“I Didn’t Want to Be Ignorant”: An Exploration of Why Preservice Teachers Sometimes Choose Silence in Critical Conversations About Texts With Elementary Children

2021 ◽  
pp. 238133772110305
Author(s):  
Amanda R. Diaz ◽  
Kristine M. Schutz ◽  
Rebecca Woodard
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Elementary Children ◽  
Qualitative Design ◽  
Field Placements ◽  
The Moment ◽  
Children’S Thinking ◽  
Facilitating Discussions

Discussions about texts can offer valuable opportunities for critical conversations about power and privilege. While we know such conversations are important to have in school, many teachers report feeling unprepared to facilitate them. In an effort to understand the in-the-moment decisions preservice teachers (PSTs) make in response to children’s contributions during critical conversations about texts, this qualitative, design-based study examines how PSTs responded to elementary-age children while facilitating discussions about texts in their field placements. Although various kinds of responses were made (e.g., eliciting children’s thinking, orienting children’s contributions to one another), in this analysis, we examine the moments where PSTs identified their silence as salient. Findings reveal that (1) some PSTs developing an understanding of the role of talk and desire to efficiently accomplish the task did not seem to set them up to see critical conversations about texts as a space for sensemaking, and (2) other PSTs did see critical conversations about texts as spaces to engage in sensemaking but felt discomfort grappling with unanticipated issues that arose. We discuss implications for literacy researchers and teacher educators committed to supporting critical conversations with children in schools.

Online Teaching Practices of Science and Mathematics Preservice Teachers in middle schools

2022 ◽  
pp. 195-228
Author(s):  
Neusa Branco ◽  
Susana Colaço ◽  
Bento Cavadas
Keyword(s):  
Preservice Teachers ◽  
Teaching Practices ◽  
Online Teaching ◽  
Teacher Educators ◽  
Inservice Teachers ◽  
Internship Experience ◽  
And Mathematics ◽  
6Th Graders ◽  
Work Student

The chapter presents a qualitative study that describes and discusses the teaching practices of four preservice teachers (PSTs) during their mathematics and science internship with 6th graders, performed in the context of distance learning related with the COVID-19 pandemic. The data collected included PSTs' documents, such as lesson plans, descriptions of and reflections on the practical work, student outputs, and interviews. The online organization and dynamics of the internship process describe the practices of the PSTs, inservice teachers, and teacher educators, which provided a practical context for the development of PSTs' online practice. Moreover, the results present digital educational resources used by PSTs, mainly for inquiry, communication, construction, and problem-solving purposes. PSTs pointed out benefits arising from the online internship experience. It better prepared them to use and create digital resources, increased awareness of the importance of collaboration and the role of formative assessment.

Empowering Young Children's Thinking: The Role of the Early Childhood Educator

1996 ◽  
Vol 21 (4) ◽  
pp. 39-45
Author(s):  
Alison Hine ◽  
Linda Newman
Keyword(s):  
Early Childhood ◽  
Teacher Educators ◽  
Thinking Skills ◽  
Early Childhood Educators ◽  
Educational Environments ◽  
Problem Solve ◽  
The University ◽  
Student Reflections ◽  
Children’S Thinking

The purpose of this preliminary investigative paper is to describe how the implications of recent research into young children's thinking has influenced teacher educators at the University of Western Sydney, Nepean (UWS, Nepean) to provide experiential learning and guidance to preservice early childhood educators on how to establish environments that stimulate curiosity and promote thinking. By teaching preservice early childhood educators to analyse, think rationally and creatively, problem-solve and reason, we can foster a better educated tertiary student whose thinking skills will be more effective, and who can initiate such activities in their future educational environments. At the UWS, Nepean students’ metacognitive awareness and perceptions of their own thinking were explored through collaborative, practical activity accompanied by interactive dialogue, thereby establishing ‘communities of inquiry’ in three early childhood subjects. Formative and summative interviews with students, as well as written student reflections indicated that these practices greatly nurtured their creative intellect, further developed their ability to think critically and heightened perception of their own metacognitive capabilities. Students reported that their experiences had encouraged them to use similar thinking skills activities in their own teaching.

