Integrating technology to facilitate critical reflection and creativity in pre-service teacher development

2016 ◽  
Vol 11 (2/3) ◽  
pp. 166
Author(s):  
Sue jeong Shin ◽  
Kyungsuk Chang
Keyword(s):  
Teacher Development ◽  
Critical Reflection ◽  
Integrating Technology ◽  
Pre Service Teacher

Teachers in the “Process of Becoming”

2019 ◽  
pp. 15-38
Author(s):  
Jacqueline Manuel ◽  
Janet Dutton
Keyword(s):  
Professional Identity ◽  
Teacher Development ◽  
Ways Of Knowing ◽  
Research Literature ◽  
Initial Teacher Education ◽  
Secondary English ◽  
First Semester ◽  
Graduate Entry ◽  
The University ◽  
Pre Service Teacher

This chapter focuses on exploring the role of pre-service teacher (PST) narratives in a research-based model of initial teacher education (ITE) for secondary English teachers across three semesters of a two-year graduate entry, Master of Teaching (Secondary) degree at the University of Sydney, Australia. The model is underpinned by the belief that the development of the teacher's professional identity is an antecedent and generator of their ways of knowing and teacher quality. Initially, the chapter frames the model of ITE through a discussion of the relevant research literature in the field of pre-service teacher development. It then delineates the features of the model at the University of Sydney and provides a close analysis of the sequential narratives of a pre-service English teacher over the course of the first semester of study in the ITE program. Finally, the chapter reflects on the affordances of narratives in shaping PSTs' ways of knowing and professional identity.

scholarly journals Aratoi: Our Journeys to Aotearoa

Museum Worlds ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 92-109
Author(s):  
Esther Helen McNaughton
Keyword(s):  
Teacher Development ◽  
Art Gallery ◽  
Art Galleries ◽  
Collaborative Project ◽  
Whole School ◽  
Local Schools ◽  
Special Character ◽  
Public Recognition ◽  
School Learning ◽  
Pre Service Teacher

How can regional art galleries support the development of cultural understanding in their communities? The 2019 collaborative project Aratoi: Our Journeys to Aotearoa between Nelson, New Zealand’s Suter Art Gallery te Aratoi o Whakatū and eight local schools explored this question. Students’ artworks were hung alongside the gallery’s collection, enriching dialogue within the exhibition through the provision of voices otherwise absent. Building on the gallery’s collection and history, this project demonstrated the evolution of the gallery’s colonial roots into a broader discussion of culture. Participating teachers believed the project allowed public recognition of students’ abilities and ideas; expression of a school community’s special character; cross-curricular learning; cohesive whole school learning; bicultural learning; and pre-service teacher development. It also enabled meaningful exploration of Aotearoa New Zealand’s histories.

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 Initiative For EFL Teacher Development in Romanian Schools

2017 ◽  
Vol 14 (1) ◽  
pp. 114-121
Author(s):  
Liana Pavelescu
Keyword(s):  
Teacher Development ◽  
Support Group ◽  
Critical Reflection ◽  
Journal Writing ◽  
Educational Institution ◽  
Video Recording ◽  
Peer Observation ◽  
Efl Teacher ◽  
Efl Teachers

Abstract The aim of the present teacher development initiative is twofold: to help EFL teachers develop critical reflection skills through various means such as video recording, journal writing, peer observation and a support group and to create what Hargreaves (cited in Johnston 2009) calls a “culture of collaboration”. It is believed that teachers, students and the educational institution as a whole would benefit from such an initiative.

scholarly journals Challenges and Possibilities of Scaffolding Critical Reflection and Cultural Responsiveness for Pre-Service Special Educators

2018 ◽  
Vol 12 (2) ◽  
pp. 1-22
Author(s):  
Bindiya Hassaram ◽  
Phyllis M Robertson ◽  
Shernaz B García
Keyword(s):  
Student Teachers ◽  
Culturally Responsive ◽  
Critical Reflection ◽  
Special Educators ◽  
Teacher Education Programs ◽  
University Supervisors ◽  
Institutional Practices ◽  
Practicum Experiences ◽  
Pre Service Teacher ◽  
And Training

Given the nature of their responsibilities in field-based settings, university supervisors play an important role in preparing pre-service teachers to become culturally responsive and critically reflective special educators. However, supervisors themselves may not have the experience and training necessary to do so, and limited guidance is available regarding effective mentorship practices to foster implementation of culturally and linguistically responsive pedagogy (CLRP) and critical reflection. This exploratory qualitative study examined how three supervisors engaged in post-observation conferences with their student teachers to promote critical reflection about CLRP using content and discourses analyses. Findings indicated that, although student teachers engaged in discussions about CLRP and were able to critically self-reflect, supervisors were unable to facilitate critical reflection vis-à-vis institutional practices and systemic bias. Theoretical and practical implications for supervision of practicum experiences in pre-service teacher education programs are offered. 

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