scholarly journals Associate Teacher Perspectives of the Triumvirate Relationship in Teacher Education: The Role of Faculty Advisors

2010 ◽  
Vol 19 (2) ◽  
Author(s):  
Karen Roland
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Teacher Candidates ◽  
Field Experience ◽  
Faculty Advisor ◽  
Faculty Advisors ◽  
Anonymous Questionnaire ◽  
Associate Teacher ◽  
Pre Service Teacher

The literature suggests that teacher candidates identify the field experience as a valued aspect of their pre-service education. In field experience, associate teachers are significant contributors to the success of the triumvirate relationship (associate teacher/teacher candidate/faculty advisor). A study was conducted using an anonymous questionnaire to explore, from the perspective of associate teachers, potential strategies and/or recommendations that may strengthen this relationship.  The findings of the study, specifically related to the expectations concerning the role of the faculty advisor to support associate teachers, are presented. Reflective practice is discussed in terms of its relevance to the triumvirate relationship. The article concludes with a discussion of the implications of the findings in terms of strengthening the triumvirate relationship in teacher education.   Key words: pre-service teacher education; triumvirate; experiential learning; reflective practice; community of practice.

scholarly journals Working Towards Meaningful Reflection in Teacher Education as Professional Learning

2014 ◽  
Vol 8 (1) ◽  
pp. 105-122
Author(s):  
Susan E. Elliott-Johns
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Educational Research ◽  
Professional Learning ◽  
Teacher Educators ◽  
Reflective Practitioner ◽  
Research And Practice ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

The terms "reflection" and "reflective practice" occur frequently in educational research and practice, particularly in numerous course descriptions for pre-service teacher education. However, the author remains unconvinced we, as teacher educators, are always accomplishing what we think and/or say we are in the name of "reflection." This article seeks to promote further dialogue around the role of reflection in teacher education via explorations of what more can be learned, while underscoring the need to clarify understandings in this complex area. The author draws on her own experiences as a reflective practitioner and advocate for the promotion of meaningful reflection as professional learning.

scholarly journals Safe Space, Dangerous Territory: Young People’s Views on Preventing Radicalization through Education—Perspectives for Pre-Service Teacher Education

2021 ◽  
Vol 11 (5) ◽  
pp. 205
Author(s):  
Saija Benjamin ◽  
Visajaani Salonen ◽  
Liam Gearon ◽  
Pia Koirikivi ◽  
Arniika Kuusisto
Keyword(s):  
Teacher Education ◽  
Online Survey ◽  
Educational Institutions ◽  
Growing Up ◽  
Safe Spaces ◽  
Violent Extremism ◽  
International Setting ◽  
Pre Service Teacher ◽  
And Training

Initiatives for preventing radicalization and violent extremism through education (PVE-E) have become a feature of global educational policy and educational institutions across all phases, from early childhood to universities, also in Finland. If schools may be regarded as safe spaces here for identity and worldview construction and experiences of belonging, the specific subject matter of PVE-E is also dangerous territory. Not least because of PVE-E’s focus on radicalization, but above all because of perceptions of schools being used as an adjunct of governmental counter-terrorism policy. We argue that understanding young people’s views on issues related to radicalization and violent extremism is critical in order to develop ethical, sustainable, contextualized, and pedagogical approaches to prevent hostilities and foster peaceful co-existence. After providing some critical framing of the Finnish educational context in a broader international setting, we thus examine young people’s views (n = 3617) in relation to the safe spaces through online survey data gathered as a part of our larger 4-year research project Growing up radical? The role of educational institutions in guiding young people’s worldview construction. Specifically focused on Finland but with potentially wider international implications, more understanding about the topic of PVE-E is needed to inform teacher education and training, to which our empirical data makes some innovative contribution.

