scholarly journals Locating Difference With Teacher Candidates

in education ◽  
2014 ◽  
Vol 19 (2) ◽  
Author(s):  
Lee Anne Block
Keyword(s):  
Teacher Education ◽  
Learning Environments ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Educator ◽  
Dominant Culture ◽  
American University ◽  
Subject Positions ◽  
Culture Difference ◽  
The Subject

How to teach about difference is critical to education. This paper discusses teaching about difference in locations or contexts where the majority of teacher candidates were of the dominant culture. As a teacher educator, I have worked with teacher candidates on becoming aware of the relationships between their subject positions and the subject positions of others. The exploration of those relationships was contextualized by the different physical locations and teaching and learning environments, within which privilege, dominance, and marginalization were constructed and experienced in specific forms. This paper relates my emerging pedagogy for teaching about difference, as well as describing some teacher candidates’ perspectives on learning about difference. It reflects on my experiences teaching courses in multiculturalism and social justice in two specific locations: the teaching and learning department of a small American university in North Dakota and an education faculty in Manitoba. For teacher candidates positioned within dominant culture, difference can be uncomfortable. Teaching about difference meaningfully and navigating this discomfort is central to teacher education oriented to equity.Keywords: Teacher education, difference, equity

scholarly journals E-learning Environments, Opportunities and Challenges in Teaching and Learning to Play the Piano in Student Teacher Education

2017 ◽  
Vol 21 (1) ◽  
pp. 2562-2569 ◽  
Author(s):  
Jukka Enbuska ◽  
Atte Rimppi ◽  
Lenita Hietanen ◽  
Vesa Tuisku ◽  
Inkeri Ruokonen ◽  
...  
Keyword(s):  
Teacher Education ◽  
Learning Environments ◽  
Student Teacher ◽  
Teaching And Learning ◽  
E Learning

The Adoption of Instructional Technologies in Teacher Education

2018 ◽  
pp. 2183-2197
Author(s):  
Steve Nwokeocha
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educator ◽  
Instructional Technologies ◽  
Positive Side ◽  
Long Run ◽  
Multiplier Effect ◽  
Teachers And Students ◽  
New Ideas ◽  
Practical Experiences

This chapter advocates for a turn to the positive side of the situation and the need to create a multiplier effect with available technologies and capabilities which at the long run could enable Nigeria to leapfrog and catch up with the advanced countries in terms of quality of teaching and learning. The chapter consequently discusses some of the new ideas and concepts that may well be exploited to improve teacher education through technology. It calls for more research, sensitization and capacity building of teachers and students about such new ideas and concepts for the benefit of the Nigerian education system. The chapter is written primarily based on the practical experiences of the author as a teacher educator and active participant in world conferences that, over the years, have devoted attention to best practical cases that have worked in various developing parts of the world.

scholarly journals TESL Teacher Educators' Professional Self-Development, Identity, and Agency

2018 ◽  
Vol 35 (2) ◽  
pp. 140-155
Author(s):  
Bedrettin Yazan
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Future Research ◽  
Identity And Agency ◽  
Self Development ◽  
Writing Assignment ◽  
Professional Self ◽  
Langue Seconde

Using the concepts of identity and agency, this Perspectives article discusses my recent efforts of self-development when designing an identity-oriented Teaching English as a second language (TESL) teacher education course around teacher candidates’ semester-long autoethnography writing assignment called “critical autoethnographic narrative” (CAN). It specifically unpacks the ways I negotiated and enacted my identities of teacher educator and researcher of teacher education while I was incorporating identity as the main goal in teacher candidates’ learning. In closing, this article offers recommendations for TESL teacher educators who consider designing identity-oriented courses and suggests some future research directions. À l’aide des concepts de l’identité et de l’agentivité (ou capacité d’agir), cet article de Perspectives illustre mes récents efforts d’autoperfectionnement alors que je concevais un cours de formation d’enseignantes et enseignants d’anglais langue seconde axé sur l’identité, et ce, autour de l’imposition d’un projet d’écriture autoethnographique d’un semestre appelé « exposé autoethnographique critique » à des candidates et candidats à l’enseignement. L’article révèle spécifiquement la façon dont je suis parvenu à négocier et faire valoir mes identités de formateur d’enseignants et de chercheur en éducation d’enseignants alors que je faisais de l’identité le principal objectif de l’apprentissage des candidats et candidates à l’ enseignement. En terminant, cet article offre des recommandations à l’intention des formateurs d’enseignantes et enseignants d’anglais langue seconde qui songent à concevoir des cours axés sur l’identité, et ce, en plus de proposer des orientations futures en matière de recherche.

