scholarly journals A Continuum of Learning: Enhancing Connections Between Teacher-Candidates and Education Graduate Students Through a Narrative Framework

in education ◽  
2013 ◽  
Vol 16 (2) ◽  
Author(s):  
Lisa A. Mitchell
Keyword(s):  
Teacher Education ◽  
Graduate Students ◽  
Teacher Identity ◽  
Teacher Candidates ◽  
Narrative Research ◽  
Mentoring Relationships ◽  
Education Professionals ◽  
Research In Education ◽  
Narrative Framework

This paper was written to complement the book review; "What’s Your Story? A Book Review of Leah Fowler’s A Curriculum of Difficulty: Narrative Research in Education and the Practice of Teaching" (2006), which can also be found in this issue of in education. This paper challenges teacher-education professionals to consider the benefits of creating and facilitating meaningful mentorship opportunities between teacher-candidates and education graduate students. This paper discusses Fowler’s (2006) model for narrative inquiry and its relationship to the formation of teacher identity and explores whether or not this particular model can support the creation of sustainable and effective mentoring relationships in current teacher-education programs. Teacher-candidates and graduate students alike will both come to a “deeper understanding of the relationship among past, present, and projected senses of self” (Sumara & Luce-Kapler, 1996) as they engage in mutually beneficial, critically reflective learning practices. Purposeful construction of mentorship opportunities that honour the experiential stories of individuals may serve to further increase education students’ awareness of their dynamic position along a continuum of learning in both undergraduate and graduate contexts.Keywords: narrative research; mentorship; teacher identity

scholarly journals What’s Your Story? A Book Review of Leah Fowler’s A Curriculum of Difficulty: Narrative Research in Education and the Practice of Teaching (2006)

in education ◽  
2013 ◽  
Vol 16 (2) ◽  
Author(s):  
Lisa A. Mitchell
Keyword(s):  
Graduate Students ◽  
Teacher Candidates ◽  
Narrative Research ◽  
Research In Education ◽  
Narrative Framework ◽  
Practice Of Teaching

This is a book review of Leah Fowler’s (2006) book entitled, A Curriculum of Difficulty: Narrative Research and the Practice of Teaching. This review was written as a complementary piece for Lisa A. Mitchell’s (2010) paper entitled, A Continuum of Learning: Enhancing Connections Between Teacher-Candidates and Education Graduate Students Through a Narrative Framework, which can also be found in this issue of in education.

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

2016 ◽  
Vol 25 (2) ◽  
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.

Service-Learning Field Experiences to Build Intercultural Competence

2021 ◽  
pp. 1133-1156
Author(s):  
Judith Munter ◽  
Beverley Calvo ◽  
Laura Irene Dino Morales ◽  
Andres A. Oroz
Keyword(s):  
Teacher Education ◽  
Graduate Students ◽  
Service Learning ◽  
Global Change ◽  
Intercultural Competence ◽  
Teacher Candidates ◽  
Field Experiences ◽  
Master Teachers ◽  
Mexico Border ◽  
The U.S

There is a call today for preparing teachers to reflect on their role as agents for global change, as engaged citizens responsible for helping to create a more equitable society. This chapter explores the transformative potential for the integration of service-learning into field experiences through examination of a bi-national teacher education project located on the U.S.-México border. A primary purpose of this chapter was to examine the ways in which service-learning field experiences enrich and deepen intercultural competence of teacher candidates. Qualitative data, including interview transcripts, reflective essays, and reports were analyzed to determine the extent to which U.S. and Mexican master teachers, graduate students, and teacher candidates' perceptions of their work with transnational learners changed as a result of bicultural, bi-national service-learning field experiences. The findings demonstrate the potential of service-learning for developing intercultural competence in current and future teachers.

Increasing Teacher Candidates' Reflection with Technology

2010 ◽  
pp. 332-346
Author(s):  
Chinwe H. Ikpeze
Keyword(s):  
Teacher Education ◽  
Graduate Students ◽  
Teacher Candidates ◽  
Reflective Thinking ◽  
New Technologies ◽  
Integration Of Technology ◽  
Literacy Course

This chapter highlights the strategies that facilitated reflective thinking in teacher education through the integration of technology. Graduate students enrolled in a literacy course provided the data for the study. Major findings indicated that the reflective ability and quality of reflection among the teacher candidates increased because a structure that supported reflection was put in place. In addition, the teacher candidates engaged in a variety of multifaceted activities with new technologies in authentic contexts. The implications were discussed.

