Teacher Education and Teacher Identity in Transition

Within current Canadian learning environments, learners bring sophistication in areas such as communication/technology, a wide diversity of learning needs, and often an orientation towards social justice. This commentary refers to the ongoing responsiveness of teacher education programs to these evolving learner attributes, using as exemplars the areas of global citizenship education and technology integration. A backdrop for this discussion is the observation that the knowledge and skills that contribute to successful adult lives are also evolving.

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From Caterpillars to Butterflies: Exploring Pre-service Teachers’ Transformations While Navigating Global Citizenship Education

Frontiers in Education ◽

10.3389/feduc.2021.651250 ◽

2021 ◽

Vol 6 ◽

Author(s):

Mónica Lourenço

Keyword(s):

Teacher Education ◽

Elementary Education ◽

Citizenship Education ◽

Global Citizenship ◽

Teacher Education Program ◽

Teacher Education Programs ◽

Global Citizenship Education ◽

Development Data ◽

Multiple Case ◽

Academic Year

Global citizenship education (GCE), which aims to empower learners to become proactive contributors to a more sustainable world, has recently emerged as one of the educational priorities of the 21st century. However, according to recent research, GCE is not yet embedded in teachers’ practice in a systematic manner, remaining an optional choice for willing and able teachers. Within this framework, this paper reports on a multiple case study conducted with a group of pre-service teachers (PSTs) in Portugal who were introduced to GCE in the third and final year of an undergraduate degree in Elementary Education. The study aimed to understand whether, how and to what extent the teacher education program contributed to PSTs’ professional development. Data consisted of individual reflections written by the PSTs throughout an academic year. These were analyzed thematically using grounded theory to formulate an original framework inspired by the butterfly’s metamorphosis. Results show that the experience with GCE was positive in developing PSTs’ professional knowledge and in helping them (re)construct their “becoming” teacher identities, albeit to different degrees. Implications of the results for teacher education programs are discussed.

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Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program

Brock Education Journal ◽

10.26522/brocked.v25i2.502 ◽

2016 ◽

Vol 25 (2) ◽

Cited By ~ 1

Author(s):

Lee Anne Block ◽

Paul Betts

Keyword(s):

Teacher Education ◽

Education Program ◽

Teacher Identity ◽

Teacher Candidates ◽

Teacher Education Program ◽

Teacher Education Programs ◽

Education Programs ◽

Strong Connection ◽

Socially Constructed ◽

The University

Teacher candidates’ individual and collaborative inquiry occurs within multiple and layered contexts of learning. The layered contexts support a strong connection between the practicum and the university and the emergent teaching identities. Our understanding of teacher identity is as situated and socially constructed, yet fluid and agentic. This paper explores how agentic teaching identities emerge within the layered contexts of our teacher education program as examined in five narratives of teacher candidates’ experience. These narratives involve tension, inquiry, successes and risks, as teacher candidates negotiate what is means to learn how to teach, to teach and to critically reflect on knowledge needed to teach. We conclude that navigating teacher identity is a teacher candidate capacity that could be explicitly cultivated by teacher education programs.

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Global Citizenship Education and Teacher Education in Spain and Portugal

Global Citizenship Education and Teacher Education ◽

10.4324/9781351129848-11 ◽

2020 ◽

pp. 201-214

Author(s):

Alfredo Gomes Dias ◽

Antonio Ernesto Gómez Rodríguez ◽

Antoni Santisteban ◽

Joan Pagès Blanch

Keyword(s):

Teacher Education ◽

Citizenship Education ◽

Global Citizenship ◽

Global Citizenship Education

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Informing Teaching Through Community Engagement

Handbook of Research on Service-Learning Initiatives in Teacher Education Programs - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-5225-4041-0.ch015 ◽

2018 ◽

pp. 278-298

Author(s):

Trish Lewis ◽

Letitia Hochstrasser Fickel ◽

Glynne Mackey ◽

Des Breeze

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Community Engagement ◽

Initial Teacher Education ◽

Teacher Education Programs ◽

Learning Needs ◽

Diverse Range ◽

White Middle Class ◽

Lower Socioeconomic

Preservice teacher education programs prepare teachers for a variety of educational settings that serve a diverse range of children. Research suggests that many graduates lack confidence and the capability to teach those from backgrounds different from their own, including children from different cultural and linguistic backgrounds, those from lower socioeconomic backgrounds, and children with additional learning needs. In the bicultural, and increasingly multicultural, New Zealand context, preservice teachers are overwhelmingly from White, middle-class, monolingual backgrounds. This chapter offers a case study of the development of a community engagement course within an initial teacher education degree program. Based on Kolb's model of experiential learning and Moll's notions of funds of knowledge and identity, the course aims to enhance preservice teachers' knowledge of the lives of children they teach, and their dispositions and cultural competence for teaching, through personal and professional interaction with the community.

