scholarly journals Preservice Teachers’ Sense of Belonging During Practicum Placements

2020 ◽  
Vol 45 (11) ◽  
pp. 17-33
Author(s):  
Yvonne Dewhurst ◽  
◽  
Michelle Ronksley-Pavia ◽  
Donna Pendergast ◽  
◽  
...  
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Preservice Teacher ◽  
Lived Experience ◽  
Sense Of Belonging ◽  
Preservice Teacher Education ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Cultural Contexts ◽  
Hermeneutic Phenomenological

Practicum placements in schools are keystone features of preservice teacher education, yet inconsistencies in their nature and quality are pervasive. This phenomenon was explored in two cultural contexts, with a focus on ‘belonging’, which the literature reveals may impact practicums and commitment to the profession. Interviews were conducted with six primary school preservice teachers in Australia and Scotland, about their lived experience of belonging/non-belonging during practicum. Hermeneutic phenomenological analysis revealed four themes in both cultural contexts: 1. Being welcomed; 2. Settings and procedures; 3. Interpersonal interactions; and, 4. Strategic behaviours. This study indicates belonging as crucial to preservice teachers’ cognition, wellbeing and learning during practicums, with ‘non-belonging’ inhibiting their development. Preservice teacher and mentor preparedness for practicums is highlighted, alongside challenges for initial teacher education programs and schools in addressing the fundamental need to foster a sense of belonging for preservice teachers during this crucial aspect of their teacher preparation.

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.

Informing Teaching Through Community Engagement

2018 ◽  
pp. 278-298
Author(s):  
Trish Lewis ◽  
Letitia Hochstrasser Fickel ◽  
Glynne Mackey ◽  
Des Breeze
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Community Engagement ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Learning Needs ◽  
Diverse Range ◽  
White Middle Class ◽  
Lower Socioeconomic

Preservice teacher education programs prepare teachers for a variety of educational settings that serve a diverse range of children. Research suggests that many graduates lack confidence and the capability to teach those from backgrounds different from their own, including children from different cultural and linguistic backgrounds, those from lower socioeconomic backgrounds, and children with additional learning needs. In the bicultural, and increasingly multicultural, New Zealand context, preservice teachers are overwhelmingly from White, middle-class, monolingual backgrounds. This chapter offers a case study of the development of a community engagement course within an initial teacher education degree program. Based on Kolb's model of experiential learning and Moll's notions of funds of knowledge and identity, the course aims to enhance preservice teachers' knowledge of the lives of children they teach, and their dispositions and cultural competence for teaching, through personal and professional interaction with the community.

Teaching About Homelessness Through Multicultural Picture Books and Virtual Reality in Preservice Teacher Education

2020 ◽  
pp. 004723952095869
Author(s):  
Taraneh Matloob Haghanikar ◽  
Lisa M. Hooper
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Virtual Reality ◽  
Preservice Teacher ◽  
Instructional Strategy ◽  
Preservice Teacher Education ◽  
Emerging Technology ◽  
Cultural Knowledge ◽  
Multicultural Children's Literature ◽  
K 12

Using multicultural children’s literature is one way to help preservice teachers build cultural knowledge and awareness about diversity. Another possible practice, not commonly used, is the addition of emerging technology in conjunction with conventional instructional approaches. In this article, we reviewed incorporating a lesson about homelessness in preservice teachers’ ( N = 46) respective curricula. We provided an illustrative example of the class and assignment process employed to facilitate preservice teachers’ knowledge, skills, and awareness that can be used with K-12 students who are experiencing homelessness. The goal of these assignments was to initiate or continue the conversation about building knowledge related to effective teaching practices about diversity in general and homelessness in particular. In this article, we shared an innovative instructional strategy that might lead to a shift in educators’ approaches, a move toward more diverse curriculum.

Using Computer-Based Technology to Determine Emergent Classroom Discipline Styles in Preservice Teacher Education

2005 ◽  
Vol 34 (1) ◽  
pp. 83-110 ◽  
Author(s):  
Seungyoun Lee ◽  
Jack V. Powell
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Preservice Teacher ◽  
Field Experience ◽  
Preservice Teacher Education ◽  
Early Childhood Teachers ◽  
Chi Square ◽  
Significant Difference ◽  
Computerized Simulation

Problems related to disruptive behaviors of children in schools continue to be a topic of public debate and empirical inquiry among teachers and researchers across America. Although this problem is historic, it has resurfaced, with momentous attention during recent years. This article focuses on a computerized simulation used as an integrated component of a curriculum course. The simulation includes discipline issues with certain situations as one of six categories of emphasis. The researchers attempted to ascertain the extent to which the simulation influenced selected disciplines styles of preservice teachers before and after field experience. Chi-square, Somers'd, Gamma, Correlation, and Regression were applied to the data using after field experience as a dependent variable. Significant difference was found on “rating of simulation on discipline before–after field experience” with Chi-square analyses (χ2 = 27.196; df = 12; p < 0.007), and with regression analyses ( b = .249). Thus, preservice teachers who experienced a computerized simulation on discipline before field experience perceived the computerized simulation on discipline as an effective tool to learn discipline after their four-week field experience. Computerized simulation is shown to be helpful to preservice early childhood teachers prior to field experience. Therefore, integrating technology-based simulations into preservice teacher education programs can potentially and effectively influence solving discipline problems in real classrooms by helping preservice teachers construct their own beliefs and philosophy about discipline. Emergent themes and direct quotes from preservice early childhood teachers are shown on the aspect of discipline.

