scholarly journals Teacher Candidates’ Involvement with Reading Interventions in High Needs Schools: Wrestling with the Everyday

2015 ◽  
Vol 10 (1) ◽  
Author(s):  
Steve Sider ◽  
Christina Belcher
Keyword(s):  
Struggling Readers ◽  
Teacher Candidates ◽  
Reading Interventions ◽  
Teacher Education Program ◽  
Teaching Profession ◽  
Everyday Activity ◽  
The Everyday ◽  
Everyday World ◽  
High Needs Schools ◽  
Insight Into

The demands on new teachers as they enter the teaching profession are extensive and deep-rooted. This article provides insight into how faculty within a teacher education program in Ontario, Canada considered one service program emphasis and how it shed light into the everyday world of teacher candidates as they wrestled with the everyday activity of trying to support struggling readers. We identify this process of forging relationships and developing professional skills as we examine the experiences and reflections of teacher candidates as they journey through their involvement with the program. As such, we take Dorothy Smith’s (2005) perspective that the everyday world is problematic. Those things which we take for granted, and assume to be obvious, or have been assumed by reading research to be normative, are not necessarily so.

scholarly journals Pre-Service Teachers’ Reactions to Education Teacher Performance Assessment

2019 ◽  
Vol 11 (2) ◽  
pp. 44-52
Author(s):  
Belete Mebratu ◽  
Kelly Ahuna
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Education Teacher ◽  
Master Of Science ◽  
Science Degree ◽  
Research Questions ◽  
Insight Into

The purpose of study was to explore the experiences of teacher candidates about being assessed by the Education Teacher Preparation Assessment (edTPA) requirements during their student teaching practicum. Fifty-six elementary and adolescent majors working for a Master of Science Degree in Education participated in the study by responding to open-ended survey questions. The study aimed at answering two research questions: (1) What are the challenges/concerns that the student teachers report about their experiences of edTPA during their student teaching placements? (2) Do teacher candidates suggest edTPA remains as part of the teacher education program requirement? The findings of the study indicate that the teacher candidates are adamant about their unfavorable experiences of edTPA implementation. They expressed that they found edTPA requirements to be an additional burden, not beneficial, a distraction, and they suggest that edTPA should be discarded from current teacher education programing. While such findings call for considerations to revisit aspects of edTPA for improvement, further studies are suggested to add insight into the nature of edTPA implementation.

scholarly journals Gaining insight into teaching profession by using film: a preservice teachers’ experience

2019 ◽  
Vol 290 ◽  
pp. 13003
Author(s):  
Daniela-Maria Creţu
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Education Program ◽  
Research Question ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Instructional Tools ◽  
Analysis Technique ◽  
Second Year ◽  
Insight Into

Films can be used as instructional tools in higher education in different disciplines. In the context of teacher education, films with and about teachers and pupils are valuable resources for learning about the teaching profession. The purpose of this study is to examine the pre-service teachers’ reflections on a film with an educational content and message - The Triumph (The Ron Clark Story, 2006). One research question guided the investigation: What are the students’ cognitive and emotional gains for the teaching profession as a result of watching this film? The participants consisted of eighty-two second year students, enrolled in an initial teacher education program at a Romanian university. At the end of a one-semester course, named Pedagogy (Instruction and Students’ Assessment) pre-service teachers were invited to watch a film and then to reflect about it, by completing an open-ended questionnaire. The responses were analyzed through the content analysis technique. Examples of comments made by preservice teachers are presented and analyzed. The results show a range of understandings gained by future teachers through the use of the film.

scholarly journals Big Five personality trait differences between students from different majors aspiring to the teaching profession

2021 ◽  
Author(s):  
Florian G. Hartmann ◽  
Bernhard Ertl
Keyword(s):  
Teacher Education ◽  
Personality Traits ◽  
Big Five ◽  
Personality Trait ◽  
Teacher Candidates ◽  
Large Scale ◽  
Teacher Education Program ◽  
Teaching Profession ◽  
Big Five Personality ◽  
Person Environment Fit

AbstractPerson-Environment fit theories claim that students choose their academic path according to their personality. In this regard, teacher candidates are of special interest. On the one hand, they all make the same choice to enroll in a teacher education program. On the other hand, they make different choices with respect to the subjects they are going to teach. If the Person-Environment fit approach also applies to the selection regarding teacher candidates’ subject areas, teacher candidates from different majors might have different personality traits and as a result, different starting conditions for becoming a successful teacher. Such differences need to be taken into account by teacher education in order to create programs that allow teacher candidates from different majors to equally succeed. Therefore, the current study investigates to what extent personality group differences across majors occur within the population of teacher candidates. Using data from a large-scale study, the Big Five personality traits of 1735 female and 565 male teacher candidates were analyzed, with teacher candidates compared to male (n = 1122) and female (n = 1570) students who studied the same major but who did not intend to become teachers. Unlike previous studies, academic majors were not grouped into few broad categories, but eight different majors were distinguished. The results indicate that teacher candidates are more extraverted than their non-teaching counterparts. In addition, personality trait differences between teacher candidates from different majors could be observed. The results are discussed as they relate to the recruitment and training of future teachers.

