scholarly journals Challenging Our Stories as Teacher Educators for Social Justice: Narrative as Professional Development

in education ◽  
2013 ◽  
Vol 16 (2) ◽  
Author(s):  
Michelle Page ◽  
Mary Curran
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Multicultural Education ◽  
Teacher Educators ◽  
White Women ◽  
Educational Success ◽  
Multiple Perspectives ◽  
Pedagogical Tool ◽  
White Studies ◽  
Self Study

In this paper we report on a collaborative self-study in which we reflect upon our practice as teacher educators through a critical multicultural and white studies framework.  We developed a pedagogical tool for our own professional development as teacher educators, modeled on the type of narrative assignments we ask of our students.  We wrote stories about difficult moments in our practice, shared these with colleagues and reflected upon their responses.  In this activity, we aimed to practice what we preach, as we model our commitment to being life-long learners; our respect for the power of listening to others and considering multiple perspectives; and our constant desire to critique and transform our practice in ways that are more effective and contribute to the educational success of all students.  Our analysis of our experience demands that we reconsider our assumptions about student learning, how we hold our students accountable, and how we are socialized as white women within the academy of higher education.Keywords: narrative; teacher education; multicultural education

The Integration of Web2Quest Technology into Multicultural Curriculum in Teacher Education

2013 ◽  
pp. 46-60
Author(s):  
Li-Mei Grace Lin ◽  
Chris L. Ward
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Multicultural Education ◽  
Teacher Educators ◽  
The United States ◽  
Multicultural Competency ◽  
Multicultural Curriculum ◽  
Global Citizens ◽  
Teachers And Students ◽  
Past Experiences

The study examines the attitudes and past experiences of pre-service teachers and teacher educators in Taiwan and the U.S. regarding the use of Web2Quests to promote multicultural education. The demographics in many countries are increasingly changing, especially regarding the growth of students from diverse backgrounds. In all classrooms, teachers need to have high levels of multicultural competency to create welcoming and equitable learning environments. However, multicultural education in the curriculum of many teacher education programs is still limited. Technology is an extremely useful tool that can enhance learning experiences for both teachers and students. Technology can be implemented to foster multicultural education in interesting and engaging ways. The study shows that the majority (about 93%) of the pre-service teachers and teacher educators who responded to the survey both in Taiwan and the United States enjoyed the Web2Quest strategy and viewed it to be effective in promoting higher-level thinking and social constructivist activities. Participants suggested that professional development is needed to help teachers design effective WebQuests, especially using the new version of WebQuests which utilizes Web 2.0 technologies. This professional development may have a significant impact when preparing teachers and, ultimately, students to be productive global citizens.

scholarly journals Design Principles for the Professional Development of Teacher Educators: Illustrations of Narration, Dialogue and Self-study

2020 ◽  
pp. 47-54
Author(s):  
Bregje de Vries ◽  
◽  
Anja Swennen ◽  
Jurriën Dengerink ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Development Program ◽  
Building Blocks ◽  
Design Principles ◽  
Development Programs ◽  
Self Study ◽  
Inquiry Dialogue

Teacher education has been recognized increasingly as a profession that fundamentally differs from teaching pupils in schools. This has resulted in teacher educator development programs which address the uniqueness of the profession. In this article we depart from this recognition of teacher education as a profession outlining the specifics of teacher education, and we describe a professional development program for teacher educators run in the Netherlands. We describe its building blocks and three design principles – narrative inquiry, dialogue and self-study – and illustrate their value by examples of evaluations taken from the program.

scholarly journals Self-Study Research: Chalenges and Opportunities in Teacher Education

2021 ◽  
Author(s):  
Kåre Hauge
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Educators ◽  
Research Approach ◽  
Learning And Development ◽  
Study Research ◽  
Self Study ◽  
Challenges And Opportunities ◽  
Methodological Aspects ◽  
Shed Light

This article aims to describe what self-study research is, why self-study can be a good approach to teacher educators’ professional development and improvements in practice and highlight some challenges and opportunities in this research approach. In addition, the article will shed light on some methodological aspects related to self-study. Self-study refers to teacher educators who in an intentionally and systematically way examine their practice to improve it, based on a deeper understanding of practice, as well as the context practice takes place. In the article, I argue that engaging in self-study is a learning and development process and an approach to developing personal professionalism, collective professionalism and improvements in practice.

The Integration of Web2Quest Technology into Multicultural Curriculum in Teacher Education

2011 ◽  
Vol 1 (2) ◽  
pp. 46-59 ◽  
Author(s):  
Li-Mei Grace Lin ◽  
Chris L. Ward
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Multicultural Education ◽  
Teacher Educators ◽  
The United States ◽  
Multicultural Competency ◽  
Multicultural Curriculum ◽  
Global Citizens ◽  
Teachers And Students ◽  
Past Experiences

The study examines the attitudes and past experiences of pre-service teachers and teacher educators in Taiwan and the U.S. regarding the use of Web2Quests to promote multicultural education. The demographics in many countries are increasingly changing, especially regarding the growth of students from diverse backgrounds. In all classrooms, teachers need to have high levels of multicultural competency to create welcoming and equitable learning environments. However, multicultural education in the curriculum of many teacher education programs is still limited. Technology is an extremely useful tool that can enhance learning experiences for both teachers and students. Technology can be implemented to foster multicultural education in interesting and engaging ways. The study shows that the majority (about 93%) of the pre-service teachers and teacher educators who responded to the survey both in Taiwan and the United States enjoyed the Web2Quest strategy and viewed it to be effective in promoting higher-level thinking and social constructivist activities. Participants suggested that professional development is needed to help teachers design effective WebQuests, especially using the new version of WebQuests which utilizes Web 2.0 technologies. This professional development may have a significant impact when preparing teachers and, ultimately, students to be productive global citizens.

