Becoming humanizing educators during inhumane times: Valuing compassion and care above productivity and performance

2021 ◽  
Vol 22 (3) ◽  
Author(s):  
Grace Inae Blum ◽  
Leah Dale
Keyword(s):  
Teacher Preparation ◽  
Teaching And Learning ◽  
Teacher Educator ◽  
Qualitative Inquiry ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
And Performance ◽  
Pre Service Teacher

This qualitative inquiry presents a duoethnographic reflection by a pre-service teacher and teacher educator on their individual and collective experiences navigating teaching and learning during the COVID-19 pandemic. Emails of gratitude exchanged between both authors serve as the beginning of their inquiry and analysis. Their narratives reveal the ways in which they experienced humanizing pedagogies, received compassion and care, and engaged in culturally sustaining pedagogies within their teacher preparation program. Implications for reimagining teacher preparation embedded in humanizing pedagogies are explored.

Using Qualitative Inquiry and Self-Study to Make Sense of Data Use Practices in Teacher Education

2020 ◽  
Vol 11 (4) ◽  
pp. 34-44
Author(s):  
Jahnette Wilson ◽  
Sam Brower ◽  
Teresa Edgar ◽  
Amber Thompson ◽  
Shea Culpepper
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Qualitative Data ◽  
Data Use ◽  
Program Improvement ◽  
Qualitative Inquiry ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Self Study

Accountability and rigor in teacher education have been the focus of recent policy initiatives. Thus, data use practices have become increasingly critical to informing program improvement. Educational researchers have established self-study as a research methodology to intentionally be used by teacher educators to improve their practice. The purpose of the self-study described in this article was to examine the data use practices of one teacher preparation program in an effort to facilitate improvement of the program's capacity in using program data. The qualitative data gathered in this case study proved to be pivotal in the continuous improvement efforts of the teacher preparation program; thus, the usefulness and value of the findings within this case study have implications for how institutional self-study and qualitative data can support quantitative programmatic data in order to facilitate programmatic improvement initiatives.

scholarly journals Exploring the Factor Structure of the Constructs of Technological, Pedagogical, and Content Knowledge (TPACK): An Exploratory Factor Analysis Based on the Perceptions of TESOL Pre-Service Teachers at a British Private University in Malaysia

2021 ◽  
pp. 103-115
Author(s):  
Raveenajit Kaur A. P. ◽  
Kalvant Singh ◽  
Alberto Luis August
Keyword(s):  
Technology Integration ◽  
Teacher Preparation ◽  
Data Collection ◽  
Private University ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Structured Interviews ◽  
Mixed Methods Case Study ◽  
Pre Service Teacher

Using the TPACK framework, this research study investigated how pre-service teachers perceive their development of the knowledge, skills, and self-efficacy necessary for technology integration; and explored the opportunities that pre-service teachers have to learn about technology integration. It employed a convergent parallel mixed methods case study design. It has a single-embedded case design. The unit of analysis for inquiry is the undergraduate teacher preparation program at a private British university in Malaysia. This study incorporates quantitative data collection in the form of a survey alongside qualitative data collection conducted through semi-structured interviews. The participants for the survey comprised of three purposefully selected convenience samples of pre-service teachers (Years One, Two, and Three) studying the undergraduate teacher preparation program. Following the administration of the survey, a maximum variation sample of pre-service teachers who participated in the survey was invited for semi-structured interviews. The results indicated that the EFA found support for TK and CK being distinctive knowledge constructs within the pre-service teachers’ knowledge perceptions. While PK, PCK, TPK, TCK, and TPACK were postulated to be distinct knowledge constructs in the TPACK framework, these were not reflected in the perceptions of the pre-service teacher participants of this study. Implications and recommendations are suggested.

scholarly journals Deepening Understanding of Inquiry Teaching and Learning with E-Portfolios in a Teacher Preparation Program

2005 ◽  
Vol 31 (3) ◽  
Author(s):  
Han Smits ◽  
HsingChi Wang ◽  
Jo Towers ◽  
Susan Crichton ◽  
Jim Field ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Preservice Teacher ◽  
Teaching And Learning ◽  
Teacher Preparation Program ◽  
Inquiry Teaching ◽  
Preparation Program ◽  
University Instructors

This paper describes the first stages of a project focusing on the use of preservice-teacher-generated e-Portfolios as a means of documenting and assessing inquiry-based teaching and learning. The project is designed to explore ways in which preservice teacher-created e-Portfolios can be used to (1) document how inquiry lives in practice, and (2) help university instructors and practitioners in the field assess the knowledge, skills, and attributes of preservice teachers who are participating in an inquiry based teacher preparation program.

