scholarly journals Becoming Pedagogical: Sustaining Hearts With Living Credos

in education ◽  
2013 ◽  
Vol 19 (1) ◽  
Author(s):  
Carl Leggo ◽  
Rita L. Irwin
Keyword(s):  
Language Arts ◽  
Teacher Candidates ◽  
English Language ◽  
Curriculum And Instruction ◽  
Complex World ◽  
Human Beings ◽  
Secondary Curriculum ◽  
Complex Process ◽  
The World ◽  
Bachelor Of Education

From September to December 2009, a class of teacher candidates completed a Bachelor of Education course titled English Language Arts: Secondary Curriculum and Instruction. The instructor introduced himself at the beginning of the course as an a/r/tographer who is an artist, a researcher, and a teacher. He invited students to think about the possibilities of their being a/r/tographers, and to think about how they live in the world, as well as in their new emerging identities in the Bachelor of Education program, as artists and researchers and teachers. The teacher candidates were invited to think about how they werebecoming pedagogical, and how they could sustain their hearts in the dynamic and complex process of becoming pedagogical.They were reminded that teacher candidates are not learning a toolbox of skills and strategies for teaching; they are learning how to navigate the tangled and complex world of human beings in communities called schools.Keywords: teacher education; lifewriting; a/r/tography; credo; creativity

scholarly journals Analyzing Student Learning Gains to Evaluate Differentiated Teacher Preparation for Fostering English Learners’ Achievement in Linguistically Diverse Classrooms

2018 ◽  
Vol 70 (4) ◽  
pp. 372-387 ◽  
Author(s):  
Matthew Ryan Lavery ◽  
Joyce Nutta ◽  
Alison Youngblood
Keyword(s):  
Teacher Preparation ◽  
Language Arts ◽  
English Learners ◽  
Teacher Candidates ◽  
English Language ◽  
Teacher Education Program ◽  
Secondary English ◽  
Nonnative Speakers Of English ◽  
Group 2 ◽  
K 12

Researchers compared pre/post classroom assessment scores of n = 8,326 K-12 students taught by n = 288 teacher candidates to determine if a differentiated teacher education program prepared them to support English learners’ (ELs) achievement in classrooms including native and nonnative speakers of English. Candidates in Group 1 comprised academic subject (secondary mathematics, science, and social studies) teacher candidates, who completed six teacher preparation courses with 15 key assignments that included a focus on ELs. Certification areas for Group 2 candidates include language arts instruction (elementary, early childhood, and secondary English language arts). Group 2 candidates completed from 12 to 15 courses with 41 to 50 key assignments that included a focus on ELs. Results indicate that teacher candidates in both groups helped narrow the gap between ELs and non-ELs from pretests to posttests. ELs performed no differently when taught by candidates from either group. Implications for teacher preparation are discussed.

scholarly journals Exploring Diversity and Nurturing Generativity Through in situ Teacher Education

2019 ◽  
Vol 29 (1) ◽  
Author(s):  
Leyton Schnellert ◽  
Donna Kozak
Keyword(s):  
Teacher Education ◽  
Language Arts ◽  
Teacher Candidates ◽  
Discursive Space ◽  
Education Data ◽  
Bachelor Of Education ◽  
Critical Case Study ◽  
Education Coursework

This critical case study (Grosvenor & Pataki, 2017; Merriam, 2009) examines how taking up diversity and plurality within in situ literacy and language arts courses in a Bachelor of Education program created a critical discursive space within mainstream teacher education. Data in this research included interviews with teacher candidates and course assignments. Findings suggest that teacher candidates learned to seek and value diverse students’ funds of knowledge, grappled with inclusive practices, and developed equity-oriented pedagogy within in situ teacher education coursework. Through this project we contribute to the rising recognition that in situ teacher education through a lens of diversity can generate curriculum drawing from the literacies and lifeworld experiences of all learners (Grant & Agosto, 2008; Moll, 2014).

