Guided discovery for preservice teachers

2020 ◽  
pp. 273-282
Author(s):  
Ryota Matsuura ◽  
Réka Szász
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Mathematics Education ◽  
Study Abroad ◽  
Task Design ◽  
Guided Discovery ◽  
Inquiry Based Learning ◽  
Mathematics Classrooms ◽  
Study Abroad Program

In this paper, we present an approach to teacher education at a study abroad program in Hungary for American and international pre-service and in-service teachers. The aim of the program is for participants to learn about the guided discovery pedagogy used in Hungarian mathematics classrooms, stemming from the work of Tamás Varga, which is closely related to inquiry based learning. The program applies the principles of guided discovery to teacher education itself: participants are immersed in the guided discovery approach, hence their view of mathematics is challenged, and they look for their own tools to likewise challenge their future students. In the paper, we illustrate this approach to teacher education by describing an example of a guided discovery task to which participants are exposed, and discuss how they engage in their own task design and reflection. Classification: B50 Keywords: mathematics education, guided discovery, teacher education, pre-service teachers, in-service teachers, problem series, task design, inquiry based learning

Developing a Multicultural Cross-Curricular Study Abroad Experience

2017 ◽  
pp. 221-236
Author(s):  
Mary-Kate Sableski ◽  
Jackie M. Arnold ◽  
John White
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Study Abroad ◽  
General Education ◽  
Diverse Society ◽  
Reflective Practitioners ◽  
Historical Literacy ◽  
The University ◽  
Study Abroad Program ◽  
Required Courses

Study abroad experiences can and should be inherently two-fold. Before, during, and after the study abroad commitment, students experience and live both their curricular content as well as their culturally diverse experiences. In the Department of Teacher Education at the University of Dayton, our mission is to engage students in experiences that will support their ability to be reflective practitioners in a diverse society. This chapter will describe the development of a study abroad program designed to assist preservice teachers in developing and utilizing these skills and dispositions in a global setting. The study abroad experience required courses from both teacher education and general education content. An overarching goal of our program was to facilitate students' ability to utilize a multicultural lens both in their study abroad experience and throughout their lives. This chapter will describe how three professors integrated cross-curricular projects grounded in children's and young adult literature, historical literacy, and understanding diverse populations.

Learning about Culture and Teaching During a Short-Term Immersion-Based Study Abroad

2017 ◽  
pp. 172-189 ◽  
Author(s):  
Barbara A. Bradley ◽  
Andrea M. Emerson
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Future Research ◽  
Responsive Teaching ◽  
Cultural Backgrounds ◽  
Field Placements ◽  
Study Abroad Program ◽  
Summer Study

Culturally responsive teaching is grounded in an understanding of students' cultural backgrounds. However, how do preservice teachers learn about culture? While coursework and field placements can help preservice teachers to begin to understand what culture is, a study abroad program in which participants are immersed in a community and schools can help them move beyond surface-level ideas of culture to a deeper understanding of it. This chapter describes a 4-week summer study abroad program in Italy in which each preservice teacher lives with a host family and observes and teaches in an Italian school. It presents findings from preservice teachers' reflections on culture and teaching based on blog entries. Finally, it provides suggestions for future research related to better understanding and preparing preservice teachers to engage in culturally responsive teaching.

scholarly journals Catalyzing Cultural and Global Competencies: Engaging Preservice Teachers in Study Abroad to Expand the Agency of Citizenship

2018 ◽  
Vol 23 (1) ◽  
pp. 84-105 ◽  
Author(s):  
Erik Jon Byker ◽  
S. Michael Putman
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Mixed Methods Research ◽  
Research University ◽  
The United States ◽  
Global Competencies ◽  
Intercultural Awareness ◽  
International Teaching ◽  
Study Abroad Program ◽  
The Impact

Study abroad is an experiential learning pedagogy that has many positive outcomes. In the field of teacher education, study abroad provides opportunity for the development of global competencies and agency. Similarly, study abroad can help expand notions of what it means to be a global citizen. This article examines the effects of preservice teachers engaging in a study abroad program to South Africa. Critical Cosmopolitan Theory provides the article’s theoretical frame for the investigation of the impact of this study abroad program. The study’s participant sample comprised preservice teachers from a large research university located in the Southeast region of the United States ( N = 21). Using a mixed-methods research design, the study examined the participants’ perceptions of their study abroad and international teaching experiences. It was found that the study abroad experience was a catalyst for enhancing preservice teachers’ global competencies, intercultural awareness, and cultural responsiveness as the participants widened their perspectives of what it means to be a critically cosmopolitan educator and citizen.

Integrating Study Abroad in Teacher Education

2016 ◽  
pp. 601-620 ◽  
Author(s):  
Yasemin Kırkgöz
Keyword(s):  
Teacher Education ◽  
Study Abroad ◽  
Prospective Study ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Learning Needs ◽  
Global Citizens ◽  
Hands On ◽  
Study Abroad Program

This chapter describes the design of an innovative ‘Study Abroad' curriculum to be integrated into teacher education departments. The curriculum is based upon the results of in-depth interviews administered to teacher candidates and/or practicing teachers of English following their return from a study abroad program. The curriculum is designed with a view to meeting the needs of prospective study abroad student teachers of English, and to address possible challenges that may result from their participation in such programs. The most innovative aspect of the curriculum is that it incorporates problem scenarios, and provides experiential hands-on practice. The curriculum comprises ten modules, each focused on a different topic. It is expected that the curriculum will enhance teacher educators' awareness of the contribution(s) study abroad makes to create global citizens, and increase teacher educators' knowledge about the learning needs of prospective study abroad student teachers.

