scholarly journals encouraging the teacher-agent: resisting the neo-liberal culture in initial teacher education

2019 ◽  
Vol 15 ◽  
pp. 1-27
Author(s):  
Rhiannon Love
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education ◽  
Philosophy For Children ◽  
Whole Child ◽  
Holistic View ◽  
Construction Of Knowledge ◽  
Holistic Approaches ◽  
Educational Culture ◽  
Liberal Culture ◽  
Pre Service Teacher

Influenced by Sachs’ (2001) ‘activist identity’ I propose that pre-service teacher education or initial teacher education (ITE), as I will refer to it, could, and indeed should, encourage a new form of teacher; the ‘teacher-agent.’  This teacher-agent would be aware of the pressures and dictates of the neo-liberal educational culture and its ensuing performative discourse, and choose to resist it, in favour of a more holistic view of education. This view of education encourages inclusive, creative and democratic forms of education concerned with encouraging a social conscience in children and young people, as well as seeing education as concerned with the whole child.  These more holistic approaches to education could include pedagogical approaches such as Philosophy for Children (P4C), Rights’ Respecting Education and Slow Pedagogy, which can not only provide a more balanced understanding and deeper experience of education for both teachers and pupils, but can also help teachers to resist the debilitating impact of the neo-liberal performative discourse, potentially also thus impacting on their wellbeing and ability to retain their integrity as professionals.  This may also have the potential to halt the rapid exodus of new teachers from the profession. It is my contention, that engaging with pedagogies such as P4C in this new iteration of ITE could help not only to encourage the Student Teacher-Agent, but also, as a consequence, develop the Citizen-Agent in the children they are teaching. In this paper I consider four key areas where I propose P4C could play a role in this alternative model of Initial Teacher Education; Democracy in action, the teacher as Teacher-Facilitator, a space for co-construction of knowledge, and encouraging Social Justice.

scholarly journals Unpacking the Potential of 360degree Video to Support Pre-Service Teacher Development

2019 ◽  
Vol 11 (1) ◽  
pp. 63-69
Author(s):  
Nicoletta Balzaretti ◽  
Andrea Ciani ◽  
Chelsea Cutting ◽  
Lisa O’Keeffe ◽  
Bruce White
Keyword(s):  
Teacher Education ◽  
Teacher Development ◽  
Teaching Practice ◽  
Initial Teacher Education ◽  
Web Based ◽  
Video Cameras ◽  
Self Evaluation ◽  
Video Viewing ◽  
Pre Service Teacher

Abstract Video has become a useful tool in Initial Teacher Education for self-evaluation and reflection by pre-service teachers (PSTs). The availability of 360degree video cameras and web-based applications, to review and annotate 360degree videos, allows PSTs greater flexibility to view and review their practice from a variety of perspectives. This study explores PSTs’ use of 360degree video for reflection on their teaching practice. 360degree video provides PSTs with the capacity to pan ‘around’ the video, and in doing so has supported PSTs to detach and reflect on their own practice. The findings suggest that the PSTs valued the additional perspectives afforded by the 360degree nature of the video, which had a particular impact on their understanding of their presence, interactions and explanations. Peer video viewing was also found to be a useful tool in supporting PSTs to ‘notice’ additional areas for improvement in their own practice.

scholarly journals The Journey towards a Teacher’s Ecological Self: A Case Study of a Student Teacher

2014 ◽  
Vol 16 (2) ◽  
pp. 103-114 ◽  
Author(s):  
Rea Raus ◽  
Thomas Falkenberg
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teacher ◽  
Critical Dimension ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Educational Systems ◽  
Pedagogical Practice ◽  
Holistic View ◽  
Ecological Self

Abstract Transforming our educational systems to support sustainable development is a challenge that involves all levels of education – policy, curriculum and pedagogical practice. One critical dimension to look at is a teacher’s identity as it influences a teacher’s decision-making, behaviour and action. The ecological self is the concept that is used in the context of sustainability. This paper discusses the emerging ecological self of one student teacher during her initial teacher education programme. The concepts of the teacher’s self and the ecological self form a lens through which the story of this student teacher is examined. The paper focuses on one part of a broader, longitudinal study of student teachers and their understanding of pedagogy and connectedness with nature in the context of the need for reorienting teacher education towards sustainability. Sterling’s (2001) conceptual framework of ecological view on education is taken as a tool to analyse the collected data. The results indicate that deep connectedness to nature and empathy are framing the holistic view on learning, teaching and a teacher’s self.

scholarly journals Knowledge of child development in the interface of theory and practice in foundation phase teacher education

2017 ◽  
Vol 7 (1) ◽  
pp. 6 ◽  
Author(s):  
Lara Ragpot
Keyword(s):  
Teacher Education ◽  
Child Development ◽  
Young Children ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Childhood Development ◽  
Course Content ◽  
School Classroom ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

How the child develops and learns should be an integral part of pre-service teacher education programmes. This article argues that for foundation phase teachers to teach young children effectively, course content in initial teacher education (TE) should cultivate a thorough understanding of the developing child by infusing theories of childhood development into coursework and practicum. To strengthen this argument, the article gives examples of international TE programmes which recognise that child development should take preference in these programmes. However, for the future teacher to really know the developing child and how to intervene when optimal development is not in place, the theories on child development taught in coursework need to be done in tandem with practical work in a school classroom. This theory–practice interface in initial TE could be optimally supported in a foundation phase pre-service TE programme, which utilises a university-affiliated teaching school as site for practical cross articulation of coursework theory.

