scholarly journals Integrating Multiliteracies for Preservice Teachers Using Project-Based Learning

2020 ◽  
Vol 14 (2) ◽  
pp. 18-32
Author(s):  
Terry Sefton ◽  
Kara Smith ◽  
Wayne Tousignant
Keyword(s):  
Preservice Teachers ◽  
Language Arts ◽  
Team Teaching ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Project Based Learning ◽  
Lessons Learned ◽  
Student Expectations ◽  
Music And Language ◽  
Subject Areas

Using a project-based learning approach, three teacher educators, teaching three different methodology courses, worked together to create, plan, and assess an arts-based assignment completed by preservice candidates. The preservice teachers created an animation project while applying curriculum expectations in three subject areas: visual arts, music, and language arts. The three subjects were segregated for the purpose of instruction, integrated during the group work and creative process, and then jointly assessed using negotiated reporting. This paper describes the project and details the challenges of integrating teaching and learning across institutionally segregated courses when student expectations are conditioned by their prior experience of siloed, subject-based learning, and discusses lessons learned by the three teacher educators and implications for team teaching across the curriculum.

Teaching and Learning in the Digital Age

2019 ◽  
pp. 1-23
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Theoretical Description ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
K 12

Technological pedagogical content knowledge (TPACK) is a dynamic theoretical description of teachers' knowledge for designing, implementing, and evaluating curriculum and instruction with digital technologies. TPACK portrays the complex interaction among content knowledge, pedagogical knowledge, and technological knowledge for guiding all teachers (K-12 and higher education faculty) in the strategic thinking of when, where, and how to direct students' learning with technologies. Teacher educators' and educational researchers' acceptance of the TPACK construct mirrors the acceptance of its parent construct of pedagogical content knowledge (PCK). The importance of teachers' continued practice in integrating technologies is essential for extending and enhancing their TPACK. Connections with the knowledge-of-practice construct suggest calling TPACK TPACK-of-practice to more accurately describe the process of the knowledge development efforts for guiding inservice and preservice teachers in gaining, developing, and transforming their knowledge for teaching as new and more powerful technologies emerge for integration in education. Ultimately, the very nature of the TPACK construct describes a transformation of teachers' knowledge for teaching in the 21st century – a century reframed by robust and advanced technologies that have been integrated into the fabric of a more complex social, cultural, and educational environment.

The Power of Digital Literacy to Transform and Shape Teacher Identities

2017 ◽  
pp. 1152-1166
Author(s):  
Janette Hughes ◽  
Lorayne Robertson
Keyword(s):  
Preservice Teachers ◽  
Beginning Teachers ◽  
Language Arts ◽  
Digital Media ◽  
English Language Arts ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
English Language ◽  
School Students ◽  
Critical Media

In this chapter, the authors focus their attention on the case studies of three beginning teachers and their use of digital storytelling in their preservice education English Language Arts classes. They undertook this research to determine if preservice teachers who are exposed to new literacies and a multiliteracies pedagogy will use them in transformative ways. The authors examine their subsequent and transformed use of digital media with their own students in the classroom setting. One uses a digital story to reflect on past injustices. Another finds new spaces for expression in digital literacy. A third uses the affordances of digital media to raise critical awareness of a present global injustice with secondary school students. The authors explore their shifting perceptions of multiple literacies and critical media literacy and how these shifts in thinking help shape or transform their ideas about teaching and learning in English Language Arts.

Working Toward a Socially Just Future in the ELA Methods Class

2019 ◽  
Vol 51 (2) ◽  
pp. 158-176 ◽  
Author(s):  
Michelle Fowler-Amato ◽  
Kira LeeKeenan ◽  
Amber Warrington ◽  
Brady Lee Nash ◽  
Randi Beth Brady
Keyword(s):  
Social Justice ◽  
Language Arts ◽  
Teaching And Learning ◽  
English Language ◽  
Teacher Educators ◽  
Historical Imagination ◽  
Secondary English ◽  
The Past ◽  
Secondary English Language Arts ◽  
Made In

This review of literature highlights the efforts teacher educators and researchers have made over the past 18 years to work toward social justice in secondary English language arts (ELA) preservice teacher (PT) education. Drawing on Dantley and Green’s framework for social justice leadership, we highlight the work that teacher educators have engaged in to support secondary ELA PTs in developing (a) indignation/anger for justice through exploring beliefs about students and themselves, (b) a prophetic and historical imagination through broadening understandings about teaching and learning, and (c) accountability to students and communities through university-to-classroom transitions. We close this article by drawing on this framework to honor what we, as a field, have accomplished while acknowledging the efforts that still need to be made in working toward justice in secondary ELA PT education and, ultimately, in the schools and communities in which our PTs teach.

