Prospective Teachers’ Problem Solving in Online Peer-Led Dialogues

2008 ◽  
Vol 45 (2) ◽  
pp. 398-442 ◽  
Author(s):  
Suzanne E. Wade ◽  
Janice R. Fauske ◽  
Audrey Thompson
Keyword(s):  
English Language Learners ◽  
Problem Solving ◽  
Multicultural Education ◽  
Prospective Teachers ◽  
English Language ◽  
Teacher Educators ◽  
Community Action ◽  
Secondary Teacher ◽  
Self Study ◽  
Action Projects

In this self-study of a secondary teacher education course, the authors investigated whether there was evidence of critically reflective problem solving on the part of prospective teachers who participated in a peer-led online discussion of a teaching case about English-language learners. They also examined what approaches to multicultural education the peer-led dialogues suggested. Using the tools of discourse analysis to analyze the dialogue, they found some evidence of reflective problem solving. However, few students engaged in critical reflection, which entails examining the sociopolitical consequences of solutions and promoting social change through community action projects. Furthermore, many responses reflected deficit theories, stereotypical thinking, and technical-rational problem solving. Interwoven with the analysis of the students’ discussion is a self-study dialogue reflecting on the instructor’s curriculum and pedagogy. The self-study addresses what the authors have learned about how teacher educators foster critically reflective problem solving regarding issues of language, culture, and race.

scholarly journals Addressing the Teaching of English Language Learners in the United States: A case study of teacher educators’ response

2017 ◽  
Vol 26 (1) ◽  
Author(s):  
Heidi L. Hallman ◽  
Hannah R. Meineke
Keyword(s):  
Teacher Education ◽  
English Language Learners ◽  
Language Learners ◽  
Prospective Teachers ◽  
English Language ◽  
Teacher Educators ◽  
Nationwide Survey ◽  
The United States ◽  
Core Content

This article discusses teacher educators’ response to the issue of preparing prospective teachers in core content areas to be teachers of English language learners. In the case study we present in the article, the views of English language arts teacher educators, as analyzed from a nationwide survey of the teaching of English, are articulated. As a follow-up to the survey, focus groups were conducted with a sub-section of survey respondents. Findings indicate that, although the teaching of ELLs is viewed as a priority for teacher education, the field has yet to determine how to adequately address program coherence and partnership approaches to teaching ELLs within pre-service teacher education.  

scholarly journals Japanese and Swedish Mathematics Teacher Educators’ Pedagogical Content Knowledge – An Institutional Perspective

2019 ◽  
Vol 21 ◽  
Author(s):  
Yukiko Asami-Johansson ◽  
Iiris Attorps
Keyword(s):  
Problem Solving ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Institutional Perspective ◽  
Pedagogical Content ◽  
Mathematics Teacher Educators ◽  
Structured Problem Solving ◽  
Area Determination

The aim of this paper is to investigate which kind of conditions and constraints affect Japanese and Swedish teacher educators’ pedagogical content knowledge (PCK). We analyse the praxeologies of the lessons in which the educators teach area determination. Our study shows that the Japanese teacher educators’ PCK are more explicitly shared by the community of the teacher educators compared to the Swedish counterpart. Also, the detailed Japanese curriculum and the structured problem solving approach promote to illustrate how to construct rich mathematical and didactical organisations for prospective teachers.

Inspiring Teacher Candidates to Embrace Cultural Diversity

2020 ◽  
pp. 120-139
Author(s):  
Judi Simmons Estes ◽  
Judith Lynne McConnell-Farmer
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Low Income ◽  
Teacher Candidates ◽  
English Language ◽  
Teacher Educators ◽  
The United States ◽  
Cultural Knowledge ◽  
Cultural Learning ◽  
Underserved Students

One of the challenges facing teachers in the United States is providing high-quality education for all students met in the classroom, including those who too often are underserved: students of color, low-income students, English-language learners, as well as students in urban and rural settings. Teachers report feeling unprepared and lack confidence in teaching students from culturally different backgrounds from themselves. This chapter suggests that in addition to becoming certified teachers, teacher candidates need to be inspired by teacher educators who are passionate about cultural learning and willing to share their own journey. Through sharing, teacher educators can provide practices that build cultural knowledge and increase cultural experiences of teacher candidates.

