scholarly journals Project-Based Museum-School Partnerships in Support of Meaningful Student Interest- and Equity-Driven Learning Across Settings

2016 ◽  
Vol 43 (1) ◽  
pp. 184 ◽  
Author(s):  
Jrène Rahm
Keyword(s):  
Project Based Learning ◽  
Teacher Education Programs ◽  
Student Interest ◽  
Education Programs ◽  
School Partnerships ◽  
Teachers Experiences ◽  
Informal Educators ◽  
School Partnership ◽  
Museum School ◽  
Education Science

Abstract: In this paper, I focus on two teachers’ experiences with project-based museum-school partnerships that they participated in with their students. The partnerships implied collaborations with scientists, archaeologists, and artists in their classrooms, as well as informal educators from museums tied to the projects. The projects made new ways to engage in student interest-driven cross-setting learning available to the students and teachers. The participating teachers seemed to suggest a need to move towards the co-design of such partnerships in the future with youth—a process that could be initiated in teacher education programs or supported through innovative approaches to professional development.KEYWORDS:  Museum-school partnership; project-based learning; cross-setting learning;archaeology education; science education; arts education, robotic.Résumé: Je traite dans cet article de l’expérience de deux enseignants dans le cadre de projets de partenariats musée-école auxquels ont participé leurs étudiants. Ces partenariats exigeaient de collaborer avec des scientifiques, des archéologues et des artistes en salles de cours, sans oublier des éducateurs officieux des musées impliqués. Les projets ont exploré de nouvelles voies d’apprentissage croisé axé sur les intérêts des étudiants, accessibles aux étudiants et aux enseignants. Il appert que les enseignants participants jugent nécessaire de privilégier à l’avenir ce type de partenariats concertés avec la jeunesse, un processus qui pourrait être initié dans le cadre de programmes de formation des enseignants ou soutenu par le biais d’approches novatrices dans le domaine de perfectionnement professionnel.MOTS CLES: Programme de partenariat entre l’école et la musée; apprentissage basé au projet; apprentissage de cadre transversal; éducation archéologique; la formation artistique en sciences; la robotique;

Foundational Processes, Home-School Partnerships, and Culturally Responsive Practices for Dual Language Learners

2018 ◽  
pp. 1-27
Author(s):  
Kristina M. Howlett ◽  
Heather D. Kindall
Keyword(s):  
Language Learners ◽  
Culturally Responsive ◽  
Dual Language ◽  
Empirical Studies ◽  
Home School ◽  
Dual Language Learners ◽  
Teacher Education Programs ◽  
Education Programs ◽  
School Partnerships ◽  
Culturally Responsive Practices

The purpose of this chapter is to examine the current empirical studies on foundational processes, home-school partnerships, and culturally responsive practices in regard to Dual Language Learners (DLLs) for early childhood education in order to inform teacher education programs (TEPs).

Foundational Processes, Home-School Partnerships, and Culturally Responsive Practices for Dual Language Learners

2019 ◽  
pp. 1583-1609
Author(s):  
Kristina M. Howlett ◽  
Heather D. Kindall
Keyword(s):  
Language Learners ◽  
Culturally Responsive ◽  
Dual Language ◽  
Empirical Studies ◽  
Home School ◽  
Dual Language Learners ◽  
Teacher Education Programs ◽  
Education Programs ◽  
School Partnerships ◽  
Culturally Responsive Practices

The purpose of this chapter is to examine the current empirical studies on foundational processes, home-school partnerships, and culturally responsive practices in regard to Dual Language Learners (DLLs) for early childhood education in order to inform teacher education programs (TEPs).