Technologizing Teaching

2013 ◽  
pp. 940-962
Author(s):  
Joseph M. Piro ◽  
Nancy Marksbury
Keyword(s):  
Teacher Education ◽  
Technology Integration ◽  
Learning Activity ◽  
Instructional Media ◽  
Technology Instruction ◽  
The World ◽  
Pre Service Teacher Education ◽  
K 12 ◽  
Pre Service Teacher

With the continuing shift of instructional media to digital sources occurring in classrooms around the world, the role of technology instruction in the pre-service curriculum of K-12 teachers is acquiring increasing salience. However, barriers to its inclusion continue to exist. In this chapter we focus on a model of hybridity designed to embed technology instruction into pre-service education. This model is known as the WebQuest and involves the development of a technology-driven learning activity that scaffolds the building of skills in content, pedagogy, and technology integration in pre-service teachers. We discuss data from an exploratory project conducted within a class of graduate pre-service teachers experiencing instruction in creating a WebQuest, and offer some preliminary findings. We place these results within a larger perspective of the CFTK and TPACK frameworks and their application to issues germane to pre-service teacher education.

From Collaborative Inquiry to Critical, Project-Based Clinical Experiences

2018 ◽  
pp. 89-116
Author(s):  
Kristien Zenkov ◽  
Seth A. Parsons ◽  
Audra K. Parker ◽  
Elizabeth Levine Brown ◽  
Lois A. Groth ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Teacher Education Programs ◽  
Clinical Approach ◽  
Clinical Experiences ◽  
University Partnerships ◽  
Education Practice

Unprecedented and long-overdue attention has recently been given to the role of field-based clinical experiences in teacher preparation. Traditional models of university coursework disconnected from real world field-based clinical experiences serve neither prospective teachers nor PreK-12 students. This chapter presents a broader notion of field-based teacher preparation structures occurring in school-university partnership contexts and professional development schools, with the authors drawing from data of four field-based experiences, which fall along a continuum of partnership, from three teacher education programs at two universities. These partnerships illustrate a developmental framework for building mutually beneficial relationships that enhance the engagement of all stakeholders and acknowledge the need for differentiation in teacher education practice. A pathways orientation to school-university partnerships/PDSs and a project-based clinical approach offer chances to develop mutually beneficial learning opportunities for PreK-12 students and teacher candidates.

scholarly journals Accommodations in Teacher Education: Perspectives of Teacher Candidates with Learning Disabilities and their Faculty Advisors

2012 ◽  
Vol 22 (2) ◽  
Author(s):  
Karen Csoli ◽  
Tiffany L Gallagher
Keyword(s):  
Teacher Education ◽  
Learning Disabilities ◽  
Education Program ◽  
Teacher Candidates ◽  
Lived Experiences ◽  
Teacher Education Program ◽  
Content Area ◽  
Teaching Mathematics ◽  
Faculty Advisors ◽  
Required Courses

This study of teacher candidates with learning disabilities profiles their experi-ence in a teacher education program. Two teacher candidates and their faculty advisors offer perspectives at various points during the teacher education pro-gram. Findings indicate that the teacher candidates were able to complete their required courses when their professors facilitated appropriate accommodations for them. In their elementary classroom practica, the participants thrived when teaching in their trained discipline or content area, but often needed scaffolding from teacher associates when teaching mathematics and reading. Prior to dis-closing their disability to their teacher associates, the teacher candidates attempted to gauge their mentors’ tolerance of learning disabilities. Based on their lived experiences, the participants held distinct beliefs about integration and reducing the stigma of learning disabilities. Discussion on the implications for teacher education and support of teacher candidates with learning disabilities is offered.

scholarly journals EXPLORING THE CONCEPT OF REFLECTIVE PRACTICE IN THE CONTEXT OF STUDENT-CENTERED TEACHER EDUCATION

2017 ◽  
Vol 1 ◽  
pp. 91 ◽  
Author(s):  
Remigijus Bubnys ◽  
Loreta Zavadskienė
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Reflective Practice ◽  
Paradigm Shift ◽  
Working Environment ◽  
Student Centered ◽  
Practicing Teachers ◽  
Depth Analysis ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Being one of the most popular theories of professional knowledge in the last 30 years, reflective practice has been widely adopted not only by practicing teachers in their working environment, but in pre-service teacher education as well. Meeting the need to respond to the challenges posed by the society nowadays, higher education is undergoing radical changes calling for the proper implementation of student-centered studies. In the context of such a paradigm shift there is a strong urge for the concept of reflective practice to be examined more carefully so that it could be put into effect in the studies of higher education. The paper seeks to respond to this problem by offering an in-depth analysis of the attributes characteristic of the concept of reflective practice in the paradigm shift. Based on the thorough review of scientific works dealing with the concept of reflective practice in teacher education, the current study reports on the insights regarding the development of this concept for reflective practice to be successfully applied in the process of teacher education.  

