scholarly journals Connect to Learn: Assemblage of Pedagogies in Higher Education in a Community of Practice

2021 ◽  
Vol 1 (2) ◽  
pp. 1-19
Author(s):  
Elaine Fournier ◽  
Mina Sedaghatjou ◽  
Immaculate Namukasa
Keyword(s):  
Community Of Practice ◽  
Relational Trust ◽  
Pedagogical Practices ◽  
Teacher Education Programs ◽  
Education Programs ◽  
American Universities ◽  
Different Types ◽  
New Ideas ◽  
Faculties Of Education

In this paper, we report on the ways in which technology and scholarship of pedagogy emerge as interconnected within a technology-facilitated community of practice (CoP), for educators within various Faculties of Education in North American universities. The goal of the Community of Practice is to connect with and learn from one another, discussing, and reflecting on different types of pedagogical practices among members who teach in both graduate and teacher education programs in the onsite, blended, and online environments. We share analysis of interviews, and notes from CoP members’ feedback; how the CoP members made sense of their diverse teaching and social learning landscapes as well as emergent joint meanings. The results of the study suggest that the assemblage of new ideas and pedagogies can be enhanced by a relational trust. A highlighted role of technology in enabling communication and collaboration among CoP members is also discussed through the lens of connectivism.

Problem-Based Learning

2018 ◽  
pp. 280-293
Author(s):  
Ernest Ampadu ◽  
Emmanuel Adjei-Boateng
Keyword(s):  
Learning Environments ◽  
Learning Process ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
Problem Based Learning ◽  
Pedagogical Practices ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Strategic Approach ◽  
Supporting Teachers

Students learning and understanding is enhanced if the teaching and learning process is authentic. Authentic learning process leads to understanding and meaningful application of concepts learned. One way by which teachers can to provide authentic learning environment is through Problem-Based Learning (PBL). PBL offers opportunity for students to learn about something that is real and beneficial. Teacher education programs, pre-service or in-service, should help teachers to understand how to use PBL to provide students with authentic learning environments. The chapter aims at supporting teachers' understanding and application of PBL so that they can provide students with meaningful learning experiences. Specifically, this chapter is intended to assist teachers have a better understanding of PBL as a strategic approach to meaningful teaching and learning as well as identify effective ways to incorporate this approach into their pedagogical practices.

Teachers as Counselors

2020 ◽  
pp. 388-404
Author(s):  
Dina Salinitri
Keyword(s):  
Teacher Candidates ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Knowledge And Skills ◽  
Professional Development For Teachers ◽  
Faculty Of Education ◽  
Career Program ◽  
Faculties Of Education ◽  
Changing Demographics ◽  
21St Century Schools

The changing demographics and necessary pedagogy of the 21st-century schools require teacher education programs to examine their connection to practice in the K to 12 education system. This chapter focuses on the need for teachers to understand the place of guidance and career education in their curriculum and in the lives of all their students. There are nine Guidance and Curriculum courses offered in all Ontario secondary schools, yet, little is done to provide professional development for teachers to build efficacy for these courses. Faculties of Education spend little time looking at the curriculum expectations in these courses as they are not considered methodology or foundation courses. A comprehensive course developed at the Faculty of Education, University of Windsor, provides teacher candidates with the knowledge and skills to explore these courses and engage in an integrated guidance and career program.

scholarly journals Beyond Practicum: Interplay between Prospective EFL Teachers’ Conceptualizations of Field Experience and Teaching Career

2019 ◽  
Vol 10 (1) ◽  
pp. 154
Author(s):  
Merve Selçuk ◽  
Ece Genç Yöntem
Keyword(s):  
Teacher Education ◽  
Teaching Profession ◽  
Theory And Practice ◽  
School Experience ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Efl Teachers ◽  
Practice Teaching ◽  
Faculties Of Education ◽  
The Impact

