scholarly journals Sustainable Leadership Supporting Educational Transformation

in education ◽  
2019 ◽  
Vol 25 (2) ◽  
pp. 3-22
Author(s):  
Katherine Sanford ◽  
Tim Hopper ◽  
Kerry Robertson ◽  
Laura Lancaster ◽  
Vivian Collyer
Keyword(s):  
Teacher Education ◽  
Educational Leadership ◽  
Complexity Theory ◽  
Professional Learning ◽  
Teacher Education Programs ◽  
Sustainable Leadership ◽  
Education Programs ◽  
Study Approach ◽  
Model Of Management

The world, influenced by 21st century technologies and ecological challenges, has rapidly changed with more ability to “connect” locally and globally and more opportunities to learn from a range of sources. As a result, our learners and their needs have changed. With such rapid changes, conceptions of educational leadership need to reflect these changes utilizing the complexities of the role in society. As a group of educators who work in a School District, Ministry of Education and University teacher education programs, we ask how educational leaders in school districts and teacher education programs can design spaces that engage everyone, recognize everyone’s expertise and share responsibility for growth and development, and how in teacher education we can begin to move away from the hierarchical, industrialized model of management to one where everyone feels engaged, valued, and heard. In this paper, we draw on sustainable and distributed leadership ideas, termed by Wheatley (2010) as the “new sciences,” informed by tenets from complexity theory. Using a case study approach and narrative insights, this paper elucidates how an ongoing Professional Learning Network (PLN) called Link-to-Practice (L2P) offers an alternative conception of educational leadership.            Keywords: case study; narrative, qualitative research, complexity theory

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

Using Second Life® to Teach Collaboration Skills to Pre-Service and In-Service Special Educators

2013 ◽  
pp. 336-358 ◽  
Author(s):  
Melissa D. Hartley ◽  
Barbara L. Ludlow ◽  
Michael C. Duff
Keyword(s):  
Teacher Education ◽  
Second Life ◽  
Special Educators ◽  
Role Playing ◽  
Future Research ◽  
Teacher Education Programs ◽  
Education Programs ◽  
West Virginia University ◽  
Virtual Simulations

Second Life®, an online virtual world, is currently used at West Virginia University for simulation activities and role-playing exercises in teacher education programs in special education. The purpose of this chapter is to describe a design experiment in a pilot case study, explain the rationale for using virtual reality, describe how learning activities were developed, implemented, and evaluated, discuss plans for future research and practice, and offer suggestions for using virtual simulations in other teacher education programs.

Using E-Learning to Globalize a Teacher Education Program

2011 ◽  
pp. 2272-2287
Author(s):  
Hilary Wilder
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Learning Technology ◽  
Education Programs ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

This case study explores the use of online distance learning technology to bring an international component to a teacher education program. By converting a course in the program into a fully online offering, the author was able include students from Namibian teacher education programs in the class along with her own students from New Jersey. The objective was to give all students a chance to interact with peers that they would not otherwise have the chance to meet, and to explore differences and commonalities in their respective education systems. This case study describes the pitfalls and successes in meeting that objective.

Tacit assumptions of citizenship education: A case study in Spanish initial teacher education

2018 ◽  
Vol 14 (2) ◽  
pp. 131-148 ◽  
Author(s):  
Marta Estelles ◽  
Jesús Romero
Keyword(s):  
Teacher Education ◽  
Citizenship Education ◽  
Teacher Educators ◽  
Public University ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Tacit Assumptions

Current curricula, which organize initial teacher education programs, include, among their stated purposes, preparing teachers to help their future students to grow as global, participatory, and ethically engaged citizens. However, we know little about how teacher educators prepare their students to be citizens. This article analyses how a group of teacher educators from a public university in Spain understand citizenship education, exploring the net of metaphors and idealized visions they seem to share, regardless of their formal conceptualizations. The discussion of the findings considers the implicit hierarchies of these shared assumptions that define what is deemed as real, desirable, and possible in citizenship education. Implications for teacher education are also contemplated.

Virtual Learning Environment (ClassSim) Examined Under the Frame of Andragogy

2010 ◽  
pp. 394-411
Author(s):  
Lisa Carrington ◽  
Lisa Kervin ◽  
Brian Ferry
Keyword(s):  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Comparative Case Study ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Study Approach ◽  
Online Simulation ◽  
Pre Service Teacher

ClassSim, an online simulation, was developed to support existing teacher education programs by providing pre-service teachers with access to additional classroom experience. This research reports on how pre-service teachers make use of the virtual learning environment to link knowledge from university coursework with field experiences and through this, we are able to examine affordances the virtual environment offers pre-service teacher learning. Andragogy provides a theoretical framework to review and make assumptions about the nature of learning for the participants. A comparative case study approach allows for in-depth comparison of two cohorts of pre-service teachers (first and final year) as they interact with the ClassSim environment.