“The World is So Much Bigger”

2021 ◽  
pp. 211-230
Author(s):  
Tina Marie Keller
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Religious Diversity ◽  
Religious Experiences ◽  
Religious Traditions ◽  
The World ◽  
One Year ◽  
Role Of Religion ◽  
The Impact

Opportunities to experience diverse religious traditions while traveling abroad can create invitations to explore the role of religion in identity. This becomes important as teacher educators prepare preservice teachers for classrooms of increasing religious diversity. This study examined the impact of a two-week experience in Israel for three preservice teachers before, immediately after, and one year after the trip. The data suggests that purposeful inclusions of religious experiences, sites, and more importantly personal encounters with individuals of a variety of faiths can create occasions to reflect upon the role of religion in identity. The preservice teachers in this study, while each possessing unique perspectives, spoke to the impact of this experience upon their teaching in the classroom. The chapter concludes with suggested recommendations on how to incorporate religion while planning a trip with preservice teachers.

“The World is So Much Bigger”

2017 ◽  
pp. 275-294
Author(s):  
Tina Marie Keller
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Religious Diversity ◽  
Religious Experiences ◽  
Religious Traditions ◽  
The World ◽  
One Year ◽  
Role Of Religion ◽  
The Impact

Opportunities to experience diverse religious traditions while traveling abroad can create invitations to explore the role of religion in identity. This becomes important as teacher educators prepare preservice teachers for classrooms of increasing religious diversity. This study examined the impact of a two-week experience in Israel for three preservice teachers before, immediately after, and one year after the trip. The data suggests that purposeful inclusions of religious experiences, sites, and more importantly personal encounters with individuals of a variety of faiths can create occasions to reflect upon the role of religion in identity. The preservice teachers in this study, while each possessing unique perspectives, spoke to the impact of this experience upon their teaching in the classroom. The chapter concludes with suggested recommendations on how to incorporate religion while planning a trip with preservice teachers.

scholarly journals A Conceptual Research Model for Investigating the Impact of Online Teacherpreneurship Education on Students’ Teacherpreneurial Competencies and Intentions in Preservice Teacher Education

2020 ◽  
Vol 19 (12) ◽  
pp. 163-189
Author(s):  
Olusiji Adebola Lasekan ◽  
Reyaz Malik ◽  
Claudia Méndez Alarcon
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Teacher Leader ◽  
Private Tutor ◽  
Measuring Instrument ◽  
Research Model ◽  
The Impact ◽  
Conceptual Research ◽  
Qualitative Literature

This article seeks to develop a research model that can be employed to study the impact of online teacherpreneurship education on students' teacherpreneurial competence and intention as well as employability. Based on the redefinition of the role of online teacherpreneur as an online private tutor, instructional designer, entrepreneur, and teacher leader, a qualitative literature review of competencies for these roles was conducted. We merged the identified competencies according to conceptual similarities. Our result is an online teacherpreneurship competency adopted to formulate a research model which is a customized measuring instrument for investigating the effect of online teacherpreneurship training on preservice teachers’ teacherpreneurial competencies and intentions. This finding has important implications for developing a template for students, policymakers, and teacher educators needed to create online teacherpreneurship courses, curricula, and evaluations.

Examples of c/Critical Coaching: An Analysis of Conversation Between Cooperating and Preservice Teachers

2018 ◽  
Vol 69 (5) ◽  
pp. 493-507 ◽  
Author(s):  
Charlotte L. Land
Keyword(s):  
Preservice Teachers ◽  
Critical Discourse Analysis ◽  
Teacher Educators ◽  
Cooperating Teachers ◽  
Linguistically Diverse ◽  
Critical Discourse ◽  
Teacher Education Programs ◽  
Power Structures ◽  
Similar Work

As student populations become culturally and linguistically diverse, mismatches between students and the mostly White teaching force create challenges for schools and teacher education programs. This article—drawing from the Coaching With CARE project and building on research valuing the role of cooperating teachers (CTs) in supporting critical, socially just teaching—examines c/Critical conversations between CTs and preservice teachers (PTs) to highlight ways CTs may bring critical understandings into mentoring work. Findings show that using tools like retrospective video analysis (RVA) and responsive critical discourse analysis (CDA) helped provide space for some CTs to engage in critical discussions of traditional power hierarchies within the classroom, the roles they and their students assume in societal power structures, and ways those understandings may affect their classroom teaching. The examples also demonstrate the challenges facing teacher educators who hope to engage in similar work and importance of professional development for CTs that includes critical reflection on their own identities and power.

