scholarly journals To Where Teachers Learn: Following the Yellow Brick Road

2014 ◽  
Vol 8 (1) ◽  
pp. 193-211
Author(s):  
Narrative Inquiry Group
Keyword(s):  
Professional Development ◽  
High School ◽  
Teacher Education ◽  
Narrative Inquiry ◽  
Learning Community ◽  
Research And Practice ◽  
Inquiry Group ◽  
Collective Experience ◽  
Group A

This article describes the journey of The Narrative Inquiry Group, a community of high school educators engaged in embedded, self-directed professional development. Our approaches include professional conversation, narrative inquiry, and literary métissage, and our results consist of productions representative of our selves, learning, and practices. We would suggest that our inquiries map the path of individual and collective experience, and illustrate the value of being self-critical within the safety of a learning community. In addition, we hope to inform others’ research and practice, and those with an interest in teacher education, of the importance of understanding the experience of educators engaging in inquiry.

scholarly journals “Counterstory Mapping Our City”: Teachers Reckoning with Latinx Students’ Knowledges, Cultures, and Communities

2020 ◽  
Vol 22 (2) ◽  
pp. 30
Author(s):  
Erin Lee Dyke ◽  
Jinan El Sabbagh ◽  
Kevin Dyke
Keyword(s):  
Professional Development ◽  
High School ◽  
Academic Achievement ◽  
Teacher Education ◽  
Charter School ◽  
School Context ◽  
Cultural Knowledge ◽  
Cultural Assimilation ◽  
The South ◽  
Culturally Sustaining Pedagogy

The study focuses on a two-week unit with 90 students at an urban, Latinx-serving charter middle and high school in the south midwestern U.S. to create digital counterstory maps. The maps then served as the organizing content for a subsequent week-long summer professional development the authors led for their teachers. Analysis suggests the significance of engaging the students’ counterstories and cultural knowledge for designing teacher education committed to culturally sustaining pedagogy (CSP). Further, it articulates the challenges for engaging CSP with students and teachers in a charter school context in which disciplinary and curricular mandates conflate cultural assimilation with academic achievement.

scholarly journals Making Practice of Curriculum:Curriculum Making in Teaching and Teacher Education

2010 ◽  
Vol 20 (1) ◽  
Author(s):  
Darlene Ciuffetelli Parker ◽  
Julian Kitchen
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Professional Knowledge ◽  
The Self ◽  
College Instructors ◽  
Research And Practice ◽  
Kindergarten Classroom ◽  
Curriculum Making ◽  
Practical Experiences ◽  
Policy Agendas

This issue spotlights research and practice on curriculum making, teaching, and teacher education. Based on lived and practical experiences in education, the authors in thisinstalment show how engaged inquiry is a form of curriculum in practice. In this manner, the authors observe intently their role as educators by inquiring and practising through a self-reflective lens and/or alongside students and colleagues. Thus, whether it be a close-up of a Kindergarten classroom where the curriculum re-shaped and re-figured through the self reflective engagement of the Kindergarten teacher or a broader focus on how college instructors effectively develop their curriculum via practical and meaningful ways for professional development, we witness in this issue how educators experience and make curriculum from their own insightful personal, and professional knowledge, rather than from top-driven policy agendas.

scholarly journals Reflection in alignment to professional standards: What did the student teachers highlight?

2022 ◽  
Vol 6 (1) ◽  
pp. 67-81
Author(s):  
Ping Liu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Classroom Management ◽  
Student Teachers ◽  
Learning Community ◽  
Student Teaching ◽  
Teacher Education Program ◽  
School Context ◽  
Teaching Profession ◽  
Elementary Student

This study investigates the professional development of elementary student teachers in a teacher education program. Student teaching is a process for pre-service teachers to apply learning in an authentic school context, and one critical aspect of professional development is through reflection. The participants were primarily examined through their weekly reflections on teaching and learning experiences over an eight-week period. Using the state Standards for the Teaching Profession as a framework, the student teachers chose to reflect on topics they were most interested in exploring. Results indicated that the participants gave predominant attention to classroom management; the standards that received the least reflection were organizing curriculum and planning instruction. Analysis of the reflection journals also revealed how the student teachers grew as individuals and in interaction with others in a learning community. Based on the results, implications for teacher education are proposed. Limitations are also discussed.

scholarly journals The transformative potential of boundary spanners: a narrative inquiry into preservice teacher education and professional development in an NCLB-impacted context.

2013 ◽  
Vol 21 ◽  
pp. 57 ◽  
Author(s):  
David Alan Whitenack ◽  
Patricia E. Swanson
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
No Child Left Behind ◽  
Narrative Inquiry ◽  
Organization Theory ◽  
Left Behind ◽  
Transformative Potential ◽  
Service Professional ◽  
Pedagogic Discourse ◽  
Pre Service Teacher

This narrative inquiry uses pedagogic discourse theory and organization theory to frame pre-service teacher education and in-service professional development initiatives in a school district facing tensions related to the No Child Left Behind Act of 2001. Implications for similar future initiatives are considered.

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