The Iron Grip of Productivity Software within Teacher Education

2012 ◽  
pp. 170-191 ◽  
Author(s):  
Joan E. Hughes ◽  
Gloria Gonzales-Dholakia ◽  
Yu-Chi Wen ◽  
Hyo-Jin Yoon
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Knowledge Society ◽  
Subject Area ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teachers Experiences ◽  
Learning With Technology

This chapter discusses several challenges and recommendations in obtaining the desired outcome from technology-rich teacher education programs, including a novice teacher prepared to make decisions supporting students’ subject-area learning with technology. The authors shape the discussion using select findings from two studies of preservice teachers enrolled in a technology-rich teacher education program at a U.S. university. The authors discuss the importance of the modeling relationship between instructors’ and preservice teachers’ experiences with digital technologies and describe productivity software’s enduring grip as the most used digital technology among preservice teachers during teacher education – even in technology-rich teacher education programs. The authors argue that teacher education’s overemphasis on productivity tools is not adequately preparing new teachers for the knowledge society in which teachers live, work, and educate. The authors argue that educational change, such as shifts toward technology-rich teaching and learning, will only be successful with a concerted change effort in both teacher education programs and PK-12 institutions.

scholarly journals Practicing Policy: Preservice Teachers’ Experiences with a Proficiency-Based Education Model

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Meredith JC Swallow
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
Instructional Practices ◽  
Teaching And Learning ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teachers Experiences ◽  
Education Model ◽  
University Setting

Abstract: Varying policy on the implementation of proficiency-based education (PBE) presents a challenge in the preparation of future educators. It becomes critical to include structures and strategies in teacher education programs that support learning and application in different assessment frameworks. This study explores a piloted PBE model in a university teacher preparation course to better understand the enactment of PBE in classrooms, and the associated teaching and learning implications in a university setting. Results point toward reflection, choice, and standards as objectives as benefits of a PBE model, while challenges include time and scalability in classrooms. Implications focus on the instructional practices identified as benefits in a PBE model and the implementation of those practices in teacher preparation.

scholarly journals EFL Teachers’ Learning: Transitional Experiences from an Overseas Teacher Education Program to Japanese School Settings

2013 ◽  
Vol 35 (1) ◽  
pp. 51 ◽  
Author(s):  
Yuka Kurihara
Keyword(s):  
Teacher Education ◽  
Teacher Education Program ◽  
School Administrators ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Cultural Challenges ◽  
Cultural Boundaries ◽  
The Social ◽  
Teachers Experiences ◽  
Efl Teachers

Drawing on Vygotsky’s sociocultural theory of mind as a conceptual framework, I discuss the nature of L2 teachers’ learning to teach. In particular, I examine how EFL teachers who participated in overseas teacher education programs for professional development and returned to their native countries appropriated the pedagogical resources (hereinafter tools) presented in the programs into their own classroom instruction. EFL teachers’ experiences are complex because their learning involves not only transferring the tools but also negotiating cultural boundaries between the two key contexts. Three secondary school English teachers from Japan, four U.S. program instructors, and two school administrators in Japan participated in this qualitative case study. The cases illustrated that an individual teacher’s process of learning and the social world were intricately interwoven and influenced one another. The teachers also attempted to (re)construct new knowledge about ELT by negotiating cross-cultural challenges. Implications for L2 teacher education programs are discussed. 本研究はヴィゴツキーの社会文化理論を枠組みに、英語教員の学びの本質を探る。英語を外国語として教えているＥＦＬ教員の中でも、特に海外で教員研修プログラムを経験し現在自国で教える日本人教員が、研修で学んだツール（知識やスキル）を日本の現場でどのように自分のものとして使用しているかについて調査した。教員は異なる環境へのツールの移行や、互いの文化的側面を乗り越え折り合いをつけようとする、複雑な学びを経験する。この質的研究には、中等教育の日本人英語教員３名、米国の教員研修プログラム関係者４名、そして日本の学校管理職２名が参加した。結果、教員の学びとは、個々の学びの過程とその社会環境が密接に関係し互いに影響をもたらしながら起こっていることが明らかになった。また、教員は文化的差異から生じる問題を解決する際、新たな英語教授アプローチを見出そうしていることも分かった。最後に教員研修への応用を述べる。

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

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