scholarly journals EXPLORING PRE-SERVICE TEACHERS’ IDEAS ABOUT THE DIGESTIVE SYSTEM BY USING THE DRAWING METHOD

2014 ◽  
Vol 13 (3) ◽  
pp. 316-326
Author(s):  
Fatma Sasmaz Oren ◽  
Ummuhan Ormanci
Keyword(s):  
Teacher Education ◽  
Digestive System ◽  
Science And Technology ◽  
Education Department ◽  
Drawing Test ◽  
Technology Teacher ◽  
Teacher Education Department ◽  
Pre Service Teacher ◽  
Drawing Method

In this study, it is aimed to identify science and technology pre-service teachers’ ideas about the digestive system by using the drawing method. The study was conducted with 95 third and fourth grade pre-service teachers studying at science and technology teacher education department. In the study, a drawing test and The Draw -A-Digestive System Test Rubric (DADST-R), which is developed by the researchers for the analysis of drawings, were used. The scores that science and technology pre-service teachers get from DADST-R are examined in terms of sub-dimensions and the dimension they are best at is found to be digestive system organs while the dimension they are having the most trouble with is establishing connections among digestive system organs. Based on these results, some suggestions were given with regards to the role of the digestive system in the education system. Key words: digestive system, drawing method, rubric, science and technology pre-service teacher

scholarly journals Examining the Role of Friendship in Mentoring Relationships between Graduate Students and Faculty Advisors

2016 ◽  
Vol 9 ◽  
pp. 111 ◽  
Author(s):  
Jacqueline L. Beres ◽  
Jess C. Dixon
Keyword(s):  
Graduate Student ◽  
Potential Role ◽  
Mentoring Relationships ◽  
Faculty Advisor ◽  
Faculty Advisors ◽  
Mentoring Functions ◽  
Academic Mentoring ◽  
Academic Faculty ◽  
Faculty Mentors

Although previous studies have offered empirical and anecdotal support for academic mentoring, there are still considerable gaps in understanding the specific actions or components that are present in these relationships. Research has shown that academic faculty mentors provide all of Kram’s (1988) mentoring functions to their graduate student protégés. Despite numerous claims to the presence of “friendship” in graduate student-faculty advisor mentoring relationships, others question if friendship is even possible within this context. Thus, there is ambiguity about the role of this particular function in academic mentoring. In our attempt to reconcile results from a previous study on graduate student-faculty advisor mentoring and better understand the potential role and temporal development of friendship within this domain, we sought clarification in the existing literature. To our surprise, the literature lacks consensus on the topic and requires additional scholarly attention. Consequently, the purpose of this paper is to share insights from our previous study examining mentoring in academia, summarize empirical findings and conceptual advancements on the topic of friendship in graduate student-faculty advisor mentoring relationships, and propose directions for further inquiry in this area, in the hope of strengthening academic mentoring relationships.

scholarly journals Subjects-in-Process/ on-Trial: The Construction of Teacher Subjects in an Early Field Experience Course

Paideusis ◽  
2020 ◽  
Vol 17 (1) ◽  
pp. 3-12
Author(s):  
Jacqueline Bach
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Field Experience ◽  
Teacher Education Program ◽  
Julia Kristeva ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Early Field Experience ◽  
Philosophical Viewpoint ◽  
Pre Service Teacher

Increased standardization of teacher education programs urges a reconsideration of how pre-service teacher identities are constructed/being constructed and evaluated. The purpose of my study was to examine the writings of pre-service teachers enrolled in an early field experiences course in order to identify moments in which they interacted, negotiated, and subverted the teacher-making process, which they officially enter during the semester they take this course. I approach this question from a philosophical viewpoint, and I use the theories of French post-structuralist, Julia Kristeva. My analysis of pre-service teachers enrolled in an early field experience course illustrates how their language disrupts the standardized language and expectations of a teacher education program.

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