Teachers of Teachers: Faculty Working Lives and Art Teacher Education in the United States

The Oxford Handbook of Preservice Music Teacher Education in the United States aims to work from within the profession of music teacher education to push the boundaries of P-12 music education. In this book, we will provide all of those working in music teacher education—music education faculty and administrators, music researchers, graduate students, department of education faculty and administrators, and state-level certification agencies—with research and promising practices for all areas of traditional preservice music teacher preparation. We define the areas of music teacher education as encompassing the more traditional structures, such as band, jazz band, marching band, orchestra, choir, musical theater, and elementary and secondary general music, as well as less common or newer areas: alternative string ensembles, guitar and song-writing, vernacular and popular music, early childhood music, and adult learners

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Excavating the Layers of Trauma in Homelands and Hostlands: Supporting Political Refugees in U.S. Schools

Journal of Cases in Educational Leadership ◽

10.1177/1555458921997517 ◽

2021 ◽

pp. 155545892199751

Author(s):

Mehtap Akay ◽

Reva Jaffe-Walter

Keyword(s):

United States ◽

Teacher Education ◽

Education System ◽

Home Country ◽

The United States ◽

Dominant Culture ◽

Refugee Students ◽

Political Refugees ◽

Language And Education ◽

Insight Into

This article details how a newly arrived Turkish refugee student navigates schooling in the United States. It highlights the trauma a purged Turkish families experience in their home country and their challenges as newcomers unfamiliar with their new country’s dominant culture, language, and education system. The case narrative provides insight into how children of Turkish political refugees are often overlooked in the context of U.S. schools, where teachers lack adequate training and supports. By illuminating one refugee family’s experiences in U.S. schools, the case calls for leaders to develop holistic supports and teacher education focused on the needs of refugee students.

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Preservice Teachers’ Discursive Constructions of Cultural Practices in a Multicultural Telecollaboration

International Journal of Multicultural Education ◽

10.18251/ijme.v21i1.1777 ◽

2019 ◽

Vol 21 (1) ◽

pp. 82 ◽

Cited By ~ 1

Author(s):

Baburhan Uzum ◽

Bedrettin Yazan ◽

Netta Avineri ◽

Sedat Akayoglu

Keyword(s):

United States ◽

Teacher Education ◽

Preservice Teachers ◽

Social Justice ◽

Cultural Practices ◽

The United States ◽

Discursive Constructions

The study reports on a telecollaboration exchange between two teacher education classes in the United States and Turkey. In synchronous and asynchronous conversations, preservice teachers (PTs) engaged in social justice issues and made discourse choices that captured culture(s) and communities as diverse or essentialized. These choices were affected by PTs’ positionings and impacted how PTs connected to individuals only and/or to broader society. PTs asked questions that created space for critical discussions and facilitated awareness of diversity, yet sometimes led to overgeneralizations. The study has implications for designing telecollaborations that promote language and practices to unpack the issues of social justice.

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Teacher education in the United States of America

Prospects ◽

10.1007/bf02354315 ◽

1970 ◽

Vol 1 (2) ◽

pp. 37-42

Author(s):

Robert J. Schaefer

Keyword(s):

United States ◽

Teacher Education ◽

United States Of America ◽

The United States

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Afterword: The Need to Re-Balance Our Portfolio of Education Means and Ends

Teachers College Record ◽

10.1177/016146812012200409 ◽

2020 ◽

Vol 122 (4) ◽

pp. 1-15

Author(s):

Margaret Smith Crocco

Keyword(s):

United States ◽

Teacher Education ◽

Teacher Preparation ◽

The United States ◽

Reform Movements ◽

Special Issue ◽

Means And Ends ◽

Historical Moment

The author responds to several themes that emerge across the articles in the special issue, considering them in light of contexts of schooling, teacher education, and the contemporary historical moment in the United States. The articles raise salient concerns about what the reform movements of the last twenty or so years have meant for scholars, practitioners, and students who are involved in schooling and teacher preparation.

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Approaches and strategies for multicultural teacher education: Experiences from the United States of America

Zbornik Instituta za pedagoska istrazivanja ◽

10.2298/zipi1401069d ◽

2014 ◽

Vol 46 (1) ◽

pp. 69-90 ◽

Cited By ~ 2

Author(s):

Bojana Dimitrijevic ◽

Danijela Petrovic

Keyword(s):

United States ◽

Teacher Education ◽

Multicultural Education ◽

Teacher Development ◽

United States Of America ◽

Resistance To Change ◽

The United States ◽

Multicultural Teacher Education ◽

Majority Population ◽

Multicultural Teacher

The paper discusses different approaches and strategies for educating teachers in the United States of America for work in multicultural schools, bearing in mind teacher efficiency. The first part of the paper contains theoretical considerations on the basic competences of teachers for multicultural education, provides an overview of the key questions that need to be answered in the process of developing multicultural teacher education and presents the effects of multicultural education programmes aimed at eliminating prejudice and establishing the pedagogy of equality. The second part of the paper lists strategies for the multicultural education of teachers who are members of the majority population and discusses the educational effects of these strategies. The third part of the paper discusses the approaches based on the model of crosscultural teacher development that facilitate the understanding of teacher behaviour and their resistance to change, as well as the adapting and sequencing of courses for future teachers. The concluding part of the paper offers recommendations for enhancing multicultural teacher education.

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Talking About Sustainability in Teacher Preparation in Finland and the United States

Nordic Journal of Comparative and International Education (NJCIE) ◽

10.7577/njcie.3302 ◽

2019 ◽

Vol 3 (1) ◽

pp. 69-87

Author(s):

Susan Wiksten

Keyword(s):

United States ◽

Teacher Education ◽

Teacher Preparation ◽

Teacher Educators ◽

The United States ◽

The Us ◽

Research Findings ◽

Specific Culture ◽

Context Specific ◽

Scientific Phenomena

This article reports on empirical research findings from a case study of teacher education in Finland and the United States. A sociological perspective was deployed for investigating how the concept of sustainability was addressed in two teacher education programs. One of the programs was located in Finland and the other in the US. The study was carried out in 2015 and 2016. Seventeen semi-structured, open-ended, audio-recorded interviews form the core of the research materials. A thematic analysis of interviews was conducted for identifying articulations related to sustainability in subject-matter specialized teacher preparation. Findings from this study contribute to research on teacher preparation. Notably, by articulating how context-specific culture and social norms contribute to local models of teacher education. Findings from this study indicate that teacher training practices in Finland have encouraged students to articulate sustainability in relation to critical thinking, whereas in the US, sustainability has been articulated in relation to social justice. The key point supported by the evidence is that sustainability was by teachers and teacher educators conceptualized as being about the popularization of knowledge about ecology and biodiversity. The kind of communication that was by teachers and teacher educators described as effective for popularizing knowledge about scientific phenomena were forms of teaching that expanded on content-specific knowledge by connecting it to ethical and civic frameworks of the societies in which students live.

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