Practicing Responsiveness: Using Approximations of Teaching to Develop Teachers’ Responsiveness to Students’ Ideas

2019 ◽  
Vol 71 (1) ◽  
pp. 94-107 ◽  
Author(s):  
Sarah Schneider Kavanagh ◽  
Mike Metz ◽  
Mary Hauser ◽  
Brad Fogo ◽  
Megan Westwood Taylor ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Learning ◽  
Qualitative Case Study ◽  
Teacher Educator ◽  
Development Program ◽  
Early Career ◽  
Future Research ◽  
Early Career Teachers ◽  
Responsive Instruction

As practice-based teacher education (PBTE) has become more prevalent, debates about its contribution have emerged. Critics of PBTE question whether emphasizing practice will support a technocratic approach to teacher education rather than promoting instruction that is responsive to students’ ideas. This qualitative case study was motivated by an interest in understanding whether and in what ways practice-based approaches to teacher learning can support teachers in practicing responsiveness as opposed to practicing decontextualized moves. To this end, we investigated how early-career teachers in a practice-based professional development program were supported to approximate teaching practices. We focused on the extent to which approximations of practice supported teachers to hone their skill at being responsive to students’ ideas. Findings revealed characteristics of approximations of practice that support teachers in developing their capacity to enact responsive instruction. These findings have implications for program design, teacher educator pedagogy, and future research.

scholarly journals Media Digitization and Preservation Initiative: A Case Study

2018 ◽  
Vol 13 (1) ◽  
pp. 91-113
Author(s):  
Devan Ray Donaldson ◽  
Allison McClanahan ◽  
Leif Christiansen ◽  
Laura Bell ◽  
Mikala Narlock ◽  
...  
Keyword(s):  
Large Scale ◽  
Qualitative Case Study ◽  
Future Research ◽  
Indiana University ◽  
Roles And Responsibilities ◽  
Case Study Analysis ◽  
Digital Curation ◽  
Lifecycle Model ◽  
Mass Digitization

Since its creation nearly a decade ago, the Digital Curation Centre (DCC) Curation Lifecycle Model has become the quintessential framework for understanding digital curation. Organizations and consortia around the world have used the DCC Curation Lifecycle Model as a tool to ensure that all the necessary stages of digital curation are undertaken, to define roles and responsibilities, and to build a framework of standards and technologies for digital curation. Yet, research on the application of the model to large-scale digitization projects as a way of understanding their efforts at digital curation is scant. This paper reports on findings of a qualitative case study analysis of Indiana University Bloomington’s multi-million-dollar Media Digitization and Preservation Initiative (MDPI), employing the DCC Curation Lifecycle Model as a lens for examining the scope and effectiveness of its digital curation efforts. Findings underscore the success of MDPI in performing digital curation by illustrating the ways it implements each of the model’s components. Implications for the application of the DCC Curation Lifecycle Model in understanding digital curation for mass digitization projects are discussed as well as directions for future research.

Using Second Life® to Teach Collaboration Skills to Pre-Service and In-Service Special Educators

2013 ◽  
pp. 336-358 ◽  
Author(s):  
Melissa D. Hartley ◽  
Barbara L. Ludlow ◽  
Michael C. Duff
Keyword(s):  
Teacher Education ◽  
Second Life ◽  
Special Educators ◽  
Role Playing ◽  
Future Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
West Virginia University ◽  
Virtual Simulations

Second Life®, an online virtual world, is currently used at West Virginia University for simulation activities and role-playing exercises in teacher education programs in special education. The purpose of this chapter is to describe a design experiment in a pilot case study, explain the rationale for using virtual reality, describe how learning activities were developed, implemented, and evaluated, discuss plans for future research and practice, and offer suggestions for using virtual simulations in other teacher education programs.

Mentorship in Technology-Rich, 21st-Century Classrooms

2018 ◽  
pp. 2248-2262
Author(s):  
Doug Reid ◽  
Erin Reid
Keyword(s):  
Teacher Education ◽  
Classroom Management ◽  
21St Century ◽  
Technology Use ◽  
Early Career ◽  
Appropriate Technology ◽  
Early Career Teachers ◽  
School Cultures ◽  
Mentorship Program ◽  
Career Teachers

A mentorship program was established to support early career teachers in a technology-rich K-6 school. This program included scaffolding for inexperienced teachers in school cultures, pedagogically appropriate technology use, and classroom management. The program assisted early career teachers to thrive at the beginning of their career and to address perceived weaknesses in teacher education programs. As a result of this research, several early career teachers received mentorship support and successfully began their teaching careers. Additionally, many pre-service teachers were able to make decisions about their school careers through engagement in a practical and realistic teacher-training program. In theory, this research informs the literature regarding the realities of 21st-century classroom experiences and demonstrates the importance of having experienced educators provide training to the next generation of teachers. In practice, this research provides an example of how university teacher education can better prepare pre-service teachers to be successful in their future classrooms.

