scholarly journals Virtual Teaching in the Time of COVID-19: Rethinking Our WEIRD Pedagogical Commitments to Teacher Education

2020 ◽  
Vol 5 ◽  
Author(s):  
M'Balia Thomas
Keyword(s):  
Teacher Education ◽  
Student Learning ◽  
Culturally Responsive ◽  
Teacher Educators ◽  
Colleges Of Education ◽  
Instructional Environment ◽  
Student Body ◽  
Instructional Activities ◽  
Equity And Inclusion ◽  
Critical Challenge

Teacher Educators confront a professional future in which online instruction will play an increased role in student learning. As instructional activities are delivered online, a critical challenge for teacher educators will be to continue supporting those ideals key to the missions of many Schools and Colleges of Education—the creation of an instructional environment that is culturally responsive, committed to equity and inclusion, and able to support a diverse and “well” student body.

Curriculum of Teacher Education Programme: What Do Teacher Educators Say?

2021 ◽  
pp. 225-234
Author(s):  
Indrajeet Dutta ◽  
Sonal Chabra ◽  
Vanita Chopra
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Attitude Scale ◽  
Colleges Of Education ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
University Departments ◽  
New Vision

India has one of the largest systems of teacher education in the world. Besides the university departments of education and their affiliated colleges, government and government aided institutions; private and self-financing colleges and open universities are also engaged in teacher education. Though most teacher education programmes are nearly identical yet their standards vary across institutions and universities. However, teacher education curriculum across the country has been blamed for ineptitude and needs urgent reforms. Teacher educators are a pivotal point of this programme and their opinion regarding the curriculum is very important. Keeping the above in mind, the present study aimed to find out the attitude of teacher educators towards existing teacher education curriculum and the needed renewal in teacher education curriculum. Data was collected from randomly selected 107 teacher educators working in colleges of education affiliated to GGSIPU and M.D.U. A five point attitude scale was developed by the researchers for the purpose of ascertaining their attitude. The findings revealed that teacher educators are largely in disagreement with the current curriculum and hold that a new vision needs to be made for the education of teachers as per the present needs of globalisation, RTE norms, and adoption of inclusive education.

Universal Design for Learning

2020 ◽  
pp. 137-158
Author(s):  
James Cressey
Keyword(s):  
Teacher Education ◽  
Culturally Responsive ◽  
Teacher Educators ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Instructional Planning ◽  
Elementary Teacher Education ◽  
Culturally Responsive Practices ◽  
Design For Learning ◽  
Structural Inequities

Universal Design for Learning (UDL) is a framework for curriculum and instructional planning through which educators can maximize accessibility and minimize barriers that are often experienced by learners. Culturally responsive practices strengthen and complement UDL by framing accessibility as an equity goal and prompting educators to examine ableism, racism, and other structural inequities. Teacher educators are in a unique position to introduce UDL to future elementary teachers and support them in developing inclusive pedagogical methods early on in their careers. Education technology tools are used within UDL to make curriculum materials more accessible and engaging. In this chapter, the UDL framework will be described along with culturally responsive applications within elementary teacher education.

Revising a Teacher Education Program for Diversity and Social Justice through Culturally Responsive Coursework and Professional Collaboration

2016 ◽  
pp. 409-436
Author(s):  
Gayle Y. Thieman
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Education Program ◽  
Lesson Study ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Teacher Preparation Program ◽  
Graduate Teacher Education

A major revision in a graduate teacher education program (GTEP) at a mid-sized urban university provided an opportunity to rethink goals as teacher educators in order to address issues of diversity and social justice. This chapter suggests some answers to the question: What characteristics of a teacher preparation program prepare teacher candidates (TCs) to provide high quality education for all students, including those who have been historically underserved? This chapter reports a case study of the relevant research and implementation of substantially revised university coursework to better prepare teacher candidates for a diverse student population, and increased collaboration to promote program coherence. Revised coursework emphasizes culturally responsive teaching, content area literacy, and accountability for K-12 student learning. Collaboration is facilitated by clustered placements, co-teaching, and lesson study.

Understanding Web-Based Peer Assessment in Teacher Education

2020 ◽  
pp. 245-260
Author(s):  
Xiongyi Liu ◽  
Lan Li ◽  
Patrick Wachira
Keyword(s):  
Teacher Education ◽  
Formative Assessment ◽  
Student Learning ◽  
Empirical Research ◽  
Teacher Educators ◽  
Peer Assessment ◽  
Education Students ◽  
Web Based ◽  
Assessment Strategy ◽  
Teacher Education Students

With the development of technology, web-based peer assessment has been increasingly used as an alternative, formative assessment strategy with great potential for student learning benefits. The purpose of this chapter is to synthesize a series of empirical research studies conducted by the authors to examine factors that can influence the effectiveness of web-based peer assessment with teacher education students. The findings of these studies are discussed within the larger context of general research in peer assessment. Implications are provided to better inform researchers and teacher educators about the use of web-based peer assessment and how it relates to teacher education students' ability to apply assessment criteria and their ability to take advantage of peer feedback.

Recommendations for Teacher Education Programs to Prepare Practitioners for Diverse Urban Schools

2021 ◽  
pp. 105345122110510
Author(s):  
LaRon A. Scott ◽  
Imani Evans ◽  
Risha Berry
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Culturally Responsive ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Emotional Behavior ◽  
Special Education Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Education Teacher

The focus of this article is to provide teacher education programs with recommendations for meeting the educational needs of students with emotional behavior disorders (EBD) and learning disabilities (LD) in urban communities. Recommendations include preparing preservice special education teacher educators to effectively implement culturally responsive approaches. The article outlines critical features of teacher education programs that can be modified using culturally responsive approaches to design field experiences and collaboration between schools and teacher education programs to meet the distinctive needs of students in urban environments. Teacher education program leaders can incorporate and use the recommendations to modify programs so that preservice special education teacher educators can be better prepared to be inclusive of all learners and meet their diverse needs.