In-Service Teachers' Use of ICT for the Promotion of Collaborative Professional Learning

2021 ◽  
pp. 287-301
Author(s):  
Ana García-Valcárcel ◽  
Juanjo Mena
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Professional Learning ◽  
Important Implication ◽  
Communication Technologies ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Starting Point ◽  
Information And Communication

Information and communication technologies (ICT) are often rendered as key tools in the promotion of teachers' collaborative learning. Their use enables teachers to complete assignments, solve problems, or create products together. The content of this chapter is based on the information published in a previous research study by the authors. In that study, they aimed at describing teachers' use of ICT towards collaboration from a triple perspective: what they believe (teachers' opinion), what they know (teachers' knowledge), and what they do (teachers' use). A questionnaire and interviews were the instruments to collect data. Some results pointed out that teachers used ICT to promote collaboration on a regular basis, but it is limited to the knowledge they have on particular tools, which is acknowledged to be intermediate. The most important implication for teacher education programs is considering the actual limitations of teachers' knowledge and use of ICT in practice to set a more accurate starting point to promote collaboration through technologies.

scholarly journals Preparing to Teach: Perceptions of Graduate Entry Teacher Education Students

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Denise Beutel ◽  
Leanne Crosswell
Keyword(s):  
Teacher Education ◽  
Teacher Induction ◽  
Professional Learning ◽  
Teaching Profession ◽  
Teacher Education Programs ◽  
Education Students ◽  
Education Programs ◽  
Preparation Programs ◽  
Graduate Entry ◽  
Teacher Education Students

International reviews of teaching and teacher education have highlighted the importance of quality teachers in improving the outcomes of students. Teachers may enter the teaching profession through a variety of pathways. Currently in Australia, one pathway is through graduate entry teacher education programs in which people who already hold university degrees outside of education can undertake one-year formal teacher preparation programs. It may be argued that graduate entry teachers value add to the teaching profession as they bring with them a range of careers and wealth of experiences often beyond those of teachers who enter the profession through traditional four-year Bachelor of Education programs. This paper reports on a study that investigated the preparedness to teach of a group of graduate entry teacher education students as they prepared to exit from university and enter the teaching profession. The study concluded that this group of graduating teachers perceived that the field experience components in their formal teacher education programs contributed most to their beginning professional learning. The study revealed also that this group of graduating teachers sought further professional learning opportunities in the canonical skills of teaching. These findings may be used to inform the design of future teacher education programs. Keywords - transition to profession; reflective practice; professional standards; teacher education; teacher induction

scholarly journals Beyond Schools: Community-Based Experiences as a Third Space in Teacher Education

2020 ◽  
Vol 29 (1) ◽  
pp. 53
Author(s):  
Melanie D. Janzen ◽  
Christie Petersen
Keyword(s):  
Teacher Education ◽  
Literature Review ◽  
Teacher Candidates ◽  
Third Space ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Community Based ◽  
Exploratory Case Study

Some teacher education programs have incorporated community-based experiences for teacher candidates. Based on the experiences of developing and implementing a community-based practicum in our teacher education programs, the authors conducted a small exploratory case study, aimed at examining and critically considering community-based experiences as a “third space;” an opportunity through which to challenge teacher candidates’ strongly held understandings of teaching. The purposes of this article are to share our literature review, to provide some key insights from the study findings, and to explore our lingering questions regarding the development and implementation of community-based experiences and to consider the possibilities of community-based experiences as a third space in which to disrupt teacher candidates’ assumptions about teaching.

Developing Technological Fluency in and through Teacher Education

2016 ◽  
pp. 1-24
Author(s):  
Eva Brown ◽  
Michele Jacobsen
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Professional Learning ◽  
21St Century ◽  
Veteran Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
21St Century Education ◽  
Use Of Technology ◽  
Teaching Professional Development

Meaningful and authentic use of technology for quality teaching and meaningful learning is an essential component of a 21st century education. Teacher education programs have been slow to transform and adopt programs that are essential for new teachers to be equipped with skills for 21st century teaching. Professional development of veteran teachers faces challenges in format and delivery and teachers are slow to become enculturated in design inquiry learning infusing technology in meaningful ways that embrace digital citizenship to meet the needs of 21st century education. The project described in this chapter offers an innovative approach to professional learning in a partnership approach with teacher education students and veteran teachers to address the challenges faced by both teacher education programs and professional development models.

scholarly journals Finding the Connective Tissue in Teacher Education: Creating New Spaces for Professional Learning to Teach

2017 ◽  
Vol 51 (3) ◽  
pp. 1013-1035 ◽  
Author(s):  
Tim F Hopper ◽  
Kathy Sanford ◽  
Hong Fu
Keyword(s):  
Teacher Education ◽  
Connective Tissue ◽  
Teacher Knowledge ◽  
Professional Learning ◽  
Teacher Education Program ◽  
Electronic Portfolios ◽  
Teacher Education Programs ◽  
Learning Spaces ◽  
Education Programs ◽  
Innovative Learning

A common concern in teacher education programs is the fragmentation of knowledge between courses that contribute to separation between discipline-focused theoretical knowledge and teachers’ practical work in schools. Drawing on reviews on innovative learning spaces in schools and analysis of teacher knowledge, we theorize a conceptualization of professional learning with an intention to draw attention to a re-visualization of teacher education. We refer to the concept of electronic-portfolios as a powerful connective tissue in creating new spaces for teacher education, followed by an outline of an aspect of our teacher education program, with insights from students, that is emerging. We conclude with reflections on how we are integrating deep conceptual understandings of education with cumulative narratives of education in practice.

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