Service-Learning Field Experiences to Build Intercultural Competence

2018 ◽  
pp. 79-102
Author(s):  
Judith Munter ◽  
Beverley Calvo ◽  
Laura Irene Dino Morales ◽  
Andres A. Oroz
Keyword(s):  
Teacher Education ◽  
Graduate Students ◽  
Service Learning ◽  
Global Change ◽  
Intercultural Competence ◽  
Teacher Candidates ◽  
Field Experiences ◽  
Master Teachers ◽  
Mexico Border ◽  
The U.S

There is a call today for preparing teachers to reflect on their role as agents for global change, as engaged citizens responsible for helping to create a more equitable society. This chapter explores the transformative potential for the integration of service-learning into field experiences through examination of a bi-national teacher education project located on the U.S.-México border. A primary purpose of this chapter was to examine the ways in which service-learning field experiences enrich and deepen intercultural competence of teacher candidates. Qualitative data, including interview transcripts, reflective essays, and reports were analyzed to determine the extent to which U.S. and Mexican master teachers, graduate students, and teacher candidates' perceptions of their work with transnational learners changed as a result of bicultural, bi-national service-learning field experiences. The findings demonstrate the potential of service-learning for developing intercultural competence in current and future teachers.

Becoming a Narrative Researcher in Pakistan: Reflections from the Field

2020 ◽  
Vol 7 (1) ◽  
pp. 117
Author(s):  
Haji Karim Khan
Keyword(s):  
Life History ◽  
Narrative Research ◽  
Learning Experience ◽  
Language And Culture ◽  
Reflective Journals ◽  
Research Participants ◽  
Narrative Studies ◽  
Field Notes ◽  
Research In Education ◽  
Research Studies

<p><em>This reflective paper emerges from the reflections on my experience to carry out narrative studies in Pakistan —a country where narrative research in education is still very young. Field-notes, reflective journals and research memos were the key sources of triggering reflections on my learning to take the identity of a narrative researcher in a context where this approach is very young.  </em></p><em>My reflections show the learning experience in conceptualising and practicing narrative studies in the country. The paper shows that I took the roles of an insider, co-constructor of stories, and trust-builder while taking up the identity of a narrative researcher in Pakistan. In addition, becoming a gender sensitive and knowing language and culture of the research participants enabled me to take up the role smoothly.  Findings have pertinent implications for life history research studies in Pakistan and elsewhere.</em>

Environmental DNA

2018 ◽  
Author(s):  
Pierre Taberlet ◽  
Aurélie Bonin ◽  
Lucie Zinger ◽  
Eric Coissac
Keyword(s):  
Graduate Students ◽  
Feeding Habits ◽  
Environmental Dna ◽  
Research Field ◽  
Background Information ◽  
Ecological Processes ◽  
Biodiversity Research ◽  
Dna Metabarcoding ◽  
Standard Information

Environmental DNA (eDNA), i.e. DNA released in the environment by any living form, represents a formidable opportunity to gather high-throughput and standard information on the distribution or feeding habits of species. It has therefore great potential for applications in ecology and biodiversity management. However, this research field is fast-moving, involves different areas of expertise and currently lacks standard approaches, which calls for an up-to-date and comprehensive synthesis. Environmental DNA for biodiversity research and monitoring covers current methods based on eDNA, with a particular focus on “eDNA metabarcoding”. Intended for scientists and managers, it provides the background information to allow the design of sound experiments. It revisits all steps necessary to produce high-quality metabarcoding data such as sampling, metabarcode design, optimization of PCR and sequencing protocols, as well as analysis of large sequencing datasets. All these different steps are presented by discussing the potential and current challenges of eDNA-based approaches to infer parameters on biodiversity or ecological processes. The last chapters of this book review how DNA metabarcoding has been used so far to unravel novel patterns of diversity in space and time, to detect particular species, and to answer new ecological questions in various ecosystems and for various organisms. Environmental DNA for biodiversity research and monitoring constitutes an essential reading for all graduate students, researchers and practitioners who do not have a strong background in molecular genetics and who are willing to use eDNA approaches in ecology and biomonitoring.

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