Montessori Language Arts – The Excellence Path to Early Childhood Language Development

2020 ◽  
Vol 1 (1) ◽  
pp. 40-61
Author(s):  
Julia Selva Sundari S.
Keyword(s):  
Language Arts ◽  
Language Learners ◽  
English Language ◽  
Second Language Learners ◽  
Language Teaching ◽  
Deep Understanding ◽  
English Language Teaching ◽  
Maria Montessori ◽  
Montessori Method ◽  
The World

This article offers a quick read on Montessori pedagogy. It is to help formulate a successful method and practical learning. English language teaching (ELT) has numerous methods. They are rich in knowledge and theory but, practically not all methods come handy for successfully learning a new language. The success of learning a language is in its effective communication. Here, the term communication does not correspond to the skill element but to the effective and precise delivery of the conceived idea. Language cannot be learned as we learn math, science, and technology, it has to be experienced and acquired. We do not need a goal but an active process. As Einstein to science so is Maria Montessori to language arts. Her method has been appreciated but has carried limited relevance in the world of language arts — many associate the Montessori method to play way method. A deep understanding of the Montessori method of language teaching offers innumerable opportunities to construct a successful working model to teach second language learners.

Pearls, Groves, and Texts

2020 ◽  
pp. 259-271
Author(s):  
Allison Wynhoff Olsen
Keyword(s):  
Language Arts ◽  
English Language ◽  
Secondary English ◽  
Language Arts Teachers ◽  
Teaching Context ◽  
Teaching Content ◽  
Secondary English Language Arts ◽  
The World ◽  
Arts Teachers ◽  
Personal Skills

This chapter situates secondary English language arts teachers as those who engage in a complex web of teaching people, teaching content, and examining the world. As such, ELA teachers must “place” their discipline in order to reach their students and be relevant to their teaching context. Reflecting on her experiences from nine years of teaching ELA in rural Minnesota, the author illustrates key moments that helped her understand the significance of teaching ELA “in place” as well as how it requires a blend of professional and personal skills beyond teacher preparations.

scholarly journals Preservice Teachers Defining and Redefining Reading and the Teaching of Reading

2019 ◽  
Vol 21 (4) ◽  
pp. 21-44
Author(s):  
Beverley A. Brenna ◽  
Andrea Dunk
Keyword(s):  
Preservice Teachers ◽  
Language Arts ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
English Language ◽  
Literacy Teaching ◽  
Teaching Of Reading ◽  
Research Questions ◽  
Reflective Narrative ◽  
A Current

This qualitative study was developed to explore changing beliefs about literacy teaching and learning in the context of one required introductory English Language Arts course. Research questions targeted shifts in individual as well as group responses from a current class of teacher candidates interested in PreK-Grade 8 classroom teaching. Research methods included pre- and post-course surveys, and reflective narrative statements on mid-term “exit cards”; these tools were designed to support course improvement as well as gather data that might facilitate the development of other courses and programs. Important implications emerged for teacher preparation in the area of literacy education. Many of the teacher candidates reported transformation of ideas in relation to the conceptualization of reading and the teaching of reading, shifting from word-oriented approaches to meaning-oriented approaches. Offering opportunities to recall, unpack, and share experiences with other teacher candidates appeared to provide a useful context for interrogating and reinforcing perspectives, or adopting new beliefs, about the teaching of reading.

Verbing meahcci: Living Sámi lands

2020 ◽  
Vol 68 (2) ◽  
pp. 305-321
Author(s):  
Solveig Joks ◽  
Liv Østmo ◽  
John Law
Keyword(s):  
Social Science ◽  
Social Relations ◽  
English Language ◽  
Ways Of Knowing ◽  
Space Time ◽  
Human Beings ◽  
The North ◽  
Time Interaction ◽  
The World

This article is about translating and mistranslating a Sámi landscape word. That word is meahcci. In what follows we start by exploring the logic of meahcci, contrast this with Norwegian land practices, with utmark – the term which is usually used to (mis)translate it into Norwegian – or such English-language terms as wilderness. We show that meahcci has nothing to do with agricultural logics, ideas of the wild, or cartographic spaces. Rather meahcit (in the plural) are practical places, uncertain but productive social relations with lively and morally sensible human and non-human beings in which there is no division between nature (Norwegian natur) and culture ( kultur). Meahcit are taskscapes (Ingold) or places–times–tasks. Then we consider the relatively verb- or action-oriented character of the (North) Sámi language, and show that Sámi land practices and the patterns of words weaving through these enact contextual, processual and radically relational versions of space, time, interaction, subjectivities, objectivities, and the beings that live in the world. We also touch on the material character of this difference – the location of words and forms of knowing. We conclude by reflecting on what Sámi meahcci practices suggest for a hegemonic English-language social science that is also struggling to articulate situated and radically relational ways of knowing.

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