Social Justice Experiential Education in Rural Fiji

2020 ◽  
pp. 125-143
Author(s):  
Elizabeth Laura Yomantas
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Experiential Education ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
Critical Consciousness ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Social Justice Teaching ◽  
The Creation

This chapter examines how an experiential education (EE) program in rural Fiji provided rich experiences for social justice teaching and learning in the context of a teacher preparation program. This chapter discusses the instructor's lived experiences, positionality, and commitment to social justice work that propel a desire to create classrooms that are sites of transformation. The primary aspects of social justice teaching and learning discussed include the creation of spaces for critical consciousness to emerge and an embracement of pedagogies of love in the context of the EE program. This chapter concludes with the instructor's continued commitment embodying a social justice agenda in classroom spaces and beyond through a lifetime commitment to this work through hopeful, patiently impatient praxis.

Multi-Semester Community Building in Higher Education

2016 ◽  
pp. 342-365
Author(s):  
S. Michael Putman ◽  
Laura K. Handler
Keyword(s):  
Teacher Preparation ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Teacher Educator ◽  
Relationship Building ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Impact Theory ◽  
Organizational Features

Within the current educational context, teacher preparation programs are under increasing pressure to demonstrate their effectiveness in producing teachers that impact P-12 student learning. As a result, programs must investigate organizational features that are powerful for preparing preservice candidates to enter the classroom. This research examined how the practice of having one teacher educator instruct courses over multiple semesters to the same group of students can be used to support the development of teacher candidates. This descriptive analysis presents the findings from one university teacher preparation program and what was learned about the potential for the partnership to be a powerful way to structure teacher learning. Implications are discussed as considerations for how this alternate form of organization can facilitate relationship-building, impact theory to practice connections and improve efficacy for teaching and learning.

Social Justice Experiential Education in Rural Fiji

2021 ◽  
pp. 473-491
Author(s):  
Elizabeth Laura Yomantas
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Experiential Education ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
Critical Consciousness ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Social Justice Teaching ◽  
The Creation

This chapter examines how an experiential education (EE) program in rural Fiji provided rich experiences for social justice teaching and learning in the context of a teacher preparation program. This chapter discusses the instructor's lived experiences, positionality, and commitment to social justice work that propel a desire to create classrooms that are sites of transformation. The primary aspects of social justice teaching and learning discussed include the creation of spaces for critical consciousness to emerge and an embracement of pedagogies of love in the context of the EE program. This chapter concludes with the instructor's continued commitment embodying a social justice agenda in classroom spaces and beyond through a lifetime commitment to this work through hopeful, patiently impatient praxis.

Advocacy in Early Childhood Teacher Preparation

2018 ◽  
pp. 88-113
Author(s):  
Cynthia F. DiCarlo ◽  
Carrie L. Ota
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Teacher Preparation ◽  
Early Childhood Teacher ◽  
Teacher Preparation Program ◽  
Preservice Education ◽  
Preparation Program ◽  
Pre Service Teacher

Research suggests that teachers' definitions of advocacy are highly influenced by their academic preservice education, even more than their other experiences (Mevawalla & Hadley, 2012), leading to this being a critical focus for undergraduate pre-service teacher preparation (Snyder, 2012). Advocacy can be viewed by preservice teachers as a worthy, albeit intimidating, goal. This chapter describes a structured advocacy project in an undergraduate teacher preparation program. The project was broken down into component parts across the students' final semester and served as the capstone seminar for the teacher preparation program.

Not Too Young to Lead

2016 ◽  
pp. 202-228
Author(s):  
Tanya Judd Pucella
Keyword(s):  
Leadership Development ◽  
Teacher Preparation ◽  
Teacher Leadership ◽  
Prospective Teacher ◽  
Teacher Preparation Program ◽  
Effective Teacher ◽  
Leadership Roles ◽  
Preparation Program ◽  
Comprehensive Review ◽  
Pre Service Teacher

This chapter reviews the case for leadership development opportunities for pre-service educators so that prospective teacher leaders are willing and able to take on leadership roles once in the classroom. The chapter discusses the various curricular approaches to developing the knowledge, skills, and dispositions needed for effective teacher leadership. This chapter provides a comprehensive review of the various knowledge, skills, and dispositions that can begin to be developed during an undergraduate teacher preparation program. In addition, the chapter will examine focus areas for leadership development for teachers that may not be part of the traditional pre-service teacher preparation curriculum, including the concepts of followership, power, and influence techniques.

Sign in / Sign up

Export Citation Format

Share Document