scholarly journals Making the Transition to Virtual Methods in the Literacy Classroom: Reframing Teacher Education Practices

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Lindsay Stoetzel ◽  
Stephanie Shedrow
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Digital Literacy ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Digital Learning ◽  
Face To Face ◽  
Integration Of Technology ◽  
Literacy Methods ◽  
Digital Learning Environments

In response to the COVID 19 pandemic universities and colleges abruptly closed and teacher educators had little time to move instruction from face-to-face classrooms to digital learning environments. This sudden shift created a myriad of obstacles as instructors worked to retain pedagogically sound and effective instruction digitally—while also preparing novice teachers to teach online themselves. Adding another layer of complexity was prospective teachers’ lack of knowledge and hesitation regarding technology tools, as well as how to meaningfully integrate the tools into their teaching. Facing these challenges, we as literacy teacher educators drew upon effective methods of teacher education, literacy practices and digital literacy to rethink the way we design lessons and assignments for our literacy methods courses. The framework we created for restructuring the integration of technology into courses can be duplicated across disciplines and guide instructors to reconceptualize their use of tech tools to re-envision face-to-face and digital instruction to expand learning outcomes.

Technology in Education, Win or Fail?

2022 ◽  
pp. 243-266
Author(s):  
Elizabeth Gound
Keyword(s):  
Digital Literacy ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Technology In Education ◽  
Digital Literacies ◽  
Preparation Programs ◽  
Educator Preparation ◽  
Integration Of Technology ◽  
Technology Instruction ◽  
Educator Preparation Program

Educator preparation programs and institutional polices should provide background knowledge and experience with digital literacies and emerging technologies in coursework and strategies. The emphasis on the integration of technology instruction is relevant in the literature today. This chapter will explore the intersections and disjunctures between digital literacy practices in an educator preparation program and personal digital literacy use from a recent study that examined the digital literacies of six teacher educators. The chapter will be organized into sections, examining technology tools, digital interactions, and online resources applied classrooms.

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

scholarly journals Curriculum flexibility in a blended curriculum

2020 ◽  
Author(s):  
Herma Jonker ◽  
Virginie März ◽  
Joke Voogt
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Institution ◽  
Structured Interviews ◽  
Research And Practice ◽  
Face To Face ◽  
Teacher Education Institution ◽  
Student Enrolment

This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enrolment and allowing for variety in students’ graduation portfolios. Through semi-structured interviews with 10 teacher educators, conditions that could foster or hinder the realisation of flexibility were investigated. Results indicate that different contextual, teacher-, and student-related conditions were perceived to affect (further) curriculum flexibility. Furthermore, teacher educators identified several challenges related to these influential conditions, which were recognised as tensions. Based on a discussion of these findings, recommendations for research and practice are given.

Literacy in K-12 Teacher Education

2011 ◽  
pp. 469-492
Author(s):  
Kristina Love
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Cultural Practices ◽  
New Literacy ◽  
Cd Rom ◽  
Text Structures ◽  
Critical Areas ◽  
Complex Forms ◽  
K 12

Midway through the first decade of the new millennium, teachers are still facing considerable challenges in dealing with the complex forms of literacy that are increasingly required for success across the K-12 curriculum in Australia. Three critical areas in particular need to be addressed in teacher education in this regard: teachers’ knowledge about text structures and about how language functions as a resource in the construction of a range of spoken, written, and multi-modal genres; teachers’ understanding of language and text as critical socio-cultural practices and how these practices build disciplinary knowledge across the K-12 curriculum; and teachers’ capacity to choose models of pedagogy that allow learners to master new literacy practices, transform meanings across contexts, and reflect substantively on learning through language. In this chapter, I will outline how a video-based interactive CD-ROM entitled BUILT (Building Understandings in Literacy and Teaching) was developed for use in teacher education to address these concerns. I will conclude by signalling some of the challenges that remain for teacher educators training novice teachers to scaffold, through ICT, their K-12 students into an important range of literacies.

