scholarly journals Cross-cultural educational partnerships to prepare global leaders: training teachers, teacher candidates, and school principals to teach students in the multi-cultural classroom

2018 ◽  
Vol 13 (4) ◽  
pp. 32-40
Author(s):  
Neelofar Ahmed ◽  
Keyword(s):  
Teacher Candidates ◽  
School Principals ◽  
Cross Cultural ◽  
Educational Partnerships

Transformation and Cross-Cultural Adaptation of Teacher Candidates in an International Student Teaching Program

2021 ◽  
pp. 154134462110285
Author(s):  
Kelley M. King ◽  
Kathryn V. Dixon ◽  
Ricardo González-Carriedo ◽  
Lisbeth Dixon-Krauss
Keyword(s):  
Student Teaching ◽  
Transformational Learning ◽  
Cultural Adaptation ◽  
Teacher Candidates ◽  
International Student ◽  
Cross Cultural ◽  
Cross Cultural Adaptation ◽  
Cultural Adaptability ◽  
The Cross ◽  
International Student Teaching

This case study addressed effects of international student teaching on U.S. teacher candidates’ cross-cultural adaptability and perspectives on language, culture, and schooling. Interviews and the Cross-Cultural Adaptability Inventory were collected from 18 participants before and after 4 weeks student teaching internationally. Interviews were coded using the Cross-Cultural Adaptability Inventory dimensions and interpreted using Mezirow’s transformational learning theory. Findings suggested that increased cross-cultural adaptation aligns with transformational learning. Transformational learning led participants to question assumptions and consider incorporating different perspectives in future teaching.

scholarly journals An examination of cross-cultural experiences on developing culturally responsive teacher candidates

2019 ◽  
Vol 1 ◽  
pp. 13 ◽  
Author(s):  
Nakeshia N. Williams ◽  
Brian K. Williams ◽  
Stephanie Jones-Fosu ◽  
Tyrette Carter
Keyword(s):  
Teacher Preparation ◽  
Personal Growth ◽  
Teacher Candidates ◽  
New Teachers ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Cross Cultural ◽  
Teacher Preparation Programs ◽  
Preparation Programs

As the P-12 student landscape continues to grow in cultural and linguistic diversity, teacher preparation programs have yet to adequately prepare teacher candidates’ teaching and learning skills in meeting the academic and socio-emotional needs of diverse student demographics. This article examines teacher candidates’ cultural competence and cultural responsiveness to enhance candidates’ educator preparation and stimulate candidates’ personal growth development as developing culturally and linguistically responsive new teachers. While many teacher preparation programs require one multicultural or diversity education course, the authors examine a Minority Serving Institution’s integration of a cultural immersion experience for teacher candidates as one way of supporting their development as culturally and linguistically sustaining pedagogues. This paper aims at supporting school districts’ need of culturally competent new teachers who have the content knowledge and pedagogy to teach and support culturally and linguistically diverse children. Recognizing this need, this qualitative analysis highlights the importance of and a need for cultural and linguistic competence among teacher candidates. Findings from this study provides a means by which universities can implement cross-cultural coursework and field-based experiences to prepare culturally responsive teacher candidates.

scholarly journals Values and Dispositions of Omani Novice Teachers as Perceived by School Principals and Assistant Principals

2020 ◽  
Vol 10 (4) ◽  
pp. 25
Author(s):  
Fawzia Al Seyabi
Keyword(s):  
Public Schools ◽  
Teacher Preparation ◽  
Novice Teachers ◽  
Assistant Principals ◽  
Teacher Candidates ◽  
School Principals ◽  
Teacher Preparation Programs ◽  
Ministry Of Education ◽  
Preparation Programs ◽  
Emerging Themes

Equipping teacher candidates with values and dispositions has become an important part of the conversation about effective teaching and teacher preparation programs are increasingly expected to integrate dispositions in their agenda. The purpose of the present study is two-folded. It aims at investigating the kind of dispositions of novice Omani teachers as perceived by school principals and assistant principals. It also aims to identify the type of factors that affect the shaping of novice teachers’ dispositions/values. Interviews were conducted with ten school principals and five assistant principals from various public schools in two different directorates of education in Oman. Data of the interviews were analyzed qualitatively by identifying the most emerging themes in terms of the most and least developed dispositions as well as factors shaping them. Findings revealed that dispositions related to ambition and flexibility were highly observed among novice teachers while dispositions related to sense of belonging and commitment and responsibility were less observed. The study also showed that there was a range of factors shaping the development of novice teachers dispositions ranging from broader macro factors such as how the society views a teacher and the appointment situation in Oman to more micro institutional factors such as the huge demands of the job and the type and level of support that schools provide to novice teachers. The paper makes recommendations relevant to both teacher preparation programs and the Ministry of Education.