PINGVINAS IR PROTĖJAS. Įsivaizdavimas kaip kitybė manyje

2007 ◽  
Vol 4 ◽  
pp. 21-37
Author(s):  
Kristupas Sabolius
Keyword(s):  
Fight Club ◽  
The World ◽  
The Moment ◽  
Hollywood Movie

Kitybės klausimas dažniausiai kyla iš ego santykio su kitais arba su pasauliu. Šiame straipsnyje daroma prielaida, kad įsivaizdavimo funkcija ištirpdo subjektą ir jame pačiame atveria intersubjektyvią perspektyvą. Šiuo tikslu sugretinami Sartre’o, Husserlio bei Merleau-Ponty įsivaizdavimo funkcijos tyrimai, kuriuose išryškėja vaizdo kaip iš ego centro išslystančios ribos statusas, ir Holivudo filmo „Kovos klubas“ siužetas. Viename iš šios juostos epizodų pasirodantis pingvinas žymi egologinės schizmos akimirką ir tampa fantazijos apsireiškimu ir įsikūnijimu.Išgryninus žaidybinį, savarankišką ir multiformišką charakterį, galime konstantuoti, kad įsivaizdavimas, jei kalbėtume Kanto terminais, yra ne papildanti tarpinė funkcija, bet transcendentalinio subjekto genezėje atlieka paradoksalų „svetimos vidujybės“ arba „vidinės svetimybės“ vaidmenį. Vaizduotė yra katalizatoriaus, kuris, likdamas šalia, įgalina transcendentalinių formų išsikristalizavimą.Pagrindiniai žodžiai: vaizduotė, įsivaizdavimas, fantazija, ego, kitybė, sąmonė.PENGUIN AND PROTEUSImagination as Otherness in meKristupas Sabolius SummaryThe question of Otherness is usually taken into account while discussing the Ego’s relation with Others as well as with the World. This article is based on the premises that the function of phantasy melts the subjectivity, revealing the perspective of intersubjectivity within it. On this purpose Sartre’s, Husserl’s and Merleau-Ponty’s researches on the function of imagination, which elucidate the image as the boundary slipping from the centre of Ego, are compared to the story of Hollywood’ movie „Fight Club“. The penguin, which appears in one of the episodes, registers the moment of egological schism, thus becoming the revelation and incarnation of phantasy. While the playful, autonomous and multiform character of imaginary is cleared out, we can ascertain, speaking in Kantian terms, that it has not a complementary or intermediary function, but, in the genesis of transcendental subject, plays the paradoxical role of „allien innerness“ or „inner alienity“. Thought remaining always beside, imagination is a catalyzer which enables crystallization of transcendental forms.Keywords: imagination, imaginary, phantasy, ego, otherness, consciousness.

OBOLESCENCE AND THE DIFFUSION OF INNOVATIONS

2020 ◽  
pp. 113-130
Author(s):  
A.V. GOLUBEV ◽  
Keyword(s):  
Diffusion Of Innovations ◽  
Time Lag ◽  
Practical Implementation ◽  
Primary Role ◽  
Innovation Development ◽  
Scientific Hypothesis ◽  
Scientific Papers ◽  
The Moment ◽  
Sociological Studies

The diffusion of innovations is described as a process in a number of scientific papers. At the same time, the causes of this process have not been sufficiently studied. The author’s goal is to consider the main regularities, under which the life cycle of innovations begins, and propose measures to enhance diffusion in modern conditions. As a scientific hypothesis, the author accepts the postulate about the primary role of the obolescence of attracted innovations in this process. The analysis revealed not only the economic proportions that initiate the start of innovation promotion, but also the influence on the diffusion rate of the obsolescence degree of innovations and the market share occupied by the new product. Methodological approaches have been developed to determine economic efficiency depending on the moment of technological change-over, as well as to determine the absolute and relative speed of innovation diffusion. Sociological studies were conducted to determine the state of innovation development and the time lag between obtaining information about an innovation and its practical implementation. The author presents his “Agroopyt” information system developed to disseminate knowledge in the agricultural sphere and ensure technology transfer in agriculture. Digital methods provide for significant accelerateion of the diffusion of innovations and expand its scope.

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