scholarly journals An Equity Perspective on Chinese (csol) Teacher Preparation for Global Contexts: Domestic and International Preservice Teachers’ Experiences

2021 ◽  
Vol 3 (3) ◽  
pp. 462-486
Author(s):  
Guofang Li ◽  
Huangwei Gao
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Intercultural Competence ◽  
Teacher Education Program ◽  
Core Competencies ◽  
Three Dimensional ◽  
Structured Interview ◽  
Cultural Knowledge ◽  
Teachers Experiences ◽  
Equity Perspective

Abstract Using a three-dimensional framework that sees equity as distributed justice, inclusion, and rightful presence, this study examines the perspectives of 60 (40 domestic and 20 international) pre-service csol teachers’ experiences of preparation for teaching in diverse local and global contexts in a major teacher education program in China. Thematic analyses of semi-structured interview data revealed the exclusive Chinese linguistics focus of the program excluded both domestic and international preservice teachers’ needs to learn to teach in csol and through csol. The attention to traditional Chinese cultural knowledge also failed to legitimize “the rightful presence” of international students or prepare the teachers with intercultural competence. Finally, the lack of attention to the theory-practice connection in core competencies preparation had resulted in distributed injustice and a shared sense of under-preparedness for both groups. Findings inform an equity-centered Tcsol teacher education for global contexts.

scholarly journals Implementing Narrative-Pedagogical Approaches in a Teacher Education Classroom

2019 ◽  
Author(s):  
Pauline Goh
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Educators ◽  
Teaching Method ◽  
Teacher Education Program ◽  
Narrative Pedagogy ◽  
Educational Stakeholders ◽  
Conventional Teaching ◽  
Teachers Experiences ◽  
The Rich

Preservice teachers can no longer be prepared using conventional teaching approaches as these are inadequate to equip them with the necessary knowledge and skills they require to perform the tasks of teaching effectively. Teacher educators need to use new pedagogies, and narrative pedagogy is seen as a teaching method which can better prepare preservice teachers for the challenging classrooms of today. My study explored nine preservice teachers’ experiences after the enactment of a narrative pedagogical approach in one of their courses within their teacher education program. I used Ricoeur’s framework of the prefigured and configured arena of education to analyse the rich interview and reflective data which emerged. Three themes for the prefigured arena emerged: (a) feeling the sense of responsibility, (b) feeling anxious, and (c) feeling the lack of experience and confidence. Similarly, three themes were found for the configured arena: (a) learning through emotions, (b) learning through insights, and (c) learning through discussion. The preservice teachers have interpreted and discussed “lived” stories and this has shifted the way they think about teaching. The results do offer teacher educators and educational stakeholders a stepping-stone to further pedagogical insight into using narrative pedagogy in teacher education.

The Iron Grip of Productivity Software within Teacher Education

2012 ◽  
pp. 170-191 ◽  
Author(s):  
Joan E. Hughes ◽  
Gloria Gonzales-Dholakia ◽  
Yu-Chi Wen ◽  
Hyo-Jin Yoon
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Knowledge Society ◽  
Subject Area ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teachers Experiences ◽  
Learning With Technology

This chapter discusses several challenges and recommendations in obtaining the desired outcome from technology-rich teacher education programs, including a novice teacher prepared to make decisions supporting students’ subject-area learning with technology. The authors shape the discussion using select findings from two studies of preservice teachers enrolled in a technology-rich teacher education program at a U.S. university. The authors discuss the importance of the modeling relationship between instructors’ and preservice teachers’ experiences with digital technologies and describe productivity software’s enduring grip as the most used digital technology among preservice teachers during teacher education – even in technology-rich teacher education programs. The authors argue that teacher education’s overemphasis on productivity tools is not adequately preparing new teachers for the knowledge society in which teachers live, work, and educate. The authors argue that educational change, such as shifts toward technology-rich teaching and learning, will only be successful with a concerted change effort in both teacher education programs and PK-12 institutions.

scholarly journals Cooperating Teachers' Practices in Handling Pre-service Teachers in Elementary Schools of Davao City

2019 ◽  
Vol 24 (1) ◽  
pp. 17-34
Author(s):  
Emmie Cabanlit
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Cooperating Teachers ◽  
Teacher Education Program ◽  
Lesson Plan ◽  
Structured Interview ◽  
Practical Applications ◽  
Mentoring Practices ◽  
Service Training ◽  
Supervisory Practices