scholarly journals Towards an Understanding of the Work of Teacher Education Professoriate in India

2018 ◽  
Vol 6 (1) ◽  
pp. 101-114
Author(s):  
Rajashree Srinivasan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Education System ◽  
Teacher Educators ◽  
Teacher Educator ◽  
School Education ◽  
Work Identity ◽  
Education In India ◽  
New Vision

Reforming the teacher education system has been a key government policy towards improving school education in India. While recent curriculum and governance reforms articulate a new vision of teacher education that underscores a symbiotic relationship between teacher education and school education, it fails to engage enough with the most important participant of the teacher education system—the teacher educator. Changes to curriculum and governance process in the absence of a pro-active engagement of teacher educators with the reforms can do little to influence the teacher education processes and outcomes. The work of pre-service teacher educators is complex because their responsibilities relate to both school and higher education. The distinctiveness of their work, identity and professional development has always been marginalized in educational discourse. This article analyses select educational documents to examine the construction of work and identity of higher education-based teacher educators. It proposes the development of a professional framework of practice through a collective process, which would help understand the work of teacher educators and offer various possibilities for their professional development.

Inclusive and exclusive uses of we in four American textbooks for multicultural teacher education

2017 ◽  
Vol 22 (5) ◽  
pp. 625-647
Author(s):  
Baburhan Uzum ◽  
Bedrettin Yazan ◽  
Ali Fuad Selvi
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
Teacher Educators ◽  
Positioning Theory ◽  
Language Teachers ◽  
First Person ◽  
Person Plural ◽  
Multicultural Teacher Education ◽  
First Person Plural ◽  
Multicultural Teacher

This study analyses four American multicultural teacher education textbooks for instances of inclusive and exclusive representations through the use of first person plural pronouns (i.e. we, us, our, ours). Positioning theory is used as a theoretical framework to examine the textbook authors’ uses of first person plural pronouns and to understand how these pronouns perform reflexive and interactive positioning and fluidly (re)negotiate and (re)delineate the borders between ‘self’ and ‘other.’ The findings suggest that first person plural pronouns are used extensively in the focal textbooks to refer to such groups as authors, Americans, humans, teachers, and teacher educators. Expressing differing levels of ambiguity in interpretation, these pronouns play significant roles in the discursive representations of inclusivity and exclusivity across topics of multicultural education. This study implicates that language teachers should use criticality and reflexivity when approaching exclusionary discourses and representations that neglect the particularities of individuals from different cultures.

scholarly journals Client Analysis in Teacher Education: What Some Canadian and South African Teachers Identify as their Professional Development Needs

2001 ◽  
Vol 18 (2) ◽  
pp. 78 ◽  
Author(s):  
Ruth Epstein
Keyword(s):  
Professional Development ◽  
South Africa ◽  
Teacher Education ◽  
South African ◽  
Teacher Educators ◽  
Language Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Professional Development Needs ◽  
Teachers Professional Development

The client analysis conducted in this study explores the professional development needs of11 language teachers, five in South Africa and six in Canada. The study employs a questionnaire and interviews to discover how each teacher's background and context affects his or her perceived professional development needs. Interviews show that teacher educators cannot necessarily predict teachers' professional development needs based on their backgrounds and contexts alone. A variety of inputs from recipients over an extended time is desirable and would yield more accurate predictability of an individual's professional development needs. This would result in teacher education programs that more accurately meet a teacher's real needs.

When Asked, Teachers Said…

2020 ◽  
pp. 1-29
Keyword(s):  
Professional Development ◽  
United States ◽  
Teacher Education ◽  
Teacher Educators ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Policy Makers ◽  
Racial Hierarchies ◽  
The U.S

The authors perceive that institutionalized racial hierarchies are the greatest barrier to educational equity in the United States. While P-12 teachers may express the desire to make their classrooms spaces of joy, creativity, and intellectual brilliance, it is primarily through intentional skills development that teachers succeed. The authors assert the need for greater investments by school districts and teacher education programs in professional development for in-service P-12 teachers that further empower them and, in turn, their students, to contribute to the dismantling of racism in the U.S. Teacher educators, administrators and policy makers need to position themselves as cultivators and supporters of P-12 teachers in ways that encourage and sustain their antiracist advocacy and equity work in their teaching.

scholarly journals Reflective self-study for an integrated learning approach to early childhood mathematics teacher education

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Makie Kortjass
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Learning Approach ◽  
Early Childhood Mathematics ◽  
Study Research ◽  
Self Study

Background: This article gives an account of what I learned through the process of a self-study research project. Self-study teacher research allows teacher educators and teachers to improve their learning, plan new pedagogies and impact students’ learning.Aim: The aim of this self-study research was to improve my own practice in early childhood mathematics teacher education through interaction and collaboration with others, such as colleagues and students.Setting: As a South African university-based teacher educator, I piloted an integrated learning approach (ILA) in the teaching and learning of early childhood mathematics in a selected undergraduate programme.Methods: I began by tracking my personal development in mathematics education and in so doing was able to recognise my personal learning of mathematics as a child growing up in an African township context. I then worked with a class of 38 student teachers to create collages and concept maps to explore their understandings and experiences of ILA.Results: Through this project, I discovered that colleagues in the role of critical friends provided essential feedback on my work in progress. I also learned that student teachers need to be equipped with knowledge and hands-on experience of how integration can take place in teaching and learning early childhood mathematics. I realised that it was essential to constantly reflect on my own personal history and my professional practice to explore new ways of teaching mathematics.Conclusion: Teacher educators may consider engaging in self-study research that includes art-based self-study methods to reflect on their practices and see how they change for the benefit of their students and ultimately for the benefit of the learners.

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