Structuring Disruption within University-Based Teacher Education Programs1: Possibilities and Challenges of Race-Based Caucuses

2019 ◽  
Vol 121 (6) ◽  
pp. 1-34 ◽  
Author(s):  
Manka Varghese ◽  
Julia R. Daniels ◽  
Caryn C. Park
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Teaching Profession ◽  
Teacher Identities ◽  
White Teacher ◽  
Race And Racialization ◽  
Emotion Labor

Background Teacher education candidates are in different places in terms of developing their identities and relationships to equity and social justice. Various approaches have been taken within university-based teacher education programs to engage with candidates, wherever they are in this development. One such approach has been engaging or drawing on teachers’ own lenses, especially through challenging and understanding their racialized selves. Purpose This conceptual article examines how race-based caucuses (RBCs) in one teacher education program attempted to shift candidates’ understandings of their racialized selves as related to their teacher identities. Context RBCs were instituted in one elementary teacher education program to help White teacher candidates and candidates of Color construct critical teacher identities. Candidates were asked to participate in caucuses according to the ways they had been racialized within schools. Facilitators who demonstrated a willingness to sit with the work of engaging race and racialization led the caucuses. Observances For the candidates of Color, the “overwhelming presence of Whiteness” in the teacher education program and in the schools required the RBCs to focus on reframing deficit narratives of teachers of Color to an asset-based view of their value and contribution to the teaching profession. The RBC provided space for White teacher candidates to explore the consequences of Whiteness for their future identities as teachers and for the kinds of communities that they could and wanted to cultivate with students. Messiness and challenges abounded in both RBCs. Discussion and Reflections Emotions—and especially emotion labor—were central to RBCs. For teacher candidates of Color, facing one's own oppression was painful but also presented opportunities for them to articulate emotions and experiences in relatively safe spaces. In a different way, the RBCs resulted in significant emotional upheaval for White teacher candidates that shifted into deeper self-reflection and sense of awareness and allyship (for some)— although in a few cases, RBCs led to even deeper resistance. Conclusions Race-based caucusing is a messy and challenging practice that can provide opportunities to reflect constructively on emotions and produce emotional upheaval for teacher candidates. Teacher educators and programs must approach RBCs with an orientation toward hyperreflexivity.

scholarly journals Persuading Pre-Professionals to be Participant Observers: Reflections on Teaching Anthropology and Education to Professional Teacher Candidates

Journal ◽  
2021 ◽  
Vol 10 (3) ◽  
pp. 70-82
Author(s):  
Graham McDonough
Keyword(s):  
Professional Education ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Participant Observation ◽  
Teaching Profession ◽  
Video Ethnography ◽  
Anthropology And Education ◽  
Professional Teacher ◽  
The One ◽  
Participant Observer

This paper explains how I design and teach an Anthropology and Education course within a professional teacher education program. After establishing how some teacher candidates might initially imagine that this course is irrelevant to their professional education, I argue that anthropological knowledge and being able to think anthropologically enables teacher candidates to become better teachers. Specifically, I argue that becoming a participant observer of one’s own and others’ practices provides an easily accessible crossover between an anthropological method and mindset, on the one hand, and teacher actions like instruction, observation, assessment, and reflective practice (Schön 1982), on the other. To support this claim, I describe how I teach teacher candidates concepts and theory from anthropology that are applicable to the study of education, and can be used to inform their work on a video ethnography of a classroom (Hester 2012) that I assign to develop their practice of professional participant observation. I then describe how I prepare teacher candidates to consider the context of that video, especially as it offers an encounter with ideological diversity within the teaching profession and schools. The conclusion explains how I encourage the candidates to continue using the participant observer concept to inform their professional work post-graduation.

Ecologies of Learning

2010 ◽  
pp. 74-93 ◽  
Author(s):  
Don Krug ◽  
Jenny Arntzen
Keyword(s):  
Teacher Education ◽  
Student Learning ◽  
Education Program ◽  
Teacher Candidates ◽  
Growth And Development ◽  
Teacher Education Program ◽  
Teacher Candidate ◽  
Teaching Profession ◽  
Ict Skills ◽  
Enhance Student Learning

In this chapter the authors present research that investigated the formation of ICT ecologies of learning in a Canadian teacher education program. The growth and development of ICT in Canada has placed tremendous responsibility on educators to be informed about not only acquiring ICT skills and knowledge (ICT literacies) but, more importantly, to understand the consequences of emerging social, technological, economic, and political ICT issues that hinder and/or enhance student learning, health, and knowledge. The authors’ research project looked critically at Canadian educational contexts and how teacher candidates (TCs) are prepared to use ICT when entering the teaching profession. The authors highlight how a group of eight teacher candidate researchers (TCRs) engaged in efficacious learning.

