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.

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.

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.

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.

scholarly journals Role of Teacher Education in Preparing Teachers for Teaching in Religious Schools of Balochistan

2020 ◽  
Vol 6 (1) ◽  
pp. 70-83
Author(s):  
Abdul Nasir Kiazai ◽  
Zarina Waheed ◽  
Saba Rehman
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Vital Role ◽  
Teacher Education Programs ◽  
Religious Schools ◽  
Education Programs ◽  
Group Discussions ◽  
Number Of Children ◽  
Group Interviews

A large number of children in Balochistan attend religious schools (Madrasas) that have been criticized for spreading extremist views in the society. Teacher education institutions play a vital role in bringing cultural and religious harmony by producing prospective teachers who are able to cultivate tolerance, acceptance, patriotism, ethnic, religious respect and counter extremism, sectarian, and discrimination prospective. This qualitative exploratory study explores whether the prospective teachers in Balochistan are trained enough to teach in religious schools. The data were collected through in-depth interviews and focused group discussions. All teacher educators and prospective teachers from the universities that remained part of Pre-STEP or Teacher Education Project (TEP) assisted by USAID constituted the population of the study. Sample was selected through purposive sampling from two universities situated in Quetta. 10 teacher educators (5+5) and 10 prospective teachers (5+5) were selected as sample for interviews while two groups of prospective teachers (5 participants in each) were selected from the both case universities for focus group interviews. Data were analyzed through thematic analysis. The findings indicated that the prospective teachers and teacher educators considered the recent teacher education programs in Balochistan not enough to train teachers to teach in religious schools. Keywords: Prospective Teachers; Religious Schools; Teacher Education Programs; Balochistan

scholarly journals Addressing the Teaching of English Language Learners in the United States: A case study of teacher educators’ response

2017 ◽  
Vol 26 (1) ◽  
Author(s):  
Heidi L. Hallman ◽  
Hannah R. Meineke
Keyword(s):  
Teacher Education ◽  
English Language Learners ◽  
Language Learners ◽  
Prospective Teachers ◽  
English Language ◽  
Teacher Educators ◽  
Nationwide Survey ◽  
The United States ◽  
Core Content

This article discusses teacher educators’ response to the issue of preparing prospective teachers in core content areas to be teachers of English language learners. In the case study we present in the article, the views of English language arts teacher educators, as analyzed from a nationwide survey of the teaching of English, are articulated. As a follow-up to the survey, focus groups were conducted with a sub-section of survey respondents. Findings indicate that, although the teaching of ELLs is viewed as a priority for teacher education, the field has yet to determine how to adequately address program coherence and partnership approaches to teaching ELLs within pre-service teacher education.  

scholarly journals Discoveries through Challenges: Collective Autoethnographic Study of Teacher Educators in the COVID‘19 Situation

2021 ◽  
Author(s):  
Eglė Pranckūnienė ◽  
◽  
Rūta Girdzijauskienė ◽  
Remigijus Bubnys ◽  
Liudmila Rupšienė
Keyword(s):  
Teacher Education ◽  
Transformative Learning ◽  
Student Teachers ◽  
Lived Experience ◽  
Prospective Teachers ◽  
Online Teaching ◽  
Teacher Educators ◽  
Interpersonal Relations ◽  
World Health ◽  
First Person

After the World Health Organization announced the COVID-19 pandemic in March 2020, education systems were forced to move instruction to the virtual world. It drastically changed the interplay between teachers and learners, educational content, and the learning environment. When scrutinising the experience of teacher educators, we realised that it was important to focus on their discoveries. Collective reflection and collaborative autoethnography of four teacher educators developed into a reflective process of creating collective knowledge about their lived experience of coping with the new reality of teaching. The research was carried out in four steps: collective reflection on the context of education and individual lived experiences, collective analyses of transcribed first-person narratives, collective interpretation of the first-person narratives, co-creation of insights, and implications for the future of teacher training. The paper discusses the discoveries of four teacher educators made during the pandemic period: the benefits of communication technology, new interpersonal relations, the dynamics of self-learning, and a new concept of multiple educational spaces. The research results showed that the online teaching and technological breakthrough encouraged teacher educators to use various online platforms and technological tools, to develop new teaching strategies, to find effective ways of communication, to focus more on the organisation of teaching and learning, the usage of multiple learning spaces, and teaching multimodality. At the end of this paper, we provide some insights for teacher education: teacher education programmes should create conditions for student transformative learning preparing prospective teachers to live and work in a rapidly changing and challenging world, to create space and time to develop important qualities of student teachers such as flexibility, the ability to adapt to changing circumstances and resistance to physical and emotional disturbances.