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The Use of ePortfolios in Teacher Education Programs to Support Reflective Practitioners in a Digital World

Advances in Educational Marketing, Administration, and Leadership - Deconstructing the Education-Industrial Complex in the Digital Age ◽

10.4018/978-1-5225-2101-3.ch006 ◽

2017 ◽

pp. 104-115 ◽

Cited By ~ 2

Author(s):

Valerie J. Robnolt ◽

Joan A. Rhodes ◽

Sheri Vasinda ◽

Leslie Haas

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Teacher Education Programs ◽

Education Programs ◽

Knowledge And Skills ◽

Technology Knowledge ◽

Student Reflection ◽

Digital World ◽

Reflective Practitioners ◽

Preservice Teacher Learning

The use of ePortfolios to document and assess preservice teacher learning continues to be a prevalent method for encouraging student reflection. This chapter outlines the definition and prevailing uses of ePortfolios and describes the variety of ways that ePortfolios are implemented in teacher education programs. The authors describe the issues that faculty and preservice teachers face when implementing ePortfolios, particularly when writing for different audiences, such as accreditation agencies and to meet program requirements. The importance of technology knowledge and skills for successful creation of ePortfolios is outlined. Through the presentation of two cases, this chapter focuses on the development of ePortfolio implementation projects. The chapter concludes with suggestions for faculty to support preservice teachers as they implement ePortfolios in their teacher education programs.

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Preparing Tomorrow's Teachers to Use Web-Based Education

Instructional and Cognitive Impacts of Web-Based Education ◽

10.4018/978-1-878289-59-9.ch008 ◽

2000 ◽

pp. 129-146 ◽

Cited By ~ 1

Author(s):

Deborah L. Lowther ◽

Marshall G. Jones ◽

Robert T. Plants

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

World Wide ◽

Teacher Education Programs ◽

Education Programs ◽

Web Based ◽

Knowledge And Skills ◽

The World ◽

The Impact ◽

Web Based Education

The potential impact of the World Wide Web (WWW) on our educational system is limitless. However, if our teachers do not possess the appropriate knowledge and skills to use the Web, the impact could be less than positive. It is evident, then, that our teachers need to be prepared to effectively use these powerful on-line resources to prepare our children to thrive in a digital society. The purpose of this chapter is to discuss the impact of Web-based education on teacher education programs by addressing the following questions: • How is the World Wide Web impacting education? • Are teacher education programs meeting the challenge of producing certified teachers who are capable of integrating meaningful use of technology into K-12 classrooms? • What is expected of teacher education programs in regards to technology and Web-based education? • What knowledge and skills do preservice teachers need to effectively use Web-based education? • What instructional approaches should be used to prepare preservice teachers to use Web-based education?

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Teacher Identity, Growth Mindset, and Agency

10.4018/978-1-7998-9047-8.ch007 ◽

2022 ◽

pp. 119-135

Author(s):

Diane LaFrance ◽

Lori Rakes

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Teacher Retention ◽

Classroom Management ◽

Reflective Practice ◽

Teacher Identity ◽

Teaching Profession ◽

Growth Mindset ◽

Teacher Education Programs ◽

Education Programs

This chapter discusses the problem of teacher retention as it relates to handling the unexpected, whether it be meeting the needs of all learners, classroom management, or any other problem teachers may encounter. The authors propose that teacher education programs can support the growth of preservice teachers by helping them to develop teacher identity early in their learning through experiences and autonomy. In addition, preservice teachers should develop a growth mindset to promote agency when encountering learning obstacles and to engage in reflective practice. By identifying as teachers, allowing themselves to grow, and being proactive in searching for ways to improve their practice, preservice teachers can better prepare themselves for the reality of teaching and, hopefully, remain in the teaching profession.

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Meeting the Needs of Exceptional Students

Developing Technology-Rich Teacher Education Programs ◽

10.4018/978-1-4666-0014-0.ch003 ◽

2012 ◽

pp. 28-44 ◽

Cited By ~ 1

Author(s):

Timothy J. Frey ◽

E. Ann Knackendoffel

Keyword(s):

Teacher Education ◽

Learning Environments ◽

Universal Design ◽

Universal Design For Learning ◽

Teacher Education Programs ◽

Exceptional Students ◽

Education Programs ◽

Design For Learning ◽

K 12

Today’s K-12 classrooms are learning environments that present teachers with the challenge of meeting the diverse needs of learners. Utilizing technology and the principles of Universal Design for Learning (UDL) can help teachers to meet the exceptional needs of learners in a variety of areas. This chapter presents ideas and strategies to utilize technology to facilitate the implementation of UDL principles (using multiple means of representation, engagement, and expression in the design of instruction) in teacher education and K-12 classrooms. Each principle of UDL is described, and examples of technology that can support implementation of the principle are shared. The chapter concludes with considerations for teacher education programs including providing modeling of UDL instruction and designing instruction with UDL in mind.

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