scholarly journals Use of ePortfolios in K-12 teacher hiring in North Carolina: Perspectives of school principals

2012 ◽  
Vol 7 (4) ◽  
Author(s):  
Abdou Ndoye ◽  
Albert Dieter Ritzhaupt ◽  
Michele A Parker
Keyword(s):  
North Carolina ◽  
Teacher Candidates ◽  
School Principals ◽  
Technology Skills ◽  
Teacher Hiring ◽  
Delivery Method ◽  
Hiring Process ◽  
Prior Use ◽  
Pros And Cons ◽  
K 12

This study explored the perceptions of principals involved in the hiring process of K–12 teachers in 11 counties in southeastern North Carolina. Forty-nine principals responded to a survey on ePortfolio use in the hiring process: the pros and cons, desirable artifacts, stage of use, preferred delivery method, and improvements that can increase their usage. We examined each of these questions and whether certain factors (prior use, technology skills, and years as a hiring agent) predict principals' ePortfolio use. Our findings suggest that ePortfolios provide improved and current information about teacher candidates that is easily accessible and organized. Collectively, this allows principals to assess teacher candidates’ suitability for employment. Although, there are problems associated with ePortfolio use during hiring, which are detailed below, the results suggest that principals most frequently use ePortfolios during the interview process, prefer delivery via a website address, and that prior use is the best predictor of future ePortfolio use.

Internationally Educated Mathematics Teacher Candidates

2017 ◽  
Vol 1 (1) ◽  
pp. 36-46
Author(s):  
Dragana Martinovic
Keyword(s):  
Student Teacher ◽  
Mathematics Teacher ◽  
Teacher Candidates ◽  
Cross Cultural ◽  
Cultural Encounters ◽  
Mathematics Discourse ◽  
Social Discourses ◽  
Diverse Student ◽  
Practice Teaching ◽  
Power And Authority

This paper addresses the issues noted among diverse student teacher population at one Canadian university. In her previous research, the author found three main concerns expressed by the internationally educated teacher candidates, namely the communication concern (e.g., use of grammar, vocabulary, pronunciation, accent, etc.), concern for power and authority in the classroom, and the socio-cultural acceptance concern. This study builds on the previous results and addresses the experiences of mathematics IETCs, in an attempt to find how the concerns theory plays out when the IETCs use language to navigate practice teaching in Canadian schools, what kind of discourse of power they see in the cross-cultural encounters, and how they use mathematics discourse to counteract the broader social discourses.

A Survey of Rural Principals: Preferences Regarding Teacher Candidates

2020 ◽  
Vol 39 (3) ◽  
pp. 138-151
Author(s):  
Lindsay L. Diamond ◽  
MaryAnn Demchak ◽  
Tammy V. Abernathy
Keyword(s):  
Teacher Candidates ◽  
School Principals ◽  
Rural School ◽  
Cross Sectional Survey ◽  
Preparation Programs ◽  
Cross Sectional ◽  
Factors Affecting ◽  
University Preparation ◽  
Rural Principals ◽  
Selection Of

Rural school principals continue to have difficulty hiring and retaining qualified teachers. Researchers have sought to determine the preferred type of preparation programs and the specific characteristics of teacher candidates, but few have specifically focused on the perceptions of the rural principal. The purpose of this study was to understand current rural school principals’ perceptions regarding various factors affecting the selection of teacher candidates. Using an online, cross-sectional survey of rural school principals, data were collected to understand their perspectives regarding various factors that may affect the selection of potential teacher candidates. Results indicate that rural principals prefer to hire applicants who have completed a traditional 4-year college/university preparation program. In addition, when reviewing applicant materials they look for specific factors such as experience, those who are known in the community, cooperating/lead teacher evaluations, and areas of licenses held among teacher candidates. Rural school principals specifically reported a preference toward hiring applicants who hold a dual license in elementary and special education.

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