scholarly journals Emotionality and STEAM Integrations in Teacher Education

2018 ◽  
Vol 11 (2) ◽  
pp. 11-25 ◽  
Author(s):  
Astrid Steele ◽  
Elizabeth L. Ashworth
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Anecdotal Evidence ◽  
Steam Education ◽  
Emotion And Learning ◽  
Integration Project ◽  
Education Initiatives

The authors consider STEM and STEAM education initiatives as forms of integrated teaching and learning. With evidence from education research and the neurosciences, a case is made for the inherent connections between emotion and learning as essential to STEAM pedagogy. In this article, the authors’ ArtScience integration project for teacher candidates (TCs) is described, and elicits the following questions: do teacher candidates (TCs) exhibit emotions directly related to the ArtScience integration project? If so, what are those emotions? How do those emotions connect with the TCs’ perceptions of integration? Anecdotal evidence and collected data in the form of reflection papers are analyzed and discussed. The authors suggest that STEAM integrations take into account the importance of emotion in multidisciplinary teaching and learning.

scholarly journals Including Passion within Teacher-Candidate Assignments: How Genius Hour has created a more positive perspective on teaching and learning.

2019 ◽  
Vol 12 (1) ◽  
pp. 58-71
Author(s):  
Taylor Downes ◽  
Dr. Candace Figg
Keyword(s):  
Learning Environments ◽  
Content Knowledge ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Candidate ◽  
Personal Interest ◽  
Knowledge And Skills ◽  
Positive Perspective ◽  
K 12 ◽  
Learning With Technology

As the educational world becomes more technologically inclusive, the need for teacher candidates to become proficient at integrating technology into their practice is crucial. Teacher Education programming in Ontario needs to reflect the current climate of K-12 teaching. In order to improve the learning environments for our teaching candidates, Teaching and Learning with Technology instructors decided to incorporate the concept of Genius Hour within our courses. Using this strategy, we hoped the teacher candidates would become more passionate within their learning, while developing the necessary technological, pedagogical, and content knowledge and skills. This study sought to understand the ways in which Teacher Candidate participation in Genius Hour influences their perceived participation within the course, as well as their opinions on the benefits of teaching with Genius Hour. According to teacher candidates, Genius Hour allowed for the time to focus on something of personal interest, with 2/3 of the participants seeing personal improvements in creativity and participation in their overall program.

Improving Coherence in Teacher Education

2018 ◽  
pp. 166-191
Author(s):  
Tracy L. Weston
Keyword(s):  
Teacher Education ◽  
Social Studies ◽  
Teacher Candidates ◽  
Teacher Educator ◽  
Theory And Practice ◽  
Methods Course ◽  
Social Studies Methods ◽  
Elementary Literacy ◽  
Coherent Field ◽  
Definition Of

This chapter describes the author's work as a teacher educator to establish, sustain, and improve a methods course partnership with a local K-6 school using an integrated school-situated, practice-based model. The model was designed with an aim of improving the coherence of teacher candidates' experiences and learning to better prepare them for the complicated work of equitable teaching. Coherent field-based components in teacher education offer opportunities to mitigate divisions between 1) theory and practice and 2) coursework and fieldwork. The chapter begins with a definition of coherence, describes how this definition of coherence was used to design an elementary literacy/social studies methods course, shares data to evaluate the course from the perspective of the teacher candidates, and describes what candidates learned by participating in the course.

