Indigenous Teacher Education Is Nation Building: Reflections of Capacity Building and Capacity Strengthening in Idaho

2020 ◽  
Vol 30 (6) ◽  
pp. 541-564
Author(s):  
Vanessa Anthony-Stevens ◽  
Julia Mahfouz ◽  
Yolanda Bisbee
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Nation Building ◽  
Teacher Education Programs ◽  
Teacher Mentors ◽  
Predominately White ◽  
White Institution ◽  
The University ◽  
Tribal Nation ◽  
Indigenous Teachers

This article discusses the efforts of the Indigenous Knowledge for Effective Education Program (IKEEP), at the University of Idaho, a predominately white institution (PWI) of higher education, and its struggle to create space in higher education for intentional support of Indigenous self-determination, sovereignty, and Tribal nation building through the preparation of Indigenous teachers. In doing so, we examine the contentious and local work of reimagining education, from the bottom up and top down, to develop leaders to serve the needs of Indigenous youth and communities through the vehicle of mainstream institutions. With data from a multiyear ethnographic documentation, we examine the experiences of IKEEP program administration, teacher mentors, and students through the conceptual lens of Tribal nation building in higher education. Our findings underscore how teacher education programs at PWIs need to engage in a radical shift toward seeing Indigenous teachers as nation builders and to prioritize the infrastructure and programmatic collaboration to support them and their communities as such.

scholarly journals College Students’ Attitude Toward and Learning of Differentiated Instruction in Products

2014 ◽  
Vol 1 (2) ◽  
pp. 26-37
Author(s):  
Chin-Wen Chien
Keyword(s):  
College Students ◽  
Teacher Education ◽  
Differentiated Instruction ◽  
Instructional Strategies ◽  
Positive Attitude ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
English Class ◽  
The University

Teachers should adjust their curriculum and instructional practice to meet the needs of individual learners, because one size does not fit all (Kaplan, Rogers, &Webster, 2008; Tomlinson, 2003). This study focuses on the implementation of differentiated instruction in products, “tiered assignments,” in a Children’s English class in a teacher education program in Taiwan. The study concludes that 52 college students held a positive attitude toward these tiered assignments and that they learned theories and instructional strategies not only from lectures and tasks in the university classes but also from completing different choices. Another important finding is that participants’ choice of completing these assignments is based on the level of easy of the assignments. Two suggestions are made to effectively implement differentiated instruction in products in teacher education programs in terms of explicitly modeling and explaining differentiated instruction in products and designing tiered assignments based on the levels of challenge as well as learners’ readiness, interests and profiles.

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.

The Infusion of Technology into Teacher Education Programs

2014 ◽  
pp. 133-181
Author(s):  
Anne S. Koch ◽  
Joseph C. Kush
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Teacher Education Programs ◽  
Highly Qualified ◽  
Education Programs ◽  
Use Of Technology ◽  
Differentiation Of Instruction ◽  
The University

In this chapter, student achievement, the differentiation of instruction, and 21st Century Skills are examined along with their relationship to the use of technology in an educational setting. Characteristics of highly qualified teachers are also examined from multiple standpoints within the educational system. Standards from INTASC, NCATE, NCTAF, and NCLB point to the importance of the university faculty and quality teacher education programs to support the needs of preservice teachers. In addition, the joining of business and education across the nation and the world to infuse technology into education has shown positive results. This merger between business and education exemplifies the need for the acquisition of 21st century skills needed for all students to be a literate part of the 21st century workforce.

On Using Wiki as a Tool for Collaborative Online Blended Learning

2010 ◽  
pp. 511-521
Author(s):  
Steve Wheeler
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Collaborative Learning ◽  
Blended Learning ◽  
Learning Environments ◽  
Group Dynamics ◽  
Social Software ◽  
Cognitive Tool ◽  
Learning Context ◽  
The University

This chapter explores the use of the wiki and its role as a cognitive tool to promote interaction and collaborative learning in higher education. The importance of the software to enable student created content, storage, and sharing of knowledge is reviewed. This chapter provides an evaluation of some of the affordances and constraints of wikis to promote critical thinking within a blended learning context. It assesses their potential to facilitate collaborative learning through community focused enquiry for geographically separated students and nomadic learners. One particular focus of the chapter is the development of new digital literacies and how students present their written work in wikis. The chapter also examines group dynamics within collaborative learning environments drawing on the data from a study conducted at the University of Plymouth in 2007, using wikis in teacher education. Finally, the chapter highlights some recent key contributions to the developing discourse on social software in what has been termed ‘the architecture of participation.’

Teaching Student Teachers to Reflect

1987 ◽  
Vol 57 (1) ◽  
pp. 23-49 ◽  
Author(s):  
Kenneth Zeichner ◽  
Daniel Liston
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Autonomy ◽  
Teacher Education Programs ◽  
Elementary Student ◽  
University Of Wisconsin ◽  
Body Of Knowledge ◽  
Pedagogical Skills ◽  
The University

Conventional teacher education programs follow an apprenticeship model and, in so doing,aspire to provide student teachers with pedagogical skills and techniques derived from a preexisting body of knowledge. In this contribution to HER's special series, "Teachers, Teaching,and Teacher Education," Kenneth M. Zeichner and Daniel P. Liston argue that the conventional approach inhibits the self-directed growth of student teachers and thereby fails to promote their full professional development. Illustrating an alternative model, the authors describe and assess the elementary student teaching program at the University of Wisconsin,Madison — a program oriented toward the goals of reflective teaching, greater teacher autonomy,and increasing democratic participation in systems of educational governance.