Cooperating teachers' (CT) capability to handle preservice teachers (PST) is viewed as a critical collaborating role in teacher education program. This study investigated cooperating teachers' practices in handling pre-service teachers, their bases for these practices, and implications for professional enhancement. Qualitative thematic-deductive analysis under the consensual qualitative research (CQR) was used in the study, using semi-structured interview as instrument for drawing out constructs and narratives from the purposive samples. Practices performed by the cooperating teachers, as shown by the results, were categorized as mentoring and supervisory. Practices such as soliciting feedback from daily experiences, providing simple or modest physical resources or accommodation, and demonstrating ways in building collegial skills fall under mentoring practices. Supervisory practices consisted of assessing the readiness of the PSTs to handle classroom responsibilities, checking and approving the lesson plan, conducting class observation, honing the PSTs' skills in holding co-curricular activities, conducting conferences to elicit agreement and feedback, and monitoring progress in teaching. These said practices were anchored on experiential insights, practical applications, colleague consultation, pre-service teachers' manual, and orientations from the sending school. Based on the findings, cooperating teachers are still wanting of competencies from in-service training to augment their personalized practical practices. This study recommends that an enhancement training program be provided to enrich practices in handling future PSTs who are soon graduates of the new teacher education curriculum.

scholarly journals The intercultural competence of preservice teachers: An exploratory study

2018 ◽  
Author(s):  
Denise Beutel ◽  
Donna Tangen
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Intercultural Competence ◽  
Cultural Difference ◽  
Teacher Education Program ◽  
Intercultural Sensitivity ◽  
Graduate Entry ◽  
Eastern Australia ◽  
The Impact ◽  
Intercultural Experiences

This paper presents the findings of a qualitative study that explored the impact that prior intercultural experiences have in shaping preservice teachers as teachers of diversity. An online qualitative questionnaire was used to collect data from preservice teachers (n=40) enrolled in a one year graduate entry teacher education program in eastern Australia. Hammer’s (2009, 2011) Intercultural Development Continuum (IDC) was used as a framework to analyse the data. The IDC is a model of intercultural competence used to explain how people interpret cultural difference (Hammer, Bennett & Wiseman, 2003).  Each of the five positions on the continuum has a distinct set of perceptions and experiences around cultural differences. In presenting the results, we draw on several cases that encompass the breadth of prior intercultural experiences of the preservice teachers.  Overall, the results indicate that sustained intercultural engagement over time provides opportunity for the development of greater intercultural sensitivity. While it is advocated that teacher education is well-positioned to play a key role in developing the intercultural comptetences of future teachers, the paper highlights the challenges in providing learning opportunities that allow preservice teachers to  practice new ideas, challenge old ideas and reflect on the process of becoming inclusive educators.

Music Teacher Education Program Practices: Preparing Teachers to Work With Diverse Learners

2021 ◽  
Vol 30 (2) ◽  
pp. 51-64
Author(s):  
Mara E. Culp ◽  
Karen Salvador
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Music Educators ◽  
Diverse Learners ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Education Programs

Music educators must meet the needs of students with diverse characteristics, including but not limited to cultural backgrounds, musical abilities and interests, and physical, behavioral, social, and cognitive functioning. Music education programs may not systematically prepare preservice teachers or potential music teacher educators for this reality. The purpose of this study was to examine how music teacher education programs prepare undergraduate and graduate students to structure inclusive and responsive experiences for diverse learners. We replicated and expanded Salvador’s study by including graduate student preparation, incorporating additional facets of human diversity, and contacting all institutions accredited by National Association of Schools of Music to prepare music educators. According to our respondents, integrated instruction focused on diverse learners was more commonly part of undergraduate coursework than graduate coursework. We used quantitative and qualitative analysis to describe course offerings and content integration.

Critical Thinking in Teacher Education

2019 ◽  
pp. 1-18
Author(s):  
Katie Peterson-Hernandez ◽  
Steven S. Fletcher
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Critical Thinking ◽  
Teacher Education Program ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Preparation Programs ◽  
Methods Course ◽  
Preparation Programs ◽  
Literacy Methods

This chapter documents the development of critical thinking skills in preservice teachers as they engaged in practicum settings in a teacher education program. Qualitative data helps illustrate the shifts in thinking that correlated with particular experiences in the program. Data is used to illustrate strategies that teacher preparation programs might draw on to help teacher education students develop critical thinking skills related to pedagogies and practices. The authors conclude by theorizing a relationship between the structure and strategies employed within a literacy methods course and the expansion of preservice teachers understanding of literacy, teaching, and learning.