scholarly journals Preservice Teacher Experience with Technology Integration: How the Preservice Teacher’s Efficacy in Technology Integration is Impacted by the Context of the Preservice Teacher Education Program

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Liz Ebersole
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Preservice Teacher ◽  
Education Program ◽  
Self Efficacy ◽  
Field Experience ◽  
Teacher Education Program ◽  
Preservice Teacher Education ◽  
Iste Standards

This paper explores self-efficacy theory (Bandura), situated learning theory (Lave & Wenger), and self-determination theory (Ryan and Deci), the technological pedagogical content knowledge framework (TPCK or TPACK; Mishra & Koehler) and the International Society for Technology in Education (ISTE) Standards (for Educators) as they relate to the preservice teacher education program, including both coursework and field experience. Regarding teacher education program coursework, this paper examines research studies that report on findings from both quantitative and qualitative research about preservice teachers’ experience with technology integration in the context of the teacher education program, in which the TPACK framework or ISTE Standards were used in the curricular design of the program’s academic coursework. Regarding teacher education program field experience, this paper examines the context provided by the mentor teachers’ self-efficacy regarding and use of technology.

scholarly journals Connections and Capacity: An Exploration of Preservice Teachers’ Sense of Belonging, Social Networks, and Self-Efficacy in Three Teacher Education Programs

AERA Open ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 233285842090149 ◽  
Author(s):  
Peter Bjorklund ◽  
Alan J. Daly ◽  
Rebecca Ambrose ◽  
Elizabeth A. van Es
Keyword(s):  
Social Networks ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Network Centrality ◽  
Education Programs

Learning to teach is rife with challenges. Preservice teachers’ self-efficacy can potentially mitigate the stress of these challenges, and teacher education programs are fundamental in helping them build this important resource. As such, understanding the foundations of self-efficacy is important for researchers and teacher educators alike. Grounding our study in social network theory, we explored the relationship between sense of belonging to a teacher education program, network centrality, and self-efficacy. Our sample included 245 preservice teachers in three university teacher education programs. We found that sense of belonging to the program and network centrality (in-degree and out-degree) were significantly and positively related to preservice teachers’ self-efficacy beliefs. This study builds on a growing literature that explores the relationships between preservice teachers’ social networks and their beliefs and practices.

Positioning Preservice Teacher Formative Assessment in the Literature

2017 ◽  
pp. 1-46 ◽  
Author(s):  
Christopher Dann ◽  
Shirley O'Neill
Keyword(s):  
Preservice Teachers ◽  
Formative Assessment ◽  
Preservice Teacher ◽  
Action Learning ◽  
Initial Teacher Education ◽  
Central Component ◽  
Teacher Education Programs ◽  
Assessment Practices ◽  
Participatory Action ◽  
Practicum Experiences

This text explores Formative Assessment Practices (FAP) for Preservice Teacher Practicum Feedback and focuses on emerging opportunities from a study conducted in Australia over four years. This study comprised Participatory Action Learning Action Research (PALAR) that involved six cycles (Dann & Allen, 2015). The emerging opportunities discussed here are drawn from the data of this PALAR study and the current literature about formative assessment of preservice teachers during practicum experiences. Professional practicum experiences are a central component of initial teacher education programs where today's providers are endeavoring to increase their quality (Beauchamp, Clarke, Hulme, & Murray, 2013; Cohen, Hoz, & Kaplan, 2013; Ingvarson et al., 2014).

Informing Teaching Through Community Engagement

2019 ◽  
pp. 1225-1245
Author(s):  
Trish Lewis ◽  
Letitia Hochstrasser Fickel ◽  
Glynne Mackey ◽  
Des Breeze
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Community Engagement ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Learning Needs ◽  
Diverse Range ◽  
White Middle Class ◽  
Lower Socioeconomic

Preservice teacher education programs prepare teachers for a variety of educational settings that serve a diverse range of children. Research suggests that many graduates lack confidence and the capability to teach those from backgrounds different from their own, including children from different cultural and linguistic backgrounds, those from lower socioeconomic backgrounds, and children with additional learning needs. In the bicultural, and increasingly multicultural, New Zealand context, preservice teachers are overwhelmingly from White, middle-class, monolingual backgrounds. This chapter offers a case study of the development of a community engagement course within an initial teacher education degree program. Based on Kolb's model of experiential learning and Moll's notions of funds of knowledge and identity, the course aims to enhance preservice teachers' knowledge of the lives of children they teach, and their dispositions and cultural competence for teaching, through personal and professional interaction with the community.

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