Integrating Study Abroad Curriculum in Teacher Education

2016 ◽  
pp. 177-197 ◽  
Author(s):  
Yasemin Kırkgöz
Keyword(s):  
Teacher Education ◽  
Study Abroad ◽  
Prospective Study ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Learning Needs ◽  
Global Citizens ◽  
Hands On ◽  
Study Abroad Program

This chapter describes the design of an innovative study abroad curriculum to be integrated into teacher education departments. The curriculum is based upon the results of in-depth interviews administered to teacher candidates and/or practicing teachers of English following their return from a study abroad program. The curriculum is designed to meet the needs of prospective study abroad student teachers of English and to address possible challenges that might result from their participation in such programs. The most innovative aspect of the curriculum is that it incorporates problem scenarios and provides experiential hands-on practice. The curriculum comprises ten modules, each focusing on a different topic. It is expected that the curriculum will enhance teacher educators' awareness of the contribution(s) study abroad makes to create global citizens and increase teacher educators' knowledge about the learning needs of prospective study abroad student teachers.

Study Abroad Australia

2017 ◽  
pp. 87-110
Author(s):  
Johnell Bentz ◽  
Jamie N. Pearson ◽  
Allison Witt
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Student Perceptions ◽  
Short Term ◽  
Long Term Study ◽  
Teachers Experiences ◽  
Research Findings ◽  
Study Abroad Program ◽  
Participant Outcomes

Research findings suggest that teaching experiences abroad have a significant impact on participant outcomes and perceptions; however, findings have also indicated that short-term experiences in particular, may not have the same impact as long-term study abroad experiences. This chapter highlights the facilitators and challenges of planning and developing a short-term, faculty-led experience abroad to Australia for preservice teachers. This three-week study abroad experience included immersive experiences and a commitment to critically examining issues surrounding diversity. The authors also describe a research study that was embedded in the study abroad program, known as Photovoice. Photovoice was employed as a means to document the preservice teachers' experiences and perceptions related to diversity. Participant photos and descriptions represent student perceptions of how diversity is represented in Australian schools and society.

Development of an Enhanced Study Abroad Curriculum in Teacher Education

2020 ◽  
pp. 198-224
Author(s):  
Yasemin Kırkgöz
Keyword(s):  
Teacher Education ◽  
Study Abroad ◽  
Prospective Study ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Education Programs ◽  
Learning Needs ◽  
Global Citizens ◽  
Study Abroad Program

This chapter describes the design of an enhanced innovative study abroad curriculum to be integrated into teacher education programs. The curriculum is based upon the results of in-depth interviews administered to teacher candidates and/or practicing teachers of English following their return from a study abroad program. It is designed to meet the needs of prospective study abroad student teachers of English and to address possible challenges that may result from their participation in such programs. The enhanced curriculum is comprised of 10 modules, each focusing on a different topic. Integrated into the enhanced curriculum are tasks and problem scenarios reflecting on the real experiences of the returned study abroad sojourners. It is expected that the curriculum will increase teacher educators' knowledge about the learning needs of prospective study abroad participants and enhance their awareness of the contribution(s) study abroad makes to create global citizens.

Preparing Preservice Teachers for Diverse Mathematics Classrooms Through a Cultural Awareness Unit

2016 ◽  
Vol 4 (2) ◽  
pp. 164-187
Author(s):  
Dorothy Y. White ◽  
Kanita K. DuCloux ◽  
Ángel M. Carreras-Jusino ◽  
Darío A. González ◽  
Kirsten Keels
Keyword(s):  
Preservice Teachers ◽  
Mathematics Education ◽  
Cultural Awareness ◽  
Teacher Educators ◽  
Class Discussion ◽  
Methods Courses ◽  
Student Centered ◽  
Mathematics Classrooms ◽  
Mathematics Teacher Educators ◽  
The Impact

We designed a student-centered cultural awareness unit as a resource for mathematics teacher educators (MTEs) who want to explore the issues of culture, equity, and diversity with their preservice teachers (PSTs) but are not sure how and where to start. This unit is an introductory step toward beginning to listen to PSTs' views about culture and diversity in mathematics education. In this article, we report on three cohorts of PSTs who participated in the unit, which consisted of an article critique, class discussion, and postdiscussion reflection. We describe the methods courses, the unit, the impact of the unit on PSTs' cultural awareness, our reflections as MTEs, and suggested modifications to the unit.

scholarly journals Constructive Disequilibrium and Transformative Pedagogy

2021 ◽  
Vol 21 (4) ◽  
Author(s):  
Andrew Nalani ◽  
Christina Gómez ◽  
Andrew Garrod
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Transformative Learning ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
The United States ◽  
Marshall Islands ◽  
Life Trajectories ◽  
American Students ◽  
Study Abroad Program

In this reflective essay we examined the experiences of a group of students from a small liberal arts college in the United States on a study abroad program to the Marshall Islands to intern as preservice teachers in Marshallese schools. Specifically, we examined 32 students’ critical reflections written once they returned from their programs. We interrogated their understanding of themselves regarding their privilege as American students and the inequality between the two nations. Through their teaching of Marshallese students, they deeply questioned the meaning of privilege, culture, identity, and community. We interpreted these experiences through the lens of transformative learning theory and the notion of constructive disequilibrium. When critical-transformative pedagogies inform these experiences, they nudge students out of their comfort zone and offer them opportunities to consider new possibilities that widen their life trajectories and develop global citizenship. We conclude with advocating for the importance of study abroad experiences.

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