The good principal: A case study of early-career charter principals’ role conceptualizations

2019 ◽  
Vol 33 (4) ◽  
pp. 157-165
Author(s):  
Felicia R. Truong
Keyword(s):  
Charter School ◽  
School Principals ◽  
Qualitative Case Study ◽  
Soft Skills ◽  
The United States ◽  
Early Career ◽  
Structured Interviews ◽  
Charter School Principals ◽  
Service Training

Up to 75 percent of charter principals in the United States leave the role within five years. Understanding how early-career principals conceptualize the role could help strengthen principal preparation and in-service training. This study analyzed early-career charter principals’ descriptions of the principalship in order to understand their framework for what it means to be a good principal. A qualitative case study was used, focused on semi-structured interviews with 15 charter school principals. Charter school principals in this study primarily defined being a ‘good’ principal using examples and descriptions of soft skills and personality traits.

scholarly journals TESL Teacher Educators' Professional Self-Development, Identity, and Agency

2018 ◽  
Vol 35 (2) ◽  
pp. 140-155
Author(s):  
Bedrettin Yazan
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Future Research ◽  
Identity And Agency ◽  
Self Development ◽  
Writing Assignment ◽  
Professional Self ◽  
Langue Seconde

Using the concepts of identity and agency, this Perspectives article discusses my recent efforts of self-development when designing an identity-oriented Teaching English as a second language (TESL) teacher education course around teacher candidates’ semester-long autoethnography writing assignment called “critical autoethnographic narrative” (CAN). It specifically unpacks the ways I negotiated and enacted my identities of teacher educator and researcher of teacher education while I was incorporating identity as the main goal in teacher candidates’ learning. In closing, this article offers recommendations for TESL teacher educators who consider designing identity-oriented courses and suggests some future research directions. À l’aide des concepts de l’identité et de l’agentivité (ou capacité d’agir), cet article de Perspectives illustre mes récents efforts d’autoperfectionnement alors que je concevais un cours de formation d’enseignantes et enseignants d’anglais langue seconde axé sur l’identité, et ce, autour de l’imposition d’un projet d’écriture autoethnographique d’un semestre appelé « exposé autoethnographique critique » à des candidates et candidats à l’enseignement. L’article révèle spécifiquement la façon dont je suis parvenu à négocier et faire valoir mes identités de formateur d’enseignants et de chercheur en éducation d’enseignants alors que je faisais de l’identité le principal objectif de l’apprentissage des candidats et candidates à l’ enseignement. En terminant, cet article offre des recommandations à l’intention des formateurs d’enseignantes et enseignants d’anglais langue seconde qui songent à concevoir des cours axés sur l’identité, et ce, en plus de proposer des orientations futures en matière de recherche.

scholarly journals Assessing the Affordances of SimReal+ and Their Applicability to Support the Learning of Mathematics in Teacher Education

10.28945/3660 ◽  
2017 ◽  
Author(s):  
Said Hadjerrouit
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Single Case ◽  
Empirical Support ◽  
Future Research ◽  
Validity And Reliability ◽  
Learning Mathematics ◽  
Visualization Tools ◽  
And Mathematics

[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose: Assess the affordances and constraints of SimReal+ in teacher education Background: There is a huge interest in visualizations in mathematics education, but there is little empirical support for their use in educational settings Methodology: Single case study with 22 participants from one class in teacher education. Quantitative and qualitative methods to collect students’ responses to a survey questionnaire and open-ended questions Contribution: The paper contributes to the understanding of affordances and constraints of visualization tools in mathematics education Findings: The visualization tool SimReal+ has potential for learning mathematics in teacher education, but the user interface should be improved to make it more usable for different users. Teachers need to consider technological and pedagogical affordances of SimReal+ at the student, classroom, and mathematics subject level Recommendations for Practitioners: Address technological and pedagogical affordances of SimReal+ Recommendation for Researchers: Improve the design of SimReal+ to make it technologically and pedagogically more usable Impact on Society: Understand the affordances and constraints of visualization tools in education Future Research: Implement a next cycle of experimentation with SimReal+ in teacher education to ensure more validity and reliability

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