“If Not Me, Then Who?”

2018 ◽  
pp. 1-22
Author(s):  
Elizabeth Ann Ethridge ◽  
Vickie E. Lake ◽  
Amber H. Beisly
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Mixed Methods ◽  
Service Learning ◽  
Education Program ◽  
Teacher Education Program ◽  
Early Childhood Teacher ◽  
Agents Of Change ◽  
Sense Of Power

Research has indicated that teachers typically do not view themselves as advocates for many reasons such as fear of personal and professional risk (Peters & Reid, 2009). Participants include both preservice teachers and graduates of an early childhood teacher education program. This chapter addresses how the program utilized intentional assignments and group and individual scaffolding as preservice teachers moved from experiencing service learning to pure advocacy. Through a mixed methods study, preservice teachers began to see themselves as agents of change with increased confidence and sense of power. These transformations continued as graduates of the program reported they were still engaging in advocacy.

Promoting Culturally Responsive Pedagogical Competence among Preservice Teachers

2017 ◽  
pp. 643-664
Author(s):  
Emmanuel Adjei-Boateng
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Public Schools ◽  
Teacher Preparation ◽  
Preservice Teacher ◽  
Culturally Responsive ◽  
Teacher Education Program ◽  
Demographic Changes ◽  
Preservice Teacher Preparation ◽  
Pedagogical Competence

This chapter examines primary issues confronting preservice teacher preparation in the US public schools. There are several issues confronting teaching and teacher education programs. However, this chapter explores cultural and linguistic diversity issues given the critical need for inclusive education. The increasing nature of demographic changes in the schools and the U.S. society also has ramifications for students' learning and preservice teacher preparation. To that end, this chapter examines efforts by organizations and educational researchers to respond to the phenomenon of demographic changes in US public schools and the need to equip teachers with competencies needed to help students become successful in schools. The author examines how one teacher education program is preparing teachers to meet the demands of teaching culturally and linguistically diverse student population. Finally, the author provides suggestions on how to improve and enhance culturally responsive pedagogical competence among preservice teachers.

Preservice Teachers' Knowledge Construction with Technology

2016 ◽  
pp. 109-125
Author(s):  
George Zhou ◽  
Judy Xu
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Lesson Study ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Methods Courses ◽  
Technology Proficiency ◽  
Pedagogical Content ◽  
Study Approach ◽  
Key Space

Today's teachers are expected to use digital technologies in their teaching. However, teacher education programs do not yet effectively develop teachers' capabilities to teach with technology. In order to search for best approaches, this chapter starts with an epistemological discussion on knowledge, and then moves to a more specific discussion about the nature of preservice teachers' learning about using technology to teach. Using the framework of Technological Pedagogical Content Knowledge, the chapter argues that methods courses of a teacher education program are the key space where preservice teachers can be trained to use technology in subject teaching. Particularly, the Microteaching Lesson Study approach in methods courses was considered an effective way for the development of technology proficiency. A small recent supports the arguments and articulates the success and challenges of the Microteaching Lesson Study approach.

Teaching About Homelessness Through Multicultural Picture Books and Virtual Reality in Preservice Teacher Education

2020 ◽  
pp. 004723952095869
Author(s):  
Taraneh Matloob Haghanikar ◽  
Lisa M. Hooper
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Virtual Reality ◽  
Preservice Teacher ◽  
Instructional Strategy ◽  
Preservice Teacher Education ◽  
Emerging Technology ◽  
Cultural Knowledge ◽  
Multicultural Children's Literature ◽  
K 12

Using multicultural children’s literature is one way to help preservice teachers build cultural knowledge and awareness about diversity. Another possible practice, not commonly used, is the addition of emerging technology in conjunction with conventional instructional approaches. In this article, we reviewed incorporating a lesson about homelessness in preservice teachers’ ( N = 46) respective curricula. We provided an illustrative example of the class and assignment process employed to facilitate preservice teachers’ knowledge, skills, and awareness that can be used with K-12 students who are experiencing homelessness. The goal of these assignments was to initiate or continue the conversation about building knowledge related to effective teaching practices about diversity in general and homelessness in particular. In this article, we shared an innovative instructional strategy that might lead to a shift in educators’ approaches, a move toward more diverse curriculum.

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