Multicultural teacher training for schools and preschools in the United States

2020 ◽  
Vol 1(11) ◽  
pp. 226-229
Author(s):  
I. V. Kozubovska ◽  
◽  
L. Yu. Sidun ◽  
Z.I. Mygalyna ◽  
◽  
...  
Keyword(s):  
United States ◽  
Teacher Training ◽  
The United States ◽  
Multicultural Teacher

scholarly journals Approaches and strategies for multicultural teacher education: Experiences from the United States of America

2014 ◽  
Vol 46 (1) ◽  
pp. 69-90 ◽  
Author(s):  
Bojana Dimitrijevic ◽  
Danijela Petrovic
Keyword(s):  
United States ◽  
Teacher Education ◽  
Multicultural Education ◽  
Teacher Development ◽  
United States Of America ◽  
Resistance To Change ◽  
The United States ◽  
Multicultural Teacher Education ◽  
Majority Population ◽  
Multicultural Teacher

The paper discusses different approaches and strategies for educating teachers in the United States of America for work in multicultural schools, bearing in mind teacher efficiency. The first part of the paper contains theoretical considerations on the basic competences of teachers for multicultural education, provides an overview of the key questions that need to be answered in the process of developing multicultural teacher education and presents the effects of multicultural education programmes aimed at eliminating prejudice and establishing the pedagogy of equality. The second part of the paper lists strategies for the multicultural education of teachers who are members of the majority population and discusses the educational effects of these strategies. The third part of the paper discusses the approaches based on the model of crosscultural teacher development that facilitate the understanding of teacher behaviour and their resistance to change, as well as the adapting and sequencing of courses for future teachers. The concluding part of the paper offers recommendations for enhancing multicultural teacher education.

Some Methods in Professionalized Subject Matter Courses in Mathematics for Teachers College

1931 ◽  
Vol 24 (7) ◽  
pp. 429-435
Author(s):  
Edna E. Kramer
Keyword(s):  
United States ◽  
Teacher Training ◽  
Subject Matter ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
The United States ◽  
Normal School ◽  
Teachers College ◽  
Recent Interest ◽  
Special Stress

As a result of the recent interest and progress in teacher-training in the United States, has come the evolution of the normal school into the teachers college. The development has naturally given rise to the question of what should be done in order that the lengthened course be filled in most profitably. Whether to give additional courses in educational theory and methods of teaching, or to include courses in the content of the various subjects which students plan to teach that is, whether to make the teachers college a normal school of a "larger growth," or to convert it into the equivalent of a liberal arts college, which would lay special stress on the subjects commonly grouped under the heading "Education" — these have been the points under consideration.

Building a “Lifetime Circle”: English Education in the Age of #BlackLivesMatter

2017 ◽  
Vol 53 (2) ◽  
pp. 248-264 ◽  
Author(s):  
Maisha T. Winn
Keyword(s):  
United States ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
Teacher Training ◽  
Restorative Justice ◽  
English Education ◽  
Ways Of Knowing ◽  
Mass Incarceration ◽  
The United States

This article argues that, to prepare teachers in the era of #BlackLivesMatter, there must be a radical reframing of teacher education in which teachers learn to disentangle their teaching from the culture of Mass Incarceration and the criminalization of Black and Brown people in the context of the United States in their practice. Using a restorative justice paradigm, I seek to understand in what ways, if any, teacher training, specifically of English teachers, can address issues of Mass Incarceration and how teacher preparation can support preservice teachers to resist colonizing pedagogies and practices that privilege particular ways of knowing and being that isolate particular youth.

scholarly journals PROFESSIONAL TRAINING OF TEACHERS-PHILOLOGISTS IN AMERICAN HIGHER EDUCATION INSTITUTIONS

2020 ◽  
pp. 36-44
Author(s):  
Тетяна Григоренко ◽  
Валентина Коваль
Keyword(s):  
United States ◽  
Teacher Training ◽  
Alternative Model ◽  
Professional Training ◽  
Training Model ◽  
The United States ◽  
Innovative Teaching ◽  
Team Cooperation ◽  
Research Activities ◽  
Alternative Educational Programs

The article reveals the peculiarities of the American professional training of teachers of philology. The source base is analyzed and the lack of a common understanding of the concept of teacher training model, as well as the identification of concepts of models and approaches to the training of teachers of philology. The problematic issues of interdisciplinary training of teachers-philologists of integrative type for expanding opportunities for professional realization in the modern labor market are identified. The purpose of education and prestige of three types of master's and doctoral schools in American research universities are determined: the school of humanities and natural sciences; vocational schools of medicine, law and entrepreneurship; school of pedagogical education. The article considers such models of training of teachers of philology as intuitive, artistic and craft, scientific and applied, reflective, experimental, critical, collaborative, alternative, which allowed to substantiate scientific and methodological recommendations for improving the professional training of teachers of philology: development and introduction of an alternative model of training of teachers-philologists (alternative educational programs); development of mechanisms to stimulate students of philology to research activities; introduction of innovative teaching methods and technologies on the basis of interactivity, facilitation, collaboration, work in an interdisciplinary team, cooperation and constructive socialization; awareness of the need for interdisciplinary knowledge and skills, professional self-development. It was found that the models of teacher training in the United States have much in common with other countries of the European educational space, and the only model that is purely American is an alternative model of teacher training. Scientific and methodological recommendations for improving the professional training of teachers of philology in Ukraine on the basis of theoretical, organizational and didactic models of professional training in the United States are outlined.

scholarly journals Comprehensible Input and Krashen's theory

2019 ◽  
Vol 20 (39) ◽  
pp. 37-44
Author(s):  
Robert Patrick
Keyword(s):  
United States ◽  
Teacher Training ◽  
Training Programs ◽  
The United States ◽  
World Language ◽  
Ancient Greek ◽  
Comprehensible Input ◽  
The Us ◽  
Teacher Training Programs ◽  
The Way

Over the last 20 years in the United States a curious and likely unpredictable movement has been evolving in the way that we teach Latin and ancient Greek. A set of pedagogical principles known as Comprehensible Input (hereafter CI) has become a vehicle of change affecting our classrooms, our professional organisations and our teacher training programs as well as our relationships with and our positions in world language organisations. These changes to the teaching of classical languages were unpredictable because at the outset CI represented a set of hypotheses and then principles that even their progenitor, Stephen Krashen, thought of as the way into acquiring modern languages while teachers of classical languages had constructed a fortified wall around themselves built on the notion that Latin and ancient Greek were uniquely different from modern languages and, therefore, required different approaches. In many iterations of this wall, only a select cadre of students was thought (and easily demonstrated to be) capable of or even interested in mastering classical languages. This article will examine very briefly what this wave of change has been like in the Latin classrooms and institutions of the US and examine in particular the principles of Comprehensible Input: what they propose, how they are being practised in Latin classrooms, and the obstacles they encounter as well as opportunities they afford Latin programs which intend to survive and thrive in the coming years.

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