scholarly journals Creating a Foundation of Well-being for Teachers and Students Starts with SEL Curriculum in Teacher Education Programs

2020 ◽  
Vol 15 (2) ◽  
Author(s):  
Deirdre Katz ◽  
◽  
Julia Mahfouz ◽  
Sue Romas ◽  
◽  
...  
Keyword(s):  
Teacher Education ◽  
Well Being ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teachers And Students

scholarly journals Strategies for Teacher Education Programs to Support Indigenous Teacher Employment and Retention in Schools

2021 ◽  
Vol 44 (3) ◽  
pp. 600-623
Author(s):  
Danielle Tessaro ◽  
Laura Landertinger ◽  
Jean-Paul Restoule
Keyword(s):  
Teacher Education ◽  
Indigenous Education ◽  
Indigenous Communities ◽  
Well Being ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Job Transition ◽  
Support Teacher ◽  
Indigenous Teachers

This article seeks to contribute to the knowledge base regarding efforts to increase the supply of employed Indigenous teachers. In addition to supporting the learning and well-being of Indigenous students, increasing Indigenous teachers is critical for remote Indigenous communities with chronically understaffed schools. This study was conducted as a scoping review of 50 Teacher Education Programs (TEPs) across Canada, Australia, New Zealand, and the United States that have enacted efforts to increase Indigenous teachers. The study found a range of effective strategies, and this article will depict three strategies that can be enacted by TEPs to support Indigenous teacher graduates as they transition to employment. The strategies are: (1) creating employment opportunities, (2) identifying community needs and collaborating over practicum placements, and (3) providing ongoing support. The article concludes with a call for collaboration, funding, and data collection for the continued evaluation and improvement of strategies to increase Indigenous teachers. Keywords: teacher retention, teacher support, teacher employment, Indigenous teacher education, job transition, Indigenous teachers, Indigenous education, teacher education programs

Toward Teacher Preparation 3.0

2019 ◽  
Vol 121 (12) ◽  
pp. 1-44 ◽  
Author(s):  
Kate Napolitan ◽  
John Traynor ◽  
Deborah Tully ◽  
Joanne Carney ◽  
Susan Donnelly ◽  
...  
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
Research Question ◽  
Well Being ◽  
Community Schools ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
Legislative Initiative

Background/Context The literature review (Phelps, this issue) outlines tensions that can come about in partnerships and collaborations between P–12 schools and teacher education. With these challenges as part of the context, the authors of this article describe the particular moves that school-based and community partners working with four teacher education programs made to prepare preservice teachers who are better oriented toward students, their families, and communities as part of a legislative initiative. Purpose/Objective/Research Question/Focus of Study This article presents three cases of how four teacher education programs, in collaboration with partners, moved toward a more democratic model of teacher education as part of a legislative initiative in Washington state. Aspects of community teaching were central in each of the collaborations. Teacher education programs included in this article saw the moves they were making as working toward what Zeichner refers to as Teacher Preparation 3.0. Research Design This article employed qualitative methods. Conclusions/Recommendations In summary, all three cases included in this article imply that the development of community teachers actively engaged in community schools is as important to teacher preparation as it is to the success and well-being of the students, teachers, and families they serve. Therefore, the authors believe that further quantitative and qualitative exploration of the intersection between these two concepts, community schools and community teachers, is critical to the field of preservice teacher education. If universities wish to establish an equity-pedagogy characteristic of Teacher Preparation 3.0, they need to authentically partner with schools and communities to engage in contextually meaningful practices. By making long-term commitments to working respectfully, responsively, and in mutually beneficial ways with communities, families, schools, and districts, university teacher preparation programs can help make high-quality community schools available for all children.

scholarly journals Student Engagement in Distance Learning in Teacher Education Programs During the Spring 2020

2021 ◽  
Vol 40 ◽  
pp. 367-391
Author(s):  
Franziska Zellweger ◽  
Mirjam Kocher
Keyword(s):  
Teacher Education ◽  
Distance Learning ◽  
Student Engagement ◽  
Active Learning ◽  
Sense Of Belonging ◽  
Well Being ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Emotional Dimension ◽  
Structural Aspects

How did students experience distance learning in different teacher education programs and how engaged did they learn in this exceptional time? Based on a survey in two Swiss Universities of Teacher Education, we focus on the influence of the heterogeneous student characteristics on the experience of distance learning as well as on the behavioural, cognitive and emotional student engagement. Surprisingly, structural aspects such as age, gender, employment and children can hardly explain the heterogeneous experience. In contrast, the communication of faculty, active learning as well as feedback and assessment are clearly related to student engagement. A deeper understanding of the emotional dimension seems particularly relevant. Self-efficacy, learning-related emotions, well-being and the sense of belonging are starting points for a deeper understanding of the heterogeneous experience of this extraordinary study period.

Integrating K-12 Hybrid Online Learning Activities in Teacher Education Programs

2010 ◽  
pp. 25-43 ◽  
Author(s):  
Matthew Niemitz ◽  
Scott Slough ◽  
Kristen St. John ◽  
R. Mark Leckie ◽  
Leslie Peart ◽  
...  
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Inservice Teachers ◽  
Teacher Education Programs ◽  
Science Content ◽  
Education Programs ◽  
Integrating Technology ◽  
Teachers And Students ◽  
Education Workshop ◽  
K 12

The School of Rock (SOR) expedition was a unique at-sea teacher education workshop that sought to introduce inservice teachers to scientific ocean drilling and collaborate in developing ways to extend this science content to K-12 classrooms. During the workshop teachers used an expedition website to communicate their learning and the “results” of the expedition to an onshore audience of students. While adventure learning/hybrid online learning is common in K-12 classrooms, the SOR expedition was unique in that teachers were the explorers and the workshop sought to use technology to enhance both the learning of students onshore and the learning of the participants of the workshop (Niemitz et al., 2008). Here, the authors examine how the SOR expedition website enhanced the teacher education goals of the workshop and compare and contrast their reflections with the literature on integrating technology into teacher education programs. The SOR experience identifies two new elements to consider as teacher educators design ways to integrate technology into education programs: 1) situations where pre- or in-service teachers can use technology to communicate narratives of inquiry can lead to engaging and formative learning experiences for both teachers and students; and 2) using technology to communicate new content knowledge to students in real or near real-time can reinforce a mindset for applying this knowledge to student learning needs as the teacher learning is in progress. The authors identify two examples of how to scale this model for integrating technology into teacher education and provide recommendations on appropriate technologies for doing so.

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

Sign in / Sign up

Export Citation Format

Share Document