The History of Missed Opportunities

2017 ◽  
Author(s):  
William H. Galperin
Keyword(s):  
Eighteenth Century ◽  
William Wordsworth ◽  
Jane Austen ◽  
Lord Byron ◽  
Missed Opportunities ◽  
Romantic Period ◽  
The Everyday ◽  
Everyday World ◽  
History Of ◽  
Multiple Levels

This study is about the emergence of the everyday as both a concept and a material event and about the practices of retrospection in which it came to awareness in the romantic period in “histories” of the missed, the unappreciated, the overlooked. Prior to this moment everyday life was both unchanging and paradoxically unpredictable. By the late eighteenth century, however, as life became more predictable and change on a technological and political scale more rapid, the present came into unprecedented focus, yielding a world answerable to neither precedent nor futurity. This alternative world soon appears in literature of the period: in the double takes by which the poet William Wordsworth disencumbers history of memory in demonstrating what subjective or “poetic” experience typically overlooks; in Jane Austen, whose practice of revision returns her to a milieu that time and progress have erased and that reemerges, by previous documentation, as something different. It is observable in Lord Byron, thanks to the “history” to which marriage and domesticity are consigned not only in the wake of his separation from Lady Byron but during their earlier epistolary courtship, where the conjugal present came to consciousness (and prestige) as foredoomed but an opportunity nonetheless. The everyday world that history focalizes in the romantic period and the conceptual void it exposes in so doing remains a recovery on multiple levels: the present is both “a retrospect of what might have been” (Austen) and a “sense,” as Wordsworth put it, “of something ever more about to be.”

Energy and Momentum

2018 ◽  
Author(s):  
David M. Wittman
Keyword(s):  
Time Dilation ◽  
Speed Of Light ◽  
Massless Particles ◽  
The Everyday ◽  
Low Speeds ◽  
Energy And Momentum ◽  
Deep Relationship ◽  
Insight Into ◽  
Momentum Relation

Tis chapter explains the famous equation E = mc2 as part of a wider relationship between energy, mass, and momentum. We start by defning energy and momentum in the everyday sense. We then build on the stretching‐triangle picture of spacetime vectors developed in Chapter 11 to see how energy, mass, and momentum have a deep relationship that is not obvious at everyday low speeds. When momentum is zero (a mass is at rest) this energy‐momentum relation simplifes to E = mc2, which implies that mass at rest quietly stores tremendous amounts of energy. Te energymomentum relation also implies that traveling near the speed of light (e.g., to take advantage of time dilation for interstellar journeys) will require tremendous amounts of energy. Finally, we look at the simplifed form of the energy‐momentum relation when the mass is zero. Tis gives us insight into the behavior of massless particles such as the photon.

scholarly journals Moving online: young people and parents’ experiences of adolescent eating disorder day programme treatment during the COVID-19 pandemic

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Phillipa Louise Brothwood ◽  
Julian Baudinet ◽  
Catherine S. Stewart ◽  
Mima Simic
Keyword(s):  
Young People ◽  
Day Treatment ◽  
Free Text ◽  
Treatment Delivery ◽  
Therapeutic Practice ◽  
Advantages And Disadvantages ◽  
Online Treatment ◽  
The Everyday ◽  
Lost In Translation ◽  
Insight Into

Abstract Background This study examined the experiences of young people and their parents who attended an intensive day treatment programme for eating disorders online during the global COVID-19 pandemic. Methods Online questionnaires were completed by 14 adolescents (12–18 years) and their parents (n = 19). The questionnaires included a mixture of rating questions (Likert scale) and free text responses. Free text responses were analysed using reflexive thematic analysis. Results Three main themes were identified: 1) New discoveries, 2) Lost in translation and 3) The best of a bad situation. This study provides insight into the benefits and pitfalls of online treatment delivery in the adolescent day programme context, which has rapidly had to become part of the everyday therapeutic practice. Results indicate that there are advantages and disadvantages to this, and that parents and young people’s views differed. Conclusions This study suggests that the increased accessibility provided by online working does not necessarily translate to increased connection. Given the importance of therapeutic alliance in treatment outcomes, this will be an important consideration for future developments of online intensive treatments.

Sign in / Sign up

Export Citation Format

Share Document