scholarly journals Making Practice of Curriculum:Curriculum Making in Teaching and Teacher Education

2010 ◽  
Vol 20 (1) ◽  
Author(s):  
Darlene Ciuffetelli Parker ◽  
Julian Kitchen
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Professional Knowledge ◽  
The Self ◽  
College Instructors ◽  
Research And Practice ◽  
Kindergarten Classroom ◽  
Curriculum Making ◽  
Practical Experiences ◽  
Policy Agendas

This issue spotlights research and practice on curriculum making, teaching, and teacher education. Based on lived and practical experiences in education, the authors in thisinstalment show how engaged inquiry is a form of curriculum in practice. In this manner, the authors observe intently their role as educators by inquiring and practising through a self-reflective lens and/or alongside students and colleagues. Thus, whether it be a close-up of a Kindergarten classroom where the curriculum re-shaped and re-figured through the self reflective engagement of the Kindergarten teacher or a broader focus on how college instructors effectively develop their curriculum via practical and meaningful ways for professional development, we witness in this issue how educators experience and make curriculum from their own insightful personal, and professional knowledge, rather than from top-driven policy agendas.

scholarly journals To Where Teachers Learn: Following the Yellow Brick Road

2014 ◽  
Vol 8 (1) ◽  
pp. 193-211
Author(s):  
Narrative Inquiry Group
Keyword(s):  
Professional Development ◽  
High School ◽  
Teacher Education ◽  
Narrative Inquiry ◽  
Learning Community ◽  
Research And Practice ◽  
Inquiry Group ◽  
Collective Experience ◽  
Group A

This article describes the journey of The Narrative Inquiry Group, a community of high school educators engaged in embedded, self-directed professional development. Our approaches include professional conversation, narrative inquiry, and literary métissage, and our results consist of productions representative of our selves, learning, and practices. We would suggest that our inquiries map the path of individual and collective experience, and illustrate the value of being self-critical within the safety of a learning community. In addition, we hope to inform others’ research and practice, and those with an interest in teacher education, of the importance of understanding the experience of educators engaging in inquiry.

Student Teaching and the Pedagogy of Necessity

1988 ◽  
Vol 7 (2) ◽  
pp. 82-89 ◽  
Author(s):  
Richard I. Tinning
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Physical Education ◽  
Student Teaching ◽  
Professional Knowledge ◽  
Significant Part ◽  
Physical Education Teachers ◽  
Critical Inquiry ◽  
Technical Rationality

Student teaching as a significant part of the professional development of physical education teachers is implicated in the general failure of teacher education to adequately prepare teachers who can envision a world of schooling that is any different from the present one. This paper argues that the dominant pedagogy of student teaching is inherently conservative, is characterized by technical rationality, and embraces an outmoded view of professional knowledge. The adoption of a critical-inquiry perspective in student teaching is offered as a possible alternative.

scholarly journals ALAR som tilnærming for å skape økt forståelse hos deltakere for forskning og for forståelse for FoU i skole og i lærerutdanning

2020 ◽  
pp. 419-436
Author(s):  
Annfrid R. Steele
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Professional Knowledge ◽  
Development Project ◽  
Mutual Understanding ◽  
Mutual Learning ◽  
School Based ◽  
Teachers Professional Development ◽  
Integrate Research

There is an increased focus in teacher education on research-based teaching as a means to develop a more research-based professional knowledge. However, research from several Western countries shows that neither school-based nor university-based teachers are familiar with how to integrate research-based knowledge in professional teacher practice. This ALAR-study focuses on how a research and development project has been carried out in tripartite collaboration between student teachers, school-based and university-based teachers. This process initiated mutual learning and understanding of research-based knowledge between the participants in balanced partnership. The present study shows how ALAR can develop partnerships and mutual understanding of research-based knowledge between universities and schools, in respect of student teachers’ professional development.

scholarly journals Investigating a Professional Development School Model of Teacher Education in Canada

2010 ◽  
Vol 45 (1) ◽  
pp. 45-61 ◽  
Author(s):  
Dawn Buzza ◽  
Donna Kotsopoulos ◽  
Julie Mueller ◽  
Megan Johnston
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Candidates ◽  
Professional Development School ◽  
Professional Knowledge ◽  
Efficacy Beliefs ◽  
Careful Selection ◽  
School Communities ◽  
Teacher Education Candidates ◽  
School Model

We examined the effectiveness of a professional development school model of teacher education in Canada. Teacher education candidates responded positively to program features related to sustained participation and collaboration in school communities throughout the year. Their efficacy beliefs about developing professional knowledge were most strongly related to the school component of the program. This highlights the importance of careful selection and preparation of associate teachers where teacher candidates are placed in only one school.