Teacher Educator Technology Integration Preparation Practices Around TPACK in the United States

2020 ◽  
pp. 002248712094984
Author(s):  
Rick Voithofer ◽  
Michael J. Nelson
Keyword(s):  
Teacher Education ◽  
Student Learning ◽  
Teacher Educators ◽  
Teacher Educator ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Qualitative Survey ◽  
Complex Integration ◽  
Survey Responses

Given the strong influence of teachers educators’ pedagogical modeling on new teachers’ capacity to use technology to support student learning, this study sought to answer two interrelated questions: (a) How are teacher educators and teacher education programs currently working to prepare teachers to integrate technology? and (b) How are teacher educators implementing the TPACK (complex integration of technological [T], pedagogical [P], and content [C] knowledge [K]) model? The evidence to answer these questions was derived from an analysis of quantitative and qualitative survey responses from 843 teacher educators from approximately half ( n = 541) of the accredited teacher education programs in the country. The results showed that teacher educators are increasingly integrating technology across the curriculum, that there is a fairly low level of TPACK adoption, and that conceptions of TPACK vary greatly. The study helps to better understand these teacher educator practices in relationship to the literature on preparing teachers to use technology to support student learning.

scholarly journals Teaching and Research: The Canterbury Declaration and Popper's Legacy for Teacher Educators

2004 ◽  
Author(s):  
John Clark
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Tertiary Education ◽  
Colleges Of Education ◽  
Good Teaching ◽  
Education Commission ◽  
First Results ◽  
Commission Report ◽  
Institutional Mergers ◽  
Tertiary Education Commission

The year 2004 was a watershed one for teacher education. The first results from the Performance Based Research Fund (PBRF) were announced, a Tertiary Education Commission report suggested that there should be clearer differences between the various tertiary education institutions, and two universities/ colleges of education have merged, with the remaining two pairs in negotiation. These events have brought particularly strong new pressures to bear upon teacher education. Research has assumed greater importance, both as a means to increased productivity and in its role as an underpinning to good teaching. That teaching be research-directed is both a legislative requirement and a philosophical imperative. One of the most elegant justifications is to be found in the Canterbury Declaration of 1945 where the hand of Karl Popper is clearly evident. In this article the legacy of his views for teacher education are explored in relation to PBRF and the institutional mergers.

scholarly journals Age and ICT-Related Behaviours of Higher Education Teachers in Nigeria

10.28945/3384 ◽  
2009 ◽  
Author(s):  
Philip Jegede
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Teacher Educators ◽  
Study Data ◽  
Colleges Of Education ◽  
Chi Square ◽  
Use Pattern ◽  
Teacher Education Institutions ◽  
Effect Of Age ◽  
One Way Anova

The study examined ICT attitude, competence, and use pattern of teacher educators. It also examined the effect of age of educators on time used in interacting with ICT. Four hundred and sixty seven teacher educators from 10 teacher education institutions (5 colleges of education and 5 universities) participated in the study. Data were collected with the aid of four research instruments. Resulting data were analyzed using One-way ANOVA and Chi-square statistics. Findings revealed that age is not a factor when considering the attitudes, competence and use pattern of teacher educators. In addition, age was not found to affect the time used on ICT by higher education teachers in Nigeria.

scholarly journals The Utilization of Social Media in the Classroom by Business Teacher Educators in Nigeria

2017 ◽  
Vol 6 ◽  
Author(s):  
James L. Morrison ◽  
Ganiiyu T. Oladunjoye ◽  
John Oyedele ◽  
Joshua Maman
Keyword(s):  
Social Media ◽  
Teacher Education ◽  
Teacher Educators ◽  
Research Problem ◽  
Pedagogical Practices ◽  
Colleges Of Education ◽  
Use Of Social Media

The objective of the study was to determine how frequently social media is being utilized by business teacher educators in Nigeria and for what purpose. Specifically, the research problem was to determine the kinds of pedagogical practices associated with using social media for teaching. Surveys were received from 69 business teacher educators situated in 5 states in Nigeria of which 41 were from polytechnic institutions, 22 from colleges of education, and 5 from universities. The findings indicate that social media is only being marginally implemented in business teacher education in Nigeria. However, a significant number of business teacher educators would like to see the use of social media expanded by becoming more informed as to instructional alternatives

scholarly journals Think-Pair-Share as a Springboard for Study Buddies in a Virtual Environment

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Philip J. Sembert ◽  
Paul J. Vermette ◽  
Frank Lyman ◽  
Mary Ellen Bardsley ◽  
Carolyn Snell
Keyword(s):  
Teacher Education ◽  
Virtual Environment ◽  
Teacher Candidates ◽  
Culturally Responsive ◽  
Teacher Educators ◽  
Graduate Level ◽  
Teaching Techniques ◽  
Face To Face ◽  
Virtual Setting

Many powerful teaching techniques have not yet fully transitioned from face-to-face use to the new remote instructional paradigm forced on teacher educators and teacher candidates during the pandemic. Experiences by candidates and by instructors in this new environment need to be compiled and shared as we head forward into structures and situations. This article describes how one such technique, Think-Pair-Share (Lyman, 1981) inspired assigning Study Buddies in a co-taught graduate level teacher education course, Managing Culturally Responsive Classrooms, in the summer of 2020. Two teacher candidates, two professors and Dr. Frank Lyman, offer insight and suggestions about this practice, its possibilities and its limitations as the course moved from a traditional implementation to a virtual setting.

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