Becoming a teacher of English language requires both knowledge of theory and practice. Teacher candidates at the faculties of education in BA programs in Turkey practice teaching through observing real classrooms and doing micro-teachings in real schools during their four-year teacher training. This study was conducted at a foundation university in Turkey, in which senior pre-service teachers, before they enter the teaching profession and become novice teachers, go and experience teaching to fulfill the requirements of the practicum (school experience course) in their last semester. This course requires them to observe three different levels of classroom in real schools, write reflective papers, prepare lesson plans and practice teaching. The transition from pre-service to novice teacher can be facilitated via successful practicum programs offered by the faculties of education in Turkey. The impact of practicum tends to result in either entry into teaching or teacher retention. The purpose of this qualitative study is to explore the effects of this program on students’ decisions on entry into the profession. The data were collected in two stages: Before and after the practicum. At the beginning of the last semester, before they go practicum, five pre-service EFL teachers were asked the reasons for choosing teacher education programs, and their concerns related to practicum and the profession through an in-depth semi-controlled interview. Those pre-service teachers were also interviewed on the same topics at the end of the semester, after practicum. Results indicated that practicum or school experience has contributed positively to their perceptions regarding their entry into teaching because almost all of them wanted to enter teaching at the end of the program, and they are in-service teachers now. These findings suggest that teacher education courses should aim to develop students’ practical knowledge, and the relationship among the mentor teacher, the supervisor, and the student teacher should be valued and supported more in teacher education programs.

scholarly journals Critical Race Theory: Disruption in Teacher Education Pedagogy

2020 ◽  
Vol 3 (1) ◽  
pp. 52-71
Author(s):  
Andrea N Smith
Keyword(s):  
Teacher Education ◽  
Critical Race Theory ◽  
Pedagogical Practices ◽  
Teacher Preparation Program ◽  
Teacher Education Programs ◽  
Critical Race ◽  
Race And Racism ◽  
Education Programs ◽  
Race Theory ◽  
12Th Grade

Teacher education programs are charged with preparing teacher candidates to successfully educate student populations that are more racially and culturally diverse than ever. However, a look at graduation rates among teacher education programs proves that the majority still produce, on average, a teaching force that is 80% White, although White students make up less than 49% the total Kindergarten-12th grade public school population (U.S. Department of Education, 2016). Absent from the dialogue on diversity in teacher education is a discussion on how race and racism are institutionalized and maintained within such programs (Sleeter, 2016). In this article, the use of Critical Race Theory (CRT) offers tools to examine the role of race and racism in teacher education. I further consider the role CRT can play in the disruption of postsecondary rhetoric about teacher education programs. Focus is placed on my own experiences in a Teaching Internship Seminar course when applying the structures of CRT to encourage conversations on disruptive practices that facilitate social justice in a course within a teacher preparation program. The tenets of interest convergence and permanence of racism are examined in the context of course development as pedagogical practices that disrupt normative patterns in teacher education. I conclude by envisioning how faculty in teacher education programs might address these challenges in such a way that offers suggestions derived from these tenets.

scholarly journals From Neglect to Nexus: Examining the Place of Educational History in Teacher Education

2011 ◽  
Vol 12 ◽  
pp. 37-57 ◽  
Author(s):  
Theodore Michael Christou ◽  
Alan Sears
Keyword(s):  
Teacher Education ◽  
Professional Education ◽  
New Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Policy And Practice ◽  
Educational History ◽  
Foundations Of Education ◽  
Faculty Of Education ◽  
Faculties Of Education

In faculties of education across North America, the so-called foundations of education are in crisis. Pressure to shorten teacher education programs and to focus on developing the instrumental skills of new teachers has resulted in courses in philosophy, history, sociology, anthropology, and psychology being moved from the core of teacher education to the periphery. This paper describes the decline of history in teacher education using the Faculty of Education at Queen’s University as a case study. We contend this decline occurred more by systematic neglect of history’s value in professional education than by overt attack on its position as one of “the foundations” of the field. We go on to argue that history, properly taught, has the potential to provide a powerful nexus to teacher education programs helping new teachers locate themselves and individualize their personal beliefs in relation to the vast body of professional knowledge that is circulated and recycled about policy and practice.

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