Using Multimodal Narratives in Teacher Education

2019 ◽  
pp. 173-190
Author(s):  
José Alexandre Pinto
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Training ◽  
Pilot Study ◽  
Professional Identity ◽  
Student Teachers ◽  
Professional Practice ◽  
Professional Knowledge ◽  
Personal Meaning ◽  
Young Teachers

Teacher training processes must incorporate a reflective dimension as a strategy for professional development. The pursuit of a professional identity and the need to give personal meaning to theoretical principles grounds the emergence of young teachers' reflection. In this chapter, multimodal narrative (MN) is presented as a tool to support reflexive approaches in the development of teachers' professional knowledge. The data collected about the perspectives of student teachers and supervisors who experienced the use of MN show the interest of these actors about the tool and about the processes of its use. This chapter presents and discusses constraints identified throughout the pilot study of using a MN in teacher training that the authors developed. It also presents a proposal for the use of MN in the context of initiation of the professional practice that includes an adapted version of the MN tool and a phased process of its use.

scholarly journals Indicators of Professional Development in Texts Written by Prospective Teachers

2015 ◽  
Vol 14 (1) ◽  
pp. 4-27 ◽  
Author(s):  
Kristine Balslev ◽  
Sabine Vanhulle ◽  
Sandra Pellanda Dieci
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Prospective Teachers ◽  
Mental Representations ◽  
Professional Knowledge ◽  
Theory And Practice ◽  
Narrative Texts ◽  
Trainee Teachers ◽  
Reflective Spectrum ◽  
Insight Into

The writing of narratives is a frequently used educational tool in teacher education. This activity has several aims, such as bridging the gap between theory and practice, transforming experience into knowledge, and fostering consciousness and reflexivity among prospective teachers. We consider that the writing of narratives, framed with some guidelines, represents a mean to build professional knowledge. To get a better insight into the processes involved in the writing of narratives, this article examines the cognitive and discursive mechanisms that underlie professional development. We rely on indicators of professional development observed through a psycholinguistic analysis of narrative texts. This type of text analysis is anchored in a Vygotskian perspective, according to which language; thinking and action are interdependent in the constitution of an individual’s system of mental representations. In this article, we present an educational artifact for narrative writing, a grid for the analysis of discourses in the context of teacher education (the Analysis of Discourses About Professional Apprenticeship grid), our methodological framework and some results. The use of this grid is illustrated with examples of the prospective teachers’ narratives and questionings. Finally, we suggest that professional knowledge results from the convergence between enunciative undertakings, regulations of action, and conceptions and reflective spectrum. This convergence determines the strength of professional knowledge built. Moreover, the texts that have been analyzed reveal the fundamental questionings the trainee teachers have when faced with the task of textualizing their professional knowledge as well as the meaning they give to their activity.

Culturally Responsive Pedagogy in Mathematics

2020 ◽  
Vol 2 ◽  
pp. 145-158
Author(s):  
Kenta Nagasawa
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Culturally Responsive ◽  
Latino Students ◽  
Culturally Responsive Pedagogy ◽  
Mathematics Teacher Education ◽  
Development Program ◽  
Current State ◽  
Responsive Pedagogy ◽  
State Of Research

Purpose: This paper is a thematic literature review to examine the current state of research about Culturally Responsive Pedagogy in mathematics. The main themes are students’ perception, teacher education for pre-service teacher and professional development for teachers. Research methods/ approach: Literature was collected from Eric, which is a research engine of the education field. Also, Google Scholar is used to find articles of major scholars introduced by Dr. Rich Milner, who is the instructor of this course. Findings: Students faced microaggressions in mathematics class, which discouraged them to learn mathematics. The effect of teacher education was inconsistent in terms of the awareness of culturally responsive pedagogy and lesson plans. Research of professional development mentioned that mathematics was cultural. Implications for research and practice: It is more interesting to conduct long term or follow-up research to find the teacher’s practice after a taking professional development program. Also, it is critical to expand research scope besides African American and Latino students. Finally, evidence-based research is needed to change the political situation. Keywords: culturally responsive teaching, mathematics, teacher education, professional development, student’s perception

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

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