Teaching performance assessments in the USA and Australia

2019 ◽  
Vol 21 (4) ◽  
pp. 237-250
Author(s):  
Jennifer Charteris
Keyword(s):  
Teacher Education ◽  
Research Literature ◽  
Teacher Assessment ◽  
Performance Assessments ◽  
Initial Teacher Education ◽  
Teaching Performance ◽  
Content Type ◽  
The Usa ◽  
Pedagogy And Curriculum ◽  
Pre Service Teacher

Purpose Teaching performance assessments (TPAs) have developed in the USA and Australia as a “bar exam” for the profession and are used means to assure that graduates are classroom ready. The purpose of this paper is to outline how these assessments have been implemented in teacher education in the USA and Australian contexts. The edTPA is embroiled in controversy in the USA and there are important lessons from the related research literature that could inform the how other countries engage with TPAs in pre-service teacher education. Design/methodology/approach This conceptual paper outlines how Australia has introduced TPAs in initial teacher education (ITE) through policy borrowing from the USA. The paper synthesises critiques of the edTPA (USA) from research literature and considers the implications of TPAs in the Australian context. Findings The TPA impacts the focus of pre-service teacher practicum teaching, and pedagogy and curriculum in ITE education. The TPA could be used to mobilise detrimental accountability mechanisms. With the outsourcing of assessment to edu-business, Pearson Education, teacher education institutions in the USA have a sense that they have lost control over determining which students are credentialed to teach. Although pre-service teacher assessment is still administered and assessed by ITE institutions in Australia, there is a concern that could change. It is argued that educators, administrators and policy makers should avoid moves to outsource TPAs in Australia. Originality/value Because it is in its infancy, there is a little robust research into the implication of introducing teacher performance assessments into the Australian teacher education context.

scholarly journals Proyectos de Aprendizaje Tutorados y autoevaluación de competencias profesionales en la formación inicial del profesorado (Project Oriented Learning and self-assessment of professional competencies in initial teacher education)

Retos ◽  
2015 ◽  
pp. 242-250
Author(s):  
Lurdes Martínez-Mínguez
Keyword(s):  
Teacher Education ◽  
Good Practice ◽  
Initial Teacher Education ◽  
Professional Competencies ◽  
Self Perception ◽  
Self Assessment ◽  
University Professors ◽  
Current Context ◽  
Competencias Profesionales ◽  
Pre Service Teacher

En un contexto actual de aprendizaje y evaluación por competencias en la Formación Inicial del Profesorado (FIP), este artículo pretende alcanzar un doble objetivo. Por un lado valorar la adecuación de proyectos de aprendizaje tutorados (PAT) como «buena práctica» eficaz para adquirir competencias profesionales. Y, por otro lado, analizar el grado de utilidad de una escala de percepción para poder autoevaluarlas. Los participantes han sido140 estudiantes de la asignatura de Educación Psicomotriz de la Universidad Autónoma de Barcelona y su profesora. Los datos cuantitativos y cualitativos se han obtenido a partir de tres instrumentos: Cuestionario sobre el PAT, una Escala de autopercepción de competencias por parte del alumnado, y un Informe de docencia por parte del profesorado. Los resultados muestran que todos los estudiantes mejoran la autopercepción del grado de competencias profesionales adquiridas desde el inicio hasta el final del proyecto de forma global. Ordenadas de más a menos serían las competencias de: organización, evaluación, trabajo en equipo, programación, ambiente y difusión. Se concluye que los PAT implementados en contextos reales de intervención con equipos de profesorado mixtos universidad-maestros escuela son eficaces para adquirir competencias profesionales y que la escala de autopercepción utilizada es útil para autoevaluarlas reflexionando y siendo consciente de los cambios que se van produciendo desde el inicio hasta el final de su formación.Abstract. In the current context of competences-based learning and assessment in Pre-service Teacher Education, this study assesses a Project of Oriented Learning which is used as an example of good practice to achieve professional competencies and analyze the level of usefulness of a self-assessment scale. One-hundred forty students from the subject «Psychomotor Education» at Autonomous University of Barcelona and their professor participated in the study. The tools used to gather quantitative and qualitative data were: a questionnaire, a self-perception scale of the students’ competencies and two professors’ teaching reports. The results show that all the students improved their level of self-perception of the professional competencies achieved during the project. In order of importance, these competences are: organization, assessment, teamwork, learning environment and dissemination. The conclusion of the study is that these types of projects, when implemented in real contexts with mixed teams composed of university professors and school teachers, are efficient not only to achieve professional competencies through reflection but also to be aware of the different changes that occur during the education process.