Preservice Teachers Collaborating and Co-Constructing in a Digital Space

2021 ◽  
pp. 557-574
Author(s):  
Chrystine Mitchell ◽  
Carin Appleget
Keyword(s):  
Preservice Teachers ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Literature Circles ◽  
Participatory Culture ◽  
Digital Literature ◽  
Participatory Literacy ◽  
University Settings

Participatory literacy practices include the ways in which individuals interpret, make, and share as a way of connecting in our digitally mediated culture. This chapter is a culmination of an across-university partnership created between the two authors and the pre-service teachers that collaborated online about teaching and learning. Three threads of participatory literacy practices are shared within the chapter including 1) the use of blogging across university settings, 2) the implementation of digital professional learning communities (PLCs) to connect and collaborate with other pre-service teachers, and 3) the formation and participation in digital literature circles to co-construct meaning from children's literature. This chapter includes the authors' attempts at collaboration across university settings using different tools, platforms, and resources. This work is an example for other teachers and teacher educators to consider how we can help pre-service teachers be part of the participatory culture and provide an even wider community of learners.

Authentic Inquiry With Undergraduate Preservice Teachers in Synchronous Interactive Video Conferencing Courses

2019 ◽  
pp. 109-128
Author(s):  
Marla K. Robertson ◽  
Amy Piotrowski
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Interactive Video ◽  
Video Conferencing ◽  
The United States ◽  
Project Based Learning ◽  
Teaching Writing ◽  
Intermountain West ◽  
Authentic Inquiry ◽  
Group Settings

This chapter reports how two teacher educators at a land-grant public university in the Intermountain West region of the United States used video conferencing and project-based learning to engage preservice teachers taking classes over interactive video conferencing. The preservice teachers in these courses had to choose a topic related to teaching writing they wanted to learn more about, research this topic, and then create a website with pieces written in multiple genres that shared what they learned from their research. Preservice teachers then shared their websites with their classmates. Data analysis suggests that preservice teachers found opportunities to engage with others on video conferencing in both whole class and small group settings to be beneficial. The authors share ways that instructors in all disciplines can incorporate project-based learning and video conferencing in their courses.

Visions of the Possible: Using Drawings to Elicit and Support Visions of Teaching Mathematics

2020 ◽  
Vol 8 (2) ◽  
pp. 59-80
Author(s):  
Jennifer Ruef
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Teaching Mathematics ◽  
Nctm Standards ◽  
Mathematics Teacher Educators ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
One Year

Mathematics Teacher Educators (MTEs) help preservice teachers in transitioning from students to teachers of mathematics. They support PSTs in shifting what they notice and envision to align with the collective vision encoded in the AMTE and NCTM standards. This study analyzes drawings and descriptions completed at the beginning and end of a one-year teacher education program—snapshots depicting optimized visions of teaching and learning mathematics. This study analyzed drawings-and-descriptions by cohort and by participants. The findings suggest that the task can be used as formative assessment to inform supports for specific PSTs such as choosing a cooperating teacher or coursework that challenges problematic beliefs. It can also be used as summative assessment to inform revision of coursework for the next cohort.

scholarly journals Preservice Teachers Defining and Redefining Reading and the Teaching of Reading

2019 ◽  
Vol 21 (4) ◽  
pp. 21-44
Author(s):  
Beverley A. Brenna ◽  
Andrea Dunk
Keyword(s):  
Preservice Teachers ◽  
Language Arts ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
English Language ◽  
Literacy Teaching ◽  
Teaching Of Reading ◽  
Research Questions ◽  
Reflective Narrative ◽  
A Current

This qualitative study was developed to explore changing beliefs about literacy teaching and learning in the context of one required introductory English Language Arts course. Research questions targeted shifts in individual as well as group responses from a current class of teacher candidates interested in PreK-Grade 8 classroom teaching. Research methods included pre- and post-course surveys, and reflective narrative statements on mid-term “exit cards”; these tools were designed to support course improvement as well as gather data that might facilitate the development of other courses and programs. Important implications emerged for teacher preparation in the area of literacy education. Many of the teacher candidates reported transformation of ideas in relation to the conceptualization of reading and the teaching of reading, shifting from word-oriented approaches to meaning-oriented approaches. Offering opportunities to recall, unpack, and share experiences with other teacher candidates appeared to provide a useful context for interrogating and reinforcing perspectives, or adopting new beliefs, about the teaching of reading.

scholarly journals Exploring A Teacher Educator’s Experiences in Modeling TPACK to Create English Language Multimedia in Technology Courses