Educational Policy Reforms and the Politics of Music Teacher Education

2015 ◽  
pp. 77-90
Author(s):  
Gabriel Rusinek ◽  
José Luis Aróstegui
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Music Education ◽  
Higher Education Institutions ◽  
Compulsory Education ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
Policy Reforms ◽  
Music Teacher Education ◽  
The Impact

This chapter discusses the politics of music teacher education in relation to the major policies that transnational institutions are promoting virtually all over the world, in relation to national curricula reforms and in relation to the programs developed by higher education institutions. The first section copes with the impact of international organizations on the reforms of national curricula based on an economic rationale and on the shaping of a new role for music and arts education in schools. The second section discusses to what extent higher education institutions in charge of teacher education are assuming these curricular changes. The final section contends that music teacher education programs should consider three major issues to foster social justice: (1) the quality of programs from an educational perspective; (2) the demise of music education as part of compulsory education; and (3) the acknowledgment of politics in music education and music teacher education.

Regional origins of student teachers at the University and College in Bath

1980 ◽  
Vol 23 (1) ◽  
pp. 1-5
Author(s):  
K. Austwick ◽  
K. A. Carter
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Student Teachers ◽  
Colleges Of Education ◽  
General Study ◽  
The Future ◽  
One Year ◽  
The University

Entry into teaching in the future is likely to be via three main routes-the B.Ed. degree, offered in many of the former Colleges of Education; a degree followed by a one-year postgraduate certificate in education; and a concurrent course. All three routes are available in Bath, in either the University or the College of Higher Education, and all are validated by the University. This paper seeks to trace the regional origins of the students who are recruited to these courses and to make some comparison with a more general study of the University's undergraduate intake in 1968 carried out by G. H. Hones (1973). Some similarities exist between the College intake of today and the University intake of 1968, but there are some interesting differences in recruitment to teacher education between the three routes.

scholarly journals Campus en-counter : counter narratives of the persistence of black males at a PWI

2015 ◽  
Author(s):  
◽  
Jonathan A. McElderry
Keyword(s):  
Black Men ◽  
Undergraduate Students ◽  
Peer Pressure ◽  
Theoretical Frameworks ◽  
University Of Missouri ◽  
Student Departure ◽  
Predominately White ◽  
Counter Narratives ◽  
White Institution ◽  
The University

Given the low retention and completion rates, research on Black men typically focuses on the problems or barriers they face, even when successful. Rather than focusing on the problems Black men are experiencing, it is important that scholars give attention to those Black men who are succeeding to create a counter narrative to the stereotypical misandry of Black men in our society. These counter narratives remind us that Black men can and do succeed, which is a truth not often heard. The current research identifies concepts in this literature that serve as hermeneutics to examine counter narratives of student departure. The theoretical frameworks used throughout this study are theories of masculinity and Tinto's (1993) theory of student departure, which were used to examine the experiences of Black, male, third and fourth year undergraduate students who entered college without declaring a major and have persisted at a large, public, predominately White institution in the Midwest (The University of Missouri or Mizzou). Seven students were recruited through purposeful sampling and participated in a three interview sequence model (Seidman, 1998). From this, five overarching themes developed. (1) Peer pressure, external influences, and institutional support; (2) Finding an academic path; (3) Black Mizzou; and (4) Establishing identity. Within the context of the study, a conclusion, recommendations for research, and implications for practice were discussed.

scholarly journals ASSESSING THE EFFECTIVENESS OF TEACHER EDUCATION PROGRAMS: PROSPECTIVE TEACHERS’ PERSPECTIVE

2013 ◽  
Vol 30 (2) ◽  
Author(s):  
Saima Bibi ◽  
Muhammad Saeed
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Education Programs ◽  
Assessment Procedure ◽  
Education Programs ◽  
Use Of Technology ◽  
Significant Difference ◽  
Teacher Training Programs ◽  
The University

Quality enhancement of teacher education programs has been a debatable issue all over the world. The present study was aimed to assess the quality of teacher education programs being offered in a public sector university in Pakistan. Three programs were randomly selected and prospective teachers studying in the final semester were selected as sample of the study. Prospective teachers studying in last semester of teacher training programs were the respondents. Questionnaire, containing 55 statements divided into six factors, was used as data collection tool. Data were analyzed by SPSS version 20. Descriptive statistics showed that the respondents were more satisfied about the selection criteria, effectiveness of teaching strategies used by teachers, behavior modification practices, appropriateness of courses, timely feedback, and teachers’ content knowledge but they were less satisfied with the statements related to availability of multimedia in the classes, sharing of faculty offices, no distortion of external factors, space to conduct activities, cleanliness and neatness of classrooms, and environment helpful for learning. The results of inferential statistics revealed significant difference in mean score of respondents from different programs on the factors of admission criteria, use of technology, assessment procedure, and quality of paper development and marking. It is recommended in the light of results that the university should allocate special budget to improve the quality of infrastructure. Furthermore, availability of technology and its proper use should be ensured by the university administratio

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