scholarly journals Introduction -- Broadening Teacher Candidates’ Horizons: An Introduction to the Teacher Education Reciprocal Learning Program

2019 ◽  
Vol 13 (1) ◽  
pp. 1-6
Author(s):  
Shijing Xu
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
School Board ◽  
Teacher Candidates ◽  
Learning Program ◽  
Reciprocal Learning ◽  
Essex County ◽  
Social Sciences And Humanities ◽  
International Engagement ◽  
The University

The Teacher Education Reciprocal Learning Program (RLP) is a collaborative initiative between the University of Windsor (UW), Canada, Southwest University (SWU), China, in partnership with Greater Essex County District School Board and Chinese schools associated with SWU.  The program, founded in 2010 through SWU Teacher Education fund and UW Strategic Priority Fund with in-kind contributions from Greater Essex County District School Board, is designed to provide an exceptional experience with international engagement, to broaden teacher candidates’ horizons for a society of increasing diversity, to foster international collaboration among faculty members who are interested in cross-cultural studies and multicultural education, and to enhance the international reputation of the University of Windsor (Xu, 2011a). The RLP is one of the foundational programs which provide research contexts and settings for the Social Sciences and Humanities Research Council (SSHRC) Partnership Grant Project entitled “Reciprocal Learning in Teacher Education and School Education between Canada and China” (Xu & Connelly, 2013-2020).

Lessons from the COVID epicenter: how teacher candidates of color and the academy adapted to remote instruction

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Danielle Magaldi ◽  
Harriet Fayne
Keyword(s):  
Teacher Education ◽  
Problem Solving ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Collaborative Problem Solving ◽  
Content Type ◽  
Communities Of Color ◽  
University Level ◽  
The University ◽  
Remote Learning

Purpose Given the challenges of remote learning and the pandemic’s disproportionate impact on communities of color, this paper aims to present the voices of teacher candidates of color working on the frontlines of remote learning in communities of color hard-hit by the pandemic and to understand changes made in the shift to remote instruction for teacher education at the university level. Design/methodology/approach Two teacher candidate narratives are presented as case studies along with findings from a self-study on the changes necessitated by remote instruction in two teacher preparation courses at the university level. Findings Findings underscore teacher candidates’ fortitude amidst compound stress. Emergent themes included flexibility, adapting, reaching out for help, problem-solving and drawing on their own experiences. Themes also included struggle, fatigue and feelings of incompetence. At the university level, teacher education preparation required flexibility and opening up space for collaborative problem-solving. Originality In urban communities of color, pre-pandemic disparities in under-resourced public schools not only persisted but were intensified by the pandemic’s unequal impact on people of color. This study foregrounds the voices and experiences of teacher candidates of color teaching remotely, providing contributions to the field derived from their lived experiences. Their voices are essential data, bringing much needed attention to obstacles of remote teaching in communities of color and to the resourcefulness teacher candidates demonstrated in service of multicultural education.

scholarly journals Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program

2016 ◽  
Vol 25 (2) ◽  
Author(s):  
Lee Anne Block ◽  
Paul Betts
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Strong Connection ◽  
Socially Constructed ◽  
The University

Teacher candidates’ individual and collaborative inquiry occurs within multiple and layered contexts of learning. The layered contexts support a strong connection between the practicum and the university and the emergent teaching identities. Our understanding of teacher identity is as situated and socially constructed, yet fluid and agentic. This paper explores how agentic teaching identities emerge within the layered contexts of our teacher education program as examined in five narratives of teacher candidates’ experience. These narratives involve tension, inquiry, successes and risks, as teacher candidates negotiate what is means to learn how to teach, to teach and to critically reflect on knowledge needed to teach. We conclude that navigating teacher identity is a teacher candidate capacity that could be explicitly cultivated by teacher education programs.

Teacher Education

2002 ◽  
Vol 17 (3) ◽  
pp. 51-55 ◽  
Author(s):  
Sean Smith
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Multicultural Education ◽  
General Education ◽  
General Education Teachers ◽  
Training Needs ◽  
University Of Kansas ◽  
Education And Technology ◽  
Multicultural Perspectives ◽  
The University

In this issue, Dr. Monica Brown, a colleague here at the University of Kansas, offers perspectives related to multicultural education and technology. While specific needs exist within multicultural education, readers should see that there are direct correlation between the needs of multicultural education and technology and special education and technology. We would argue that as we strive to address training needs of future as well as current special and general education teachers towards technology, special education and multicultural perspectives should be considered as part of this process and be pertinent to the overall success.

Teaching and Learning Simultaneously

2017 ◽  
pp. 48-67
Author(s):  
Yukari Takimoto Amos ◽  
Nicole M. Kukar
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Reflective Practitioners ◽  
Collaboration Process ◽  
The University ◽  
Collaboration Project ◽  
Traditional Class

The purpose of this chapter is to describe a collaboration process between a teacher education program and a university ESL program that attempts to increase teacher candidates' exposure to ELLs with “third space” as a theoretical framework. In third spaces, boundaries of teacher and student get blurred, and new ways of thinking about teaching and learning emerge. In the collaboration project that this chapter describes, the two teacher candidates regularly volunteered in the university ESL classes and taught mini-lessons to the ELLs while taking a class about ELL teaching. The qualitative analysis of the participants indicates that in the collaboration project, a university-based class and a field-based class were in sync by providing the participants with opportunities to immediately implement what they learned in a traditional class with the ELLs. In this boundary blurriness, the ELLs became from abstract to concrete in the participants' mind, and the participants became reflective practitioners.