2018 ◽  
Vol 9 (5) ◽  
pp. 1041
Author(s):  
Iwan Setiawan ◽  
Ariffudin Hamra ◽  
Baso Jabu ◽  
Susilo Susilo
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Teacher Educators ◽  
Project Based Learning ◽  
Data Collection Process ◽  
Integrate Technology

TPACK framework as an established term for describing what teachers need to know to integrate technology effectively into their teaching practices has been widely addressed by teachers and teacher educators and it has been a flourishing field of investigation. However, teacher educators’ model in the context of using varieties of software in exploiting the benefits of technology by looking at how the framework could be implemented is restricted. Therefore the aim of this study is to explore a teacher educator’s experiences in modelling his teaching and learning based on the TPACK framework using qualitative research into biographical case study narrative. Two data collection techniques (i.e; interview and observation) were used to support the data collection process. The findings of this study suggest that it is important for teacher educators to incorporate Project Based Learning in TPACK and to combine varieties of software for creating English language multimedia as it could develop both teacher educator’s and pre-service teachers’ knowledge on content, technology, and pedagogy and their intersections. Furthermore, the use of blended learning would allow pre-service teachers to directly see, learn, observe, and experience how to learn and how to teach English using technology.

scholarly journals Fostering Environmental Awareness with Smart IoT Planters in Campuses

Sensors ◽  
2020 ◽  
Vol 20 (8) ◽  
pp. 2227
Author(s):  
Bernardo Tabuenca ◽  
Vicente García-Alcántara ◽  
Carlos Gilarranz-Casado ◽  
Samuel Barrado-Aguirre
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Irrigation System ◽  
Environmental Awareness ◽  
Project Based Learning ◽  
Learning Processes ◽  
Lessons Learned ◽  
Multidisciplinary Teams ◽  
Perception Of Quality ◽  
Educational Need

The decrease in the cost of sensors during the last years, and the arrival of the 5th generation of mobile technology will greatly benefit Internet of Things (IoT) innovation. Accordingly, the use of IoT in new agronomic practices might be a vital part for improving soil quality, optimising water usage, or improving the environment. Nonetheless, the implementation of IoT systems to foster environmental awareness in educational settings is still unexplored. This work addresses the educational need to train students on how to design complex sensor-based IoT ecosystems. Hence, a Project-Based-Learning approach is followed to explore multidisciplinary learning processes implementing IoT systems that varied in the sensors, actuators, microcontrollers, plants, soils and irrigation system they used. Three different types of planters were implemented, namely, hydroponic system, vertical garden, and rectangular planters. This work presents three key contributions that might help to improve teaching and learning processes. First, a holistic architecture describing how IoT ecosystems can be implemented in higher education settings is presented. Second, the results of an evaluation exploring teamwork performance in multidisciplinary groups is reported. Third, alternative initiatives to promote environmental awareness in educational contexts (based on the lessons learned) are suggested. The results of the evaluation show that multidisciplinary work including students from different expertise areas is highly beneficial for learning as well as on the perception of quality of the work obtained by the whole group. These conclusions rekindle the need to encourage work in multidisciplinary teams to train engineers for Industry 4.0 in Higher Education.

scholarly journals Autobiographies in Preservice Teacher Education: A Snapshot Tool for Building a Culturally Responsive Pedagogy

2013 ◽  
Vol 15 (1) ◽  
Author(s):  
AnnMarie Gunn ◽  
Susan Bennett ◽  
Linda Shuford Evans ◽  
Barbara J. Peterson ◽  
James L. Welsh
Keyword(s):  
Preservice Teachers ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Culturally Responsive Pedagogy ◽  
Preservice Teacher Education ◽  
Font Size ◽  
Cultural Responsive ◽  
Responsive Pedagogy ◽  
Cultural Responsive Pedagogy

<p class="MsoNormal" style="margin: 0in 0in 0pt;"><span class="Abstract"><span style="font-size: 10pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: 'Times New Roman';"><strong></strong></span></span><span style="font-family: &quot;Arial&quot;,&quot;sans-serif&quot;; font-size: 10pt;">Many scholars have made the call for teacher educators to provide experiences that can lead preservice teachers to embrace a culturally responsive pedagogy. We investigated the use of brief autobiographies during an internship as a tool (a) for preservice teachers to examine their multidimensional culture; and (b) for teacher educators to assess preservice teachers' developing understandings about cultural responsive pedagogy and then further design curriculum to enhance these understandings. Using qualitative methods, we analyzed the preservice teachers' (N=24) autobiographies and an interview with the professor of this course. Based on the findings of this study, we suggest teacher educators need to develop experiences and opportunities that will enable preservice teachers to reflect on how culture impacts teaching and learning behaviors. Therefore, preservice teachers will be better prepared to teach all students. </span></p>

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