scholarly journals Paving the Way for Media Literacy Instruction in Preservice Teacher Education: Prospective Teachers’ Levels of Media Literacy Skills

2018 ◽  
Vol 11 (4) ◽  
pp. 795-810 ◽  
Author(s):  
Cahit Erdem ◽  
◽  
Bahadır Erişti ◽  
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Media Literacy ◽  
Prospective Teachers ◽  
Literacy Instruction ◽  
Preservice Teacher Education ◽  
Literacy Skills ◽  
The Way

Creative Pedagogy for Literacy Instruction

2022 ◽  
pp. 79-97
Author(s):  
Stacie Austin
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Preservice Teacher ◽  
Subject Matter ◽  
Creative Process ◽  
Literacy Instruction ◽  
Preservice Teacher Education ◽  
Potential Barriers ◽  
Creative Pedagogy

This chapter intends to provide a definition for the multi-faceted concept of creativity, describe components of the creative process, identify potential barriers to nurturing creativity, and present an explanation of creative pedagogy. The author believes that the pervasiveness of literacy in all subject matter provides an ideal mechanism for training preservice teachers in creative pedagogy. Throughout the chapter, the reader will find descriptions of activities that promote creativity through literacy instruction and examples of creative pedagogy in a preservice teacher education course.

Preservice teacher education: Towards a transformative and reflexive learning

2017 ◽  
Vol 8 (2) ◽  
pp. 114-130
Author(s):  
Eugenia Arvanitis
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Preservice Teacher ◽  
Prospective Teachers ◽  
Preservice Teacher Education ◽  
Transformative Education ◽  
Initial Teacher Education ◽  
Participatory Action ◽  
Pedagogical Choices ◽  
Real Challenge

Changing initial teacher education and lifelong learning experiences has become a real challenge for education as we strive to cultivate 21st-century skills in our students to ready them to become new cosmopolitan learners and knowledge professionals. The concepts inherent to transformative education and reflexive pedagogies, even though they are evolving concepts, have posed some serious concerns for the structure and experiences of preservice teacher education. This article presents a reflexive account of 207 preservice teachers attending a regional city university in Greece. In this study, the prospective teachers adopted the Learning by Design pedagogical framework during their Practicum experience. Their focus was to engage in learning design in a meaningful and collaborative way. A participatory action research methodology was adopted. Major findings revealed ‘reflexive deliberations’ on planning learning repertoires and making pedagogical choices.

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