Cohort Building through Experiential Learning

2008 ◽  
Vol 31 (2) ◽  
pp. 209-224 ◽  
Author(s):  
Allen Hugh Seed
Keyword(s):  
Middle School ◽  
Teacher Education ◽  
Experiential Learning ◽  
Best Practices ◽  
Science Teachers ◽  
Close Relationships ◽  
Learning Program ◽  
Middle School Math ◽  
University Of Memphis ◽  
The University

Universities are exploring ways to better prepare teachers for the classroom and to keep them there. Building cohorts of pre-service teachers is one of the ways currently under scrutiny. The University of Memphis began a new cohort-based, grant-funded program entitled Recruitment and Retention through Reinvention of Teacher Education (3Rs) to prepare middle-school math and science teachers in the summer of 2006. This article presents the results of a qualitative study on the effects of a four-day experiential learning program on the development of the 3Rs cohort of middle school pre-service teachers. Participants indicated that their experience was an effective way to build a graduate student cohort. Close relationships with each other were developed and support from the faculty was noted. Few pressing concerns were voiced. Getting away for an overnight stay, focus on educational best practices, and demonstrating the need and importance of this experience were listed as essential to the program.

Teacher Candidates’ Developing Beliefs About Diversity and Its Role in Effective Literacy Teaching

2020 ◽  
pp. 001312452097433
Author(s):  
Michelle N. Kwok ◽  
Ambyr R. Rios ◽  
Andrew Kwok ◽  
Sharon D. Matthews
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Multicultural Education ◽  
Literacy Instruction ◽  
Teacher Candidates ◽  
Literacy Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Student Demographics ◽  
Literacy Teaching

This study explored teacher candidates’ understandings of diversity, equity, and equality, and how these beliefs differed throughout teacher preparation. Researchers surveyed teacher candidates at the beginning and at the completion of their program to compare responses to a question inquiring about student demographics in the context of literacy education. Researchers found that teacher candidates’ understandings of effective literacy instruction ranged within a continuum between stances of equity and equality, and that exiting candidates’ responses were more robust and descriptive. Implications include the need for a focus on multicultural education across teacher education programs to yield more equity based beliefs.

scholarly journals E-Portfolios and Practicum in Teacher Education

2021 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Christine Ho Younghusband
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Core Competencies ◽  
Teaching Experience ◽  
Professional Standards ◽  
K 12 ◽  
The University ◽  
Principles Of Learning

   The Teacher Education Program at the University of Northern British Columbia (UNBC) implemented three initiatives in 2018 to improve the practicum experience for teacher candidates. One of these initiatives was to extend the use of e-Portfolios into final practicum. E-Portfolios are first developed by teacher candidates in EDUC 431, the Education Technology course, but they were asked to continue its use in the following term during final practicum. The extended use of e-Portfolios served as one response in the teacher education program to BC’s Curriculum (2021) and changes in the K-12 system, which in turn modelled several aspects of BC’s Curriculum such as personalization, Core Competencies, formative assessment, and the First Peoples Principles of Learning. Including final practicum as part of the e-Portfolio, teacher candidates were able to deepen their understanding of the Professional Standards for BC Educators (2019), reflect on their teaching experience, and conclude the program with a presentation at the Celebration of Learning. Teacher candidates were able to maintain an e-Portfolio during final practicum, identify additional artefacts to demonstrate their understanding of the professional standards, and create a digital narrative describing who they are as educators. 

scholarly journals Delving into Inquiry Learning in Teacher Education at the University of British Columbia

2017 ◽  
Vol 51 (3) ◽  
pp. 1179-1185
Author(s):  
Claire Rushton ◽  
Andrea S Webb
Keyword(s):  
Teacher Education ◽  
British Columbia ◽  
Professional Practice ◽  
Education Program ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Inquiry Learning ◽  
University Of British Columbia ◽  
The University

This paper discusses a series of inquiry-based seminars that are central to the teacher education program at the University of British Columbia. This teacher education program reflects the changing curriculum in the province. The new inquiry-based provincial curriculum is being implemented between 2015 and 2018 and the teacher education program is changing to reflect the practical needs of the teacher candidates. As teacher candidates become more familiar with the practices of inquiry, their professional practice changes as well.

Experiential Learning in a Canadian Physical Education Class: A Comparative Perspective from Pre-service PE Teachers in Canada and China

2020 ◽  
pp. 209653112096015
Author(s):  
Sydney Hector ◽  
Geri Salinitri
Keyword(s):  
Physical Education ◽  
Experiential Learning ◽  
Risk Taking ◽  
Teacher Candidates ◽  
Physical Education Class ◽  
Reciprocal Learning ◽  
Social Sciences And Humanities ◽  
Class A ◽  
Education Class ◽  
The Social

Purpose: Funded by the Social Sciences and Humanities Research Council of Canada (SSHRC) partnership grant, this article examines the differences between Chinese and Canadian physical education (PE) activities conducted as part of the SSHRC partnership grant on Reciprocal Learning between Ontario, Canada, and Southwest China. More specifically, it focuses on a comparative analysis of traditional PE games and an inquiry into experiential learning. Design/Approach/Methods: Through 10 interviews of both Chinese reciprocal learning teacher candidates and Canadian PE teacher candidates, this article provides qualitative data regarding the differences in games across both China and Canada while developing themes including risk-taking and resilience, willingness to implement the foreign practice, division of sport-related skills, and daily physical activity (DPA). Findings: Findings suggest that DPA is overlooked in Canadian classrooms. Chinese teachers are more likely to implement foreign practice than Canadian teachers due to the Canadian teacher candidates’ perceived unwillingness of the students to participate. Additionally, the types of skills explored in traditional PE games are disparate of Canada and China. Originality/Value: This unique comparison of Chinese and Canadian PE demonstrates the broad range of games in the profession and analyzes the differences in qualities of the two countries’ practices. The unique perspective of this project helped field an inquiry into the nature of PE in both countries.

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