scholarly journals The Struggle

2021 ◽  
Vol 50 (1) ◽  
Author(s):  
Reshma Ramkellawan-Arteaga
Keyword(s):  
Staff Development ◽  
Teacher Educators ◽  
White Supremacy ◽  
Entry Points

This essay identifies some of the challenges staff development providers may encounter and identifies ways to approach the work to ensure the greatest impact on students. This includes clearly defining the boundaries and permeability of the work, looking for various entry points, and explicitly addressing adults' mindsets. For teacher educators who support teachers and administrators looking to dismantle or challenge white supremacy in schools, the work can feel overwhelming but, through deliberate strategies, the work is always possible.

scholarly journals Internationalizing teacher education curricula: opportunities for academic staff development

2018 ◽  
Vol 26 (2) ◽  
pp. 157-169
Author(s):  
Mónica Lourenço
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Global Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Academic Staff ◽  
Development Program ◽  
Content Type ◽  
Academic Staff Development ◽  
The Impact

Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

scholarly journals An Evaluation of the Mentoral Support Programme of Directorate of Staff Development

2016 ◽  
Vol 33 (1) ◽  
Author(s):  
Tasleem Ullah ◽  
SaleemUllah Jundran
Keyword(s):  
Staff Development ◽  
Teacher Educators ◽  
Structured Interview ◽  
Mentoring Program ◽  
Chi Square ◽  
Support Programme ◽  
Chi Square Test ◽  
High Expenditure ◽  
Percentage Measure ◽  
The Impact

It was an impact assessment study that was conducted to assess the impact of District Teacher Educators (DTE) mentoral support upon Primary School Teachers (PST) professional progress in Punjab. The Punjab Government’s Continuous Professional Development (CPD) Program had been initiated through Directorate of Staff Development (DSD). Five years have passed since the start of this program. High expenditure was expected to be consumed for this task. Its effectiveness or the impact of this program needed to be assessed. Thus, the objectives were to assess the PSTs professional progress in the eight areas of mentoral support program, in M.B.D in district. The Questionnaire and Structured-Interview were taken as instruments. Data was hereby analyzed through percentage measure and Chi-square test. The sample consisted of two types of population. It was based upon 120 PSTs and 40 Heads of Secondary / Higher Secondary Schools working as Cluster Training and Support Centre (CTSC) Heads. Conclusions indicated that PSTs were satisfied about their professional progress acquired through DTEs. However, CTSC Heads were not found satisfied about the impact of DSD’s mentoring program.

Teacher Education for Cultural and Linguistic Diversity in the United States

2019 ◽  
Author(s):  
Ann Mogush Mason ◽  
Bic Ngo
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teacher Educators ◽  
White Supremacy ◽  
Linguistic Diversity ◽  
The United States ◽  
Institutional Practices ◽  
Cultural And Linguistic Diversity ◽  
Individual Consciousness ◽  
Just Society

Teacher educators in the United States generally agree that teachers must be prepared to teach for cultural and linguistic diversity. In the first two decades of the 21st century, efforts to do so have occupied much of the literature in critical teacher education and have pervaded the institutional practices at many colleges and universities. However, not all approaches to teacher education for cultural and linguistic diversity demonstrate understanding of the role that white supremacy plays in maintaining structures and institutions that limit possibility in the lives of people of color. Even when teacher educators themselves are critically conscious of this role, institutions are often more powerful than individual consciousness. Specifically, because teacher education is located in institutions that are rooted in white supremacist practices, efforts to shift practices toward teacher education for cultural and linguistic diversity are typically swallowed up by the recuperative power of white supremacy. If teacher education is going to be part of building a more just society, it must orient itself explicitly to understanding the role it plays in maintaining white supremacy and then to mounting new efforts that can stand up to its recuperative power.

White Supremacy and Teacher Education: Balancing Pedagogical Tensions When Teaching about Race

2021 ◽  
Vol 123 (1) ◽  
pp. 1-44
Author(s):  
Lisette Enumah
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
White Supremacy ◽  
Social Institution ◽  
People Of Color ◽  
Race And Racism ◽  
Critical Scholarship ◽  
Core Concepts ◽  
White Ignorance ◽  
Distribution Of Power