scholarly journals The Emotional Geography of A Female EFL Pre-service Teacher in Teaching Practicum: Voice from Initial Teacher Education

2021 ◽  
Vol 7 (1) ◽  
pp. 106
Author(s):  
Misdi Misdi ◽  
Desy Rachmawaty ◽  
Nurani Hartini ◽  
Kardi Nurhadi ◽  
Hendriwanto Hendriwanto
Keyword(s):  
Teacher Education ◽  
Teacher Educator ◽  
Initial Teacher Education ◽  
Cooperating Teacher ◽  
Emotional Understanding ◽  
Emotional Geography ◽  
Teaching Practicum ◽  
Wide Range ◽  
Teacher Students ◽  
Pre Service Teacher

Despite a surge of research interest in pre-service teachers' experiences in teaching practicum over the past years, scant attention has been paid to exploring pre-service teachers' emotional aspects in teaching practicum. This study seeks to fill this gap by investigating the emotional experiences, in particular the emotional geography of a female pre-service teacher who has just completed her teaching practicum situated in Indonesian teacher education, by adopting a narrative inquiry.  The data were derived from interviews capturing the critical incidents of her emotional geography while interacting with her cooperating teacher, students and teacher educator. The data were qualitatively analyzed with Hargreaves' emotional geography framework, including physical, moral, socio-cultural, professional and political geography. Drawing on the findings, the participant expressed a wide range of positive and negative emotions such as dealing with a scary-imaged person, being more attentive employing bilingualism during then instruction, getting customized with varieties of instructional media,  and being good feeling. This study implied that the policymakers, teacher educator, and cooperating teacher should pay pre-service teacher teaching skills and the emotional aspect to get emotional understanding for continuing learning to teach in teacher education landscape

scholarly journals Zones of conflicts and potentialities in the process of becoming an EFL teacher

2012 ◽  
Vol 12 (3) ◽  
pp. 511-531 ◽  
Author(s):  
Paula Tatianne Carréra Szundy
Keyword(s):  
Teacher Education ◽  
Analysis Tool ◽  
Cultural Artifacts ◽  
Construction Of Knowledge ◽  
Efl Teacher ◽  
Persuasive Discourse ◽  
Potential Development ◽  
Efl Teachers ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

For shifting the focus from completed maturational processes to those that can be potentially developed in the interaction with other(s) and for proposing that while interacting with the varied cultural artifacts people are not only transformed but able to transform the activity, the vygotskian notion of ZPD has indeed become a revolutionary analysis tool in several educational spheres. After drawing the characteristics of ZPD that have contributed to my reflection concerning the construction of knowledge in EFL pre-service teacher education processes, the present paper aims at discussing the zones of potential development revealed in the reports written by three future EFL teachers during English Methodology classes. Framed on the notion of ZPD and on the concepts of ideology, authoritative and persuasive discourse proposed by Bakhtin's circle, the analysis focuses mainly on the conflicts related to the process of becoming an EFL teacher.

scholarly journals Teaching with children's literature in initial teacher education: Developing equitable literacy pedagogy through talk about books

2021 ◽  
pp. 172
Author(s):  
Alyson Simpson
Keyword(s):  
Teacher Education ◽  
Children's Literature ◽  
Children’S Literature ◽  
Initial Teacher Education ◽  
Holistic View ◽  
Local Schools ◽  
Quality Literature ◽  
Teaching Of Reading ◽  
Dialogic Approach ◽  
Literacy Pedagogy

Teaching about children’s literature in pre-service teacher education is quite rare, even though research shows it is crucial for teachers to be good at teaching reading as well as being committed readers (Commeyras et al., 2003; Cremin et al., 2009). Emphasis on the reading process can sideline the importance of talking about quality literature to engage students in reading (Author, 2016). I have positioned the role of talk about books as a core part of our undergraduate degree. In this way, my pre-service teachers are alerted to the potential of the ‘fiction effect’ to improve equitable engagement with reading (Jerrim & Moss, 2019) for all students.   The paper explores how an initial teacher education course in Australia partnered with local schools to create authentic interactions about children’s literature. A dialogic approach to learning (Alexander, 2020) was adopted to teach pre-service teachers to develop equitable literacy pedagogy informed by children's literature. During their education program the pre-service teachers received letters from school children who wrote about their reading preferences. The letters were discussed for evidence of reading habits and new books were sought as recommendations for children to read. Through considering their own reading identities pre-service teachers collectively developed their knowledge about children’s literature as they developed knowledge of literacy pedagogy.  The development of habits of noticing (Simpson et al., 2020) through iterative discussion helped the pre-service teachers’ learn about their students, learn from their students, and encouraged them to take a more holistic view of the teaching of reading.

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