Toward a Participatory View of Early Literacies in Second Language Contexts

2019 ◽  
pp. 378-402
Author(s):  
Claudia Cañas ◽  
Ángela Patricia Ocampo ◽  
Ana Karina Rodríguez ◽  
Mónica López-Ladino ◽  
Raúl Alberto Mora
Keyword(s):  
Early Childhood ◽  
English Language Learners ◽  
Language Learners ◽  
Critical Literacy ◽  
English Language ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Early Childhood Teachers ◽  
Language Context ◽  
Pedagogical Framework

This chapter will introduce a pedagogical framework to engage with literacy practices in early childhood contexts and English language learners (ELLs), based on the commonalities across three research studies carried out in three schools in Medellín, Colombia. In this chapter, we argue that developing strong pedagogical proposals for PreK-5 spaces entails breaking the traditional compartmentalization of children's practices between in or out of school and carefully integrating multimodality and critical literacy in our curricula. Besides the explanation of our pedagogical framework and its link to our current research, the chapter also provides some insights for early childhood teachers working with ELLs around the world to draw from these frameworks and transform their curricula. Although language context may differ, there are developmental commonalities across the board that practitioners and teacher educators can draw from, regardless of whether the children are in English-speaking contexts or not.

Inspiring Teacher Candidates to Embrace Cultural Diversity

2021 ◽  
pp. 879-898
Author(s):  
Judi Simmons Estes ◽  
Judith Lynne McConnell-Farmer
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Low Income ◽  
Teacher Candidates ◽  
English Language ◽  
Teacher Educators ◽  
The United States ◽  
Cultural Knowledge ◽  
Cultural Learning ◽  
Underserved Students

One of the challenges facing teachers in the United States is providing high-quality education for all students met in the classroom, including those who too often are underserved: students of color, low-income students, English-language learners, as well as students in urban and rural settings. Teachers report feeling unprepared and lack confidence in teaching students from culturally different backgrounds from themselves. This chapter suggests that in addition to becoming certified teachers, teacher candidates need to be inspired by teacher educators who are passionate about cultural learning and willing to share their own journey. Through sharing, teacher educators can provide practices that build cultural knowledge and increase cultural experiences of teacher candidates.

Language policy and teacher preparation: The implications of a restrictive language policy on teacher preparation

2013 ◽  
Vol 4 (1) ◽  
pp. 83-104 ◽  
Author(s):  
M. Beatriz Arias ◽  
Terrence G. Wiley
Keyword(s):  
English Language Learners ◽  
Teacher Preparation ◽  
Language Policy ◽  
Language Learners ◽  
Prospective Teachers ◽  
English Language ◽  
Applied Linguistics ◽  
The United States ◽  
The State ◽  
Restrictive Language Policy

AbstractApplied linguistics, with its sub-domains of language planning and policy can make significant contributions to language teaching. In order to explore this issue, the authors focus on the contested arena of language minority instruction in the United States. Attention is given specifically to the state of Arizona, where, recently, its educational policies have captured national and even international attention. Of particular concern is Arizona's implementation of a restrictive language policy for the instruction of English Language Learners (ELLs). The authors present a framework for reviewing the relationship between language policies and teacher preparation. Applying this framework to Arizona's teacher preparation for ELLs, we find that the state sanctioned curriculum transmitted a deficit view of students who speak a language other than English and provided prospective teachers with few alternative approaches for their instruction. In response this outcome, the authors recommend that applied linguistics content needs to be embedded within teacher preparation.

On My Mind: University Faculty—Making Classroom Connections

2007 ◽  
Vol 12 (9) ◽  
pp. 488-489
Author(s):  
Denisse R. Thompson ◽  
Gladis Kersaint
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teacher Educators ◽  
Teacher Education Programs ◽  
University Faculty ◽  
Full Time ◽  
High Stakes ◽  
Use Of Technology ◽  
Graduate Teacher Education

University teacher educators typically wear many hats. Their many roles may include providing professional development (i.e., workshops) for practicing teachers on various topics (e.g., use of technology, teaching English Language Learners); teaching mathematics or methods courses to teachers or teacher candidates enrolled in undergraduate or graduate teacher education programs; and working with various groups or entities related to policy issues in mathematics education (e.g., teacher licensure, high-stakes assessment). Although mathematics teacher educators contribute to the field in various ways, a perception exists that university faculty are in an “ivory tower,” having few or ancient connections to schools. In some cases, their credibility may be questioned because of the time that has elapsed since they were in a classroom full time.

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