scholarly journals TEACHER EDUCATION IN THE TIME OF COVID AND BEYOND

2021 ◽  
Vol 9 (47) ◽  
pp. 11615-11620
Author(s):  
Preetha George
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Education Programme ◽  
Daily Routine ◽  
Online Classes ◽  
Teacher Education Programme ◽  
Online Teacher ◽  
Feasible Solutions

The Covid-19 pandemic has shattered the lifestyle, daily routine, and especially the education system of the globe. The academic fraternity has been badly affected by this pandemic. Teacher educators across the different universities in India have been abruptly pushed into the charted online classes since India went into lockdown on March 25, 2020.The traditional teacher training practices created chaos in the online teacher preparation and practice procedures. The first part of this paper focuses on the challenges of teacher educators and prospective teachers during online teacher education programme and the second part envisages the need for an updated curriculum and a few feasible solutions to the problems highlighted.

scholarly journals Identifying the Role of Teachers in Developing Entrepreneurial Intention of Prospective Teachers

2019 ◽  
Vol IV (I) ◽  
pp. 195-204
Author(s):  
Saubia Ramzan ◽  
Muhammad Shakir ◽  
Jam Muhammad Zafar
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Sampling Technique ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Entrepreneurial Education ◽  
Trainee Teachers

This research study identified the main areas related to entrepreneurship teacher education. The main objectives of the study were: (a) to identify the importance of entrepreneurship education for teacher education in Pakistan; (b) to identify the areas to prepare pre-service teachers for entrepreneurship education. The nature of study was descriptive while mixed method approach was used to gather information. Twelve teacher educators and eighty five prospective teachers were selected by using convenience sampling technique. ENVIVO-11 and SPSS were used to analyze qualitative and quantitative data. It was revealed that mostly interviewees agreed on entrepreneurial education should be made a part of national professional standards of teachers. Majority of the trainee teachers appreciated entrepreneurship education. Most of the respondents intervene about imparting and improving entrepreneurial education for prospective teachers’ course. Interviewees are appreciating this step of entrepreneurial intentions in prospective teachers’ course.

scholarly journals Historical foundation of diversity courses in teacher education programs and challenges of pedagogic application

2013 ◽  
Vol 2 ◽  
pp. 40-56
Author(s):  
Michael Takafor Ndemanu
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Public Schools ◽  
Multicultural Education ◽  
Prospective Teachers ◽  
Effective Teachers ◽  
Cultural Awareness ◽  
Teacher Educators ◽  
Diversity Courses ◽  
Diverse Student

This article examines the historical underpinnings of multicultural education with respect to its origin, goals, and struggles for implementation in public schools prior to the 1970s. It also discusses the impeding factors that have up to now hampered an effective multicultural education preparation for preservice teachers, who are expected to acquire instructional strategies grounded in the core values of multicultural education in order to be effective teachers of diverse student populations. The setbacks, otherwise known as areas of concerns in multicultural teacher education courses, are explored in this article and classified as unpreparedness of middle‐class white preservice teachers, scope of the curriculum andpedagogy, preservice teachers’ deficit beliefs, preservice teachers’ resistance to diversity and equity courses, racial identities of the instructors of diversity courses, and direct experiences. The examination of the setbacks are meant to raise awareness of the intricacies of teaching diversity and equity courses for teacher educators, and not to discount the contribution of such courses in inculcating cross‐cultural awareness and praxis in prospective teachers.

Sign in / Sign up

Export Citation Format

Share Document