Technology Integration in Digital Learning Environments

2018 ◽  
pp. 165-184
Author(s):  
Irene Mwingirwa Mukiri ◽  
Bonface Ngari Ireri
Keyword(s):  
Technology Integration ◽  
Learning Environments ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Digital Learning ◽  
Girls In Science ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
And Mathematics ◽  
Digital Learning Environments

Digital literacy indisputably plays a momentous role in our future lives (Allen, 2007). This chapter considers technology integration at various levels of school, ranging from primary to tertiary levels. It further shows results of a practical quasi experimental study done in Kenyan secondary schools showing how scores of students learning mathematics in a technology-based environment compared with those learning using conventional methods of teaching. The students' scores in examinations showed that the students learning using the selected application known as GeoGebra performed better and girls performed equally as well as boys when taught mathematics in a technology environment. The chapter underscores the importance of technology to improve teaching and learning process and it has promise to bridge the gap in performance between boys and girls in Science Technology Engineering and Mathematics (STEM).

Promoting Active Learning in Mathematics Teacher Education

2017 ◽  
pp. 269-284
Author(s):  
Rukiye Didem Taylan
Keyword(s):  
Teacher Education ◽  
Active Learning ◽  
Professional Learning ◽  
Prospective Teachers ◽  
Mathematics Teacher ◽  
Professional Growth ◽  
Flipped Classroom ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Pedagogical Content

Teacher educators have a responsibility to help prospective teachers in their professional growth. It is important that teacher educators not only teach prospective teachers about benefits of active learning in student learning, but that they also prepare future teachers in using pedagogical methods aligned with active learning principles. This manuscript provides examples of how mathematics teacher educators can promote prospective teachers' active learning and professional growth by bringing together the Flipped Classroom method with video content on teaching and learning as well as workplace learning opportunities in a pedagogy course. The professional learning of prospective teachers is framed according to the components of the Pedagogical Content Knowledge (Park & Olive, 2008; Shulman, 1986). Implications for future trends in teacher education are provided.

(Un)Sanctioned: young adult literature as meaningful sponsor for writing teacher education

2019 ◽  
Vol 18 (1) ◽  
pp. 70-84
Author(s):  
Brandon L. Sams ◽  
Mike P. Cook
Keyword(s):  
Teacher Education ◽  
Young Adult ◽  
Young Adult Literature ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Case Study Research ◽  
Content Type ◽  
Writing Teacher ◽  
Writing Practices ◽  
Literacy And Writing

Purpose The purpose of this paper is to examine youth literacy and writing practices in select, contemporary young adult literature (YAL), especially how and why literate activity is sponsored, negotiated or occluded by teachers and schools. Design/methodology/approach The authors position young adult fiction as case studies of youth composing in and out of school. Drawing on Stake's (1995) features of case study research in education, the authors present readings of Gabi, a Girl in Pieces by Isabel Quintero and The Vigilante Poets of Selwyn Academy by Kate Hattemer that highlight particular problems and insights about youth literacy practices that are worth extended examination and reflection. Findings Both novels feature youth engaging in powerful literacy and writing practices across a range of modes to critically read and write their worlds. These particular texts – and other YAL featuring youth composing – offer teacher educators and pre-service teachers opportunities for critical reflection on their evolving stances on literacy instruction; identities as writing and literacy educators; and pedagogies that enable robust literate activity. Originality/value In the US educational context, teacher education programs are required to provide pre-service teachers numerous opportunities to observe and participate as teachers in public school classrooms. YAL offers a unique setting of experience that can be productively paired with more traditional field placements to complement pre-service writing teacher education. Reading YAL featuring youth composing can serve as a useful occasion of reflection on pedagogies that limit and/or make possible students’ meaningful engagement with words and the world.