Attitudes Toward Technology Predict Teacher Candidates' Use of E-Resources

2021 ◽  
pp. 45-61
Author(s):  
Yukiko Inoue-Smith
Keyword(s):  
Information Technology ◽  
Teacher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Teacher Candidates ◽  
Literacy Skills ◽  
Teacher Education Programs ◽  
Online Learning Environments ◽  
Positive Attitudes ◽  
Information Literacy Skills

Facility and ease in using computer technology increase the value that students attach to online learning environments. The current study provides an analysis of teacher candidates' attitudes toward information technology as they predict receptivity to electronic resources (known as e-resources). This questionnaire-based study recruited a representative sample of teacher candidates (N = 101) at an American Pacific Island university as participants. Questions addressed the relationship between teacher candidates' levels of comfort with technology and the Internet, and their preferences for e-resources. Information literacy skills strongly predicted successful use of resource-based approaches to teacher education, which, in turn, predicted positive attitudes toward online learning environments. The results may guide teacher education programs, as they seek to optimize pre-service teachers' receptivity to course-appropriate resources. Working with future teachers affords an opportunity to promote their use of information technology, and their view of learning as a lifelong enterprise.

Commentary: Meet Me in Azul's Room: Designing a Virtual Field Placement for Learning to Teach Mathematics

2017 ◽  
Vol 6 (1) ◽  
pp. 52-66 ◽  
Author(s):  
Joel Amidon ◽  
Daniel Chazan ◽  
Dana Grosser-Clarkson ◽  
Elizabeth Fleming
Keyword(s):  
Teacher Education ◽  
Design Process ◽  
Digital Technology ◽  
Teacher Candidates ◽  
Teacher Educator ◽  
Learning To Teach ◽  
Methods Course ◽  
Field Placement ◽  
Field Placements ◽  
Virtual Field

This article explores the ways in which a teacher educator uses digital technology to create a virtual field placement as a way to blur the boundaries between a university methods course and teacher candidates' field placements. After describing his goals for the course, the teacher educator provides a description of three LessonSketch experiences his teacher candidates complete in this virtual field placement site and how these experiences create opportunities for teacher candidates to learn to teach mathematics. The design process and choices of these virtual field placement experiences are explored via interviews with the first author. Reflecting on these LessonSketch experiences, all of the authors then explore affordances of virtual and hybrid placements as resources for supplementing real placements and bridging theory/practice divides in teacher education.

scholarly journals “I Can Write in My Language and Switch Back and Forth?”: Elementary Teacher Candidates Experiencing and Enacting Translanguaging Pedagogies in a Literacy Methods Course

2020 ◽  
Vol 69 (1) ◽  
pp. 211-229
Author(s):  
Emily Machado ◽  
Grace Cornell Gonzales
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Dual Language ◽  
Methods Course ◽  
Literacy Methods ◽  
Literacy Teacher ◽  
And Shifts ◽  
Literacy Teacher Education ◽  
K 12

Although existing research examines how pre-K–12 teachers understand everyday translanguaging and enact translanguaging pedagogies in their literacy classrooms, considerably less research explores translanguaging pedagogies in literacy teacher education. Drawing on García, Johnson, and Seltzer’s theorization of translanguaging stance, design, and shifts, we redesigned a university-based literacy methods course to encourage both English-medium and dual-language teacher candidates (TCs) to engage their full linguistic repertoires in writing. In this study, we used qualitative methods to explore how TCs in our course experienced translanguaging pedagogies in coursework and enacted them with students in fieldwork settings. Findings illustrate that TCs experimented with language within our university classroom, drawing on their full linguistic repertoires in course assignments and countering the dominance of English in course activities. They also showcase how TCs began enacting translanguaging pedagogies in their fieldwork placements, planning intentionally for translanguaging in lesson plans, and tapping into the translanguaging corriente in everyday teaching and learning. Ultimately, this study offers insights into the potential of enacting translanguaging pedagogies in preservice literacy teacher education for English-medium and dual-language educators alike.

Voices of Aspiring Teachers of Color: Unraveling the Double Bind in Teacher Education

2016 ◽  
Vol 52 (8) ◽  
pp. 927-956 ◽  
Author(s):  
Conra D. Gist
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Double Bind ◽  
Teacher Education Programs ◽  
Teachers Of Color ◽  
Education Programs ◽  
Double Binds ◽  
Group Data ◽  
Focus Group Data

This article centers and investigates the voices of teacher candidates of color to examine how double binds influence their teaching and learning experiences in teacher education programs. Interview and focus group data from teacher candidates of color at two teacher education programs are analyzed to unpack the types of personal and systemic ties they experience as well as the strategies they utilize to escape them. Implications for eliminating the double bind in teacher education programs through the tailoring of transformative and critical preparation experiences for teacher candidates of color are explored.

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