptual or theory-building research. This is an eclectic field that is defined by variation in methodologies rather than by a few clearly identifiable research approaches. What practice-focused research in ITE has in common, though, is a desire on the behalf of teacher educator researchers to understand the complexity of teacher education and contribute to shifts in practice, for the benefit of student teachers and, ultimately, for learners in schools and early childhood education. In this endeavor, teacher educator researchers are presented with a challenge to achieve a balance between goals of local relevance and making a theoretical contribution to the broader field. This is a persistent tension. Notwithstanding the capacity for practice-focused research to achieve a stronger balance and greater relevance beyond the local, key contributions of practice-focused research in ITE include: highlighting the importance of context, questioning what might be understood by “improvement” in teacher education and schooling, and pushing back against research power structures that undervalue practice-focused research. Drawing on a painting metaphor, each genre represents a collection of sketches of practice-focused research in ITE that together provide the viewer with an overview of the field. However, these genres are not mutually exclusive categories as any particular research study (or sketch) might be placed within one or more groupings; for example, inquiry into teacher educators’ own learning often also includes attention to student teachers’ experiences and case studies of teacher education initiatives inevitably draw on theory to frame the research and make sense of findings. Also, overviewing the field and identifying relevant research is not as simple as it might first appear, given challenges in identifying research undertaken by teacher educators, differences in the positioning of teacher educators within different educational systems, and privileging of American (US) views of teacher education in published research, which was counteracted in a small way in this review by explicitly including voices located outside this dominant setting. Examples of different types of qualitative research projects illustrate issues in teacher education that matter to teacher educator researchers globally and locally and how they have sought to use a variety of methodologies to understand them. The examples also show how teacher educators themselves define what is important in teacher education research, often through small-scale studies of context-specific teacher education problems and practices, and how there is value in “smaller story” research that supports understanding of both universals and particularities along with the grand narratives of teacher education.

Exploring Freirean Culture Circles and Boalian Theatre as Pedagogies for Preparing Asset-Oriented Teacher Educators

2019 ◽  
Vol 121 (6) ◽  
pp. 1-38
Author(s):  
Jamy Stillman ◽  
John Luciano Beltramo
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Role Play ◽  
Teacher Educator ◽  
Contingent Work ◽  
Conditions For Learning ◽  
Critical Pedagogies ◽  
Field Notes ◽  
Educator Development ◽  
Audio Video

Background/Context Teacher educator development remains an undertaking that is both understudied and underavailable as an explicit professional path, despite scholarship suggesting that teacher education's transformative potential hinges on teacher educators’ pedagogical work. Purpose, Practice, & Participants This article reports on a qualitative study that explored the development of teacher educators who expressed deep commitments to educational equity for minoritized youth. Fifteen current and prospective teacher educators participated over three years in situated adaptations of two critical pedagogical approaches: Freirean culture circles, where participants engaged in critical dialogue around conflicts encountered in their teacher education work that involved issues of inequity, particularly deficit-based ideas of P–12 students and their families, and Boalian theatre (or teatro), interactive role-play where participants dramatically re-enacted these conflicts and imagined potential responses to them. This study examines the ways in which these critical pedagogical spaces facilitated participants’ development as asset-oriented teacher educators. Research Design & Data Collection This research represents an ethnographic self-study, as the authors engaged in culture circles and teatro as participant-researchers. To study these spaces of critical teacher educator development, the authors collected ethnographic data, which included semistructured interviews with each participant, field notes, and audio/ video recordings of dialogue and role-play, as well as participant written reflections. Findings/Results Through their engagement in culture circles and teatro, participants came to recognize some of the micro-pedagogies of asset-oriented teacher education, grappled with the relational dimensions of teacher learning, became familiar with possible tools of asset-oriented teacher education, and interrogated the social, political, and historical dimensions of the work. In doing so, they understood each area as linked both to specific settings and individuals and as connected to more common dilemmas that may play out across teacher education contexts. Conclusions/Recommendations While cautioning against widespread, mechanistic implementation, the authors recognize culture circles and teatro as offering special promise for the development of asset-oriented teacher educators. In particular, findings suggest that these critical pedagogies support the conditions for learning—particularly spaces that center participants’ identities and experiential conflicts—that can cultivate complex understandings about, and tools for engaging, the contingent work of asset-oriented teacher education. Such spaces seem particularly well equipped to cultivate critical understandings deemed essential for transforming the field of teacher education.

Promoting Active Learning in Mathematics Teacher Education

2017 ◽  
pp. 269-284
Author(s):  
Rukiye Didem Taylan
Keyword(s):  
Teacher Education ◽  
Active Learning ◽  
Professional Learning ◽  
Prospective Teachers ◽  
Mathematics Teacher ◽  
Professional Growth ◽  
Flipped Classroom ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Pedagogical Content

Teacher educators have a responsibility to help prospective teachers in their professional growth. It is important that teacher educators not only teach prospective teachers about benefits of active learning in student learning, but that they also prepare future teachers in using pedagogical methods aligned with active learning principles. This manuscript provides examples of how mathematics teacher educators can promote prospective teachers' active learning and professional growth by bringing together the Flipped Classroom method with video content on teaching and learning as well as workplace learning opportunities in a pedagogy course. The professional learning of prospective teachers is framed according to the components of the Pedagogical Content Knowledge (Park & Olive, 2008; Shulman, 1986). Implications for future trends in teacher education are provided.

scholarly journals The Challenges Facing the Foreign Language Teacher Educator: A Proposed Teacher Education Model for EFL

1970 ◽  
Vol 16 (1-2) ◽  
pp. 1-12
Author(s):  
Carol Goldfus
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Procedural Knowledge ◽  
Mother Tongue ◽  
Teacher Educator ◽  
Language Education ◽  
Interdisciplinary Approach ◽  
Declarative Knowledge ◽  
Language Teacher ◽  
The One

As a result of the multi-cultural classroom in the 21st century, language teacher educators face new challenges; for example, young learners and those with language-based difficulties. In order to respond to these evolving needs, a new professional approach that combines theoretical knowledge with practical application is proposed. This approach targets what it is that teachers should know about literacy acquisition in at least two languages - a mother tongue and, in this case, English. The contribution of this proposed model to language education is to produce a teacher with declarative knowledge and research tools on the one hand, as well as the ability to cope with a heterogeneous classroom in a multicultural society on the other. This paper also intends to show how pre-service teacher education would benefit from an interdisciplinary approach with a combination of declarative knowledge and procedural knowledge with all teaching being ‘science-based practice’.DOI: http://dx.doi.org/10.3126/nelta.v16i1-2.6125 NELTA 2011; 16(1-2): 1-12

Sign in / Sign up

Export Citation Format

Share Document