Modeling Compassion in Critical, Justice-Oriented Teacher Education

2008 ◽  
Vol 78 (4) ◽  
pp. 652-674 ◽  
Author(s):  
Hilary Gehlbach Conklin
Keyword(s):  
Teacher Education ◽  
Middle Class ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Diverse Students ◽  
Successful Teachers

As the work of teacher education becomes increasingly focused on the challenges of helping mostly white, monolingual, middle-class prospective teachers become compassionate,successful teachers of racially, culturally, linguistically, economically, and academically diverse students, some teacher educators struggle to find compassion for the prospective teachers they teach. Motivated by this concern and drawing on feminist and Buddhist theories, Hilary Conklin argues that many teacher educators would benefit from a renewed consideration of modeling the pedagogy they hope prospective teachers will employ. In this article, she analyzes and brings together the work on critical, justice-oriented approaches to teacher education, relationships in teaching, modeling as pedagogy, and the Buddhist notion of compassion to articulate a pedagogy of modeling in critical, justice-oriented teacher education. Conklin proposes that such a pedagogy has the potential to move us closer to transformative teacher education.

Exemplify what you explicate

1973 ◽  
Vol 20 (3) ◽  
pp. 209-211
Author(s):  
Evelyn Sowell
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Education Faculty ◽  
Education Students ◽  
University Of Houston ◽  
Competency Based ◽  
The University ◽  
Teacher Education Students

That professor! What he says is great—but that idea just won't work in the classroom!” These statements may be common among some teacher education students. Such comments are now heard much less frequently, however, around the University of Houston. The mathematics education faculty is experimenting with a competency- based program, as part of a collegewide endeavor, that requires prospective teachers to actually use in their classrooms what they hear and read about teaching. Initial experiences with this program suggest several advantages both for teachers in training and for teacher educators. This article describes some features and benefits of one type of approach to competency-based mathematics education.

LEARNING TO BE ENTREPRENEURIAL IN VOCATIONAL TEACHER EDUCATION

2013 ◽  
Vol 1 (13) ◽  
Author(s):  
Heikki Hannula ◽  
Taru Dorra
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Early Stage ◽  
Vocational Teachers ◽  
Implementation Phase ◽  
Vocational Teacher ◽  
Entrepreneurial Activities ◽  
In The Beginning ◽  
Taking Action

Being entrepreneurial is a concept which has evoked interest in the context of entrepreneurship education.  It is a desirable quality not only among people already in working life but also among students, teachers and learning organizations.  Teachers are a group who by their own example can serve as a model for others.  Through their own entrepreneurial example teachers can encourage their own students to be entrepreneurial.  Therefore, it is appropriate that the entrepreneurial activities will be learned already during the teacher education. Observations of the entrepreneurial approach of two groups who began their studies at HAMK were initiated in August 2011.  Instead of the normal teacher-led training the groups of students were divided according to the tenets of Problem-Based Learning into small groups. Each group was assigned the responsibility for the independent planning, implementation and assessment of studies pertaining to vocational teacher education.  The task of the instructors was to monitor the activities and to intervene only when necessary.  In the reactions and development of the students the phases of the risk pedagogy model proposed by Paula Kyrö could be discerned- confusion, taking action and learning to take risk. The students in the groups responded twice to questionnaires addressed to them.  The first questionnaire was implemented in the beginning of studies and the second at the end of studies. The observations of the teacher educators and students were also analyzed.  It can be concluded/stated as a conclusion that in the early stage the students were confused, and partly also angry.  Taking action, however, yielded results and the prospective teachers realized that they had coped with the challenges.  Eventually in the course of implementation there actually emerged competition in regards to which group had achieved the highest quality implementation.  Thus through experiences of being teachers, the prospective teachers also learned the matters pertaining being entrepreneurial, such as responsibility and risk-taking. The purpose of this article is to describe the story of the growth of prospective vocational teachers. First we present the key concepts used in the research. Thereafter we describe the studies of the prospective teachers as a whole.  Next we introduce the prospective teachers’ and instructors’ experiences of the implementation phase.  Finally we both draw conclusions about the implementation and endeavor to stimulate discussion on the further development of entrepreneurial education.

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