Context University-based teacher education programs are increasingly committed to teaching about race and racism, but programs continue to face challenges in preparing justice-oriented educators. Critical scholarship on teaching about race and racism has identified some core concepts that teachers should learn, including an understanding of systemic racism. A deeper understanding of the structure and function of White supremacy as a system, specifically as it operates within teacher education as a social institution, can provide insight about the challenges faced by teacher educators (TEs) who teach about race and racism. Drawing from articulations of the characteristics of White supremacy, the author identifies operant mechanisms of White supremacy in teacher education. Purpose This article offers a framework for the logic of White supremacy as consisting of three core concepts: (1) the logic of racialized distribution of power; (2) the logic of intentional White ignorance and historical erasure; and (3) the logic of dehumanization of people of color through violence and White cultural hegemony. The study examined the tensions that emerge for teacher educators who aim to teach teachers to disrupt White supremacy but are working from within White supremacist institutions. Research Design The theoretical framework was used to examine emerging tensions experienced by TEs in a cross-institutional qualitative study that used phenomenological methods. Data were collected from teacher educators across multiple institutions and included interviews, classroom artifacts, and focus groups. Findings Findings aligned to the White supremacy framework. Tensions related to the racial distribution of power focused on differentiated support for teacher candidates (TCs) of color and navigating moments of racial tension. Tensions related to White ignorance and erasure centered on responding to White students’ resistance decentering Whiteness. Finally, tensions related to dehumanization of people of color focused on challenging deficit ideologies. Recommendations The findings suggest that being open to and conscious of these tensions through critical reflection can be productive for teacher educators. More research is needed that considers the distinct needs of TCs of color and White TCs when learning about race and racism. In addition, further research can apply the logic of White supremacy in cross-institutional studies and continue to engage TEs as participants to explore linkages between interpersonal and institutional effects of White supremacy in other contexts.

scholarly journals "Who We Are Matters": Exploring Teacher Identities Through Found Poetry

2008 ◽  
Vol 2 (1) ◽  
pp. 195-210 ◽  
Author(s):  
Elizabeth J. Meyer
Keyword(s):  
Staff Development ◽  
Educational Research ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Multiple Identities ◽  
Classroom Teachers ◽  
Development Programs ◽  
Policy Initiatives ◽  
Found Poetry ◽  
Curricular Interventions

This paper presents the use of found poetry as a means for exploring teacher identity and argues for its broader use in educational research for studying and representing teachers’ identities and values. This project is grounded in narrative inquiry and feminist standpoint theories and presents three identity poems created with teachers working in Canadian secondary schools. The author suggests that by gaining a better understanding of how teachers understand themselves and their multiple identities in the classroom, scholars, teacher educators, and school leaders can better formulate curricular interventions, staff development programs, and policy initiatives that will work more effectively with classroom teachers to improve students’ experiences in school.

Ongoing Program Development: Teachers as Collaborators

1986 ◽  
Vol 5 (4) ◽  
pp. 272-279 ◽  
Author(s):  
Susan M. Schwager
Keyword(s):  
Physical Education ◽  
Staff Development ◽  
Student Performance ◽  
Program Development ◽  
Teacher Educators ◽  
School Administrators ◽  
Competency Based Education ◽  
Development Tool ◽  
Competency Based ◽  
The Impact

Competency-based education was used as a program development tool in a project featuring collaborative efforts among teachers, school administrators, and teacher educators to improve existing programs. The project focused on a systematic approach to upgrading the elementary physical education programs in the participating teachers’ school, and was sponsored by the Physical Education Program Development Center. The Center is a field-based organization, its purpose being to facilitate ongoing program and staff development in affiliated school districts. The study was to document and describe what happened and to assess the impact of the project on existing school programs. A variety of quantitative and qualitative data collection techniques were used. The results showed that 17 competency-based program segments were designed and implemented by the eight participating teachers. Some gains in student performance were noted. The teachers’ reactions to the use of competency-based education were generally favorable.

Writing Funding Proposals for Speech-Language Staff Development Projects

1982 ◽  
Vol 13 (3) ◽  
pp. 163-171
Author(s):  
Carol A. Esterreicher ◽  
Ralph J. Haws
Keyword(s):  
Staff Development ◽  
Development Project ◽  
Project Manager ◽  
State Funding ◽  
Service Needs ◽  
School Environments ◽  
Speech Language Pathologists ◽  
Service Programs ◽  
Speech Language Pathologist ◽  
Special Programs

Speech-language pathologists providing services to handicapped children have pointed out that special education in-service programs in their public school environments frequently do not satisfy the need for updating specific diagnostic and therapy skills. It is the purpose of this article to alert speech-language pathologists to PL 94-142 regulations providing for personnel development, and to inform them of ways to seek state funding for projects to meet their specialized in-service needs. Although a brief project summary is included, primarily the article outlines a procedure whereby the project manager (a speech-language pathologist) and the project director (an administrator in charge of special programs in a Utah school district) collaborated successfully to propose a staff development project which was funded.

Sign in / Sign up

Export Citation Format

Share Document