The Integration of Web2Quest Technology into Multicultural Curriculum in Teacher Education

2013 ◽  
pp. 46-60
Author(s):  
Li-Mei Grace Lin ◽  
Chris L. Ward
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Multicultural Education ◽  
Teacher Educators ◽  
The United States ◽  
Multicultural Competency ◽  
Multicultural Curriculum ◽  
Global Citizens ◽  
Teachers And Students ◽  
Past Experiences

The study examines the attitudes and past experiences of pre-service teachers and teacher educators in Taiwan and the U.S. regarding the use of Web2Quests to promote multicultural education. The demographics in many countries are increasingly changing, especially regarding the growth of students from diverse backgrounds. In all classrooms, teachers need to have high levels of multicultural competency to create welcoming and equitable learning environments. However, multicultural education in the curriculum of many teacher education programs is still limited. Technology is an extremely useful tool that can enhance learning experiences for both teachers and students. Technology can be implemented to foster multicultural education in interesting and engaging ways. The study shows that the majority (about 93%) of the pre-service teachers and teacher educators who responded to the survey both in Taiwan and the United States enjoyed the Web2Quest strategy and viewed it to be effective in promoting higher-level thinking and social constructivist activities. Participants suggested that professional development is needed to help teachers design effective WebQuests, especially using the new version of WebQuests which utilizes Web 2.0 technologies. This professional development may have a significant impact when preparing teachers and, ultimately, students to be productive global citizens.

The Integration of Web2Quest Technology into Multicultural Curriculum in Teacher Education

2011 ◽  
Vol 1 (2) ◽  
pp. 46-59 ◽  
Author(s):  
Li-Mei Grace Lin ◽  
Chris L. Ward
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Multicultural Education ◽  
Teacher Educators ◽  
The United States ◽  
Multicultural Competency ◽  
Multicultural Curriculum ◽  
Global Citizens ◽  
Teachers And Students ◽  
Past Experiences

The study examines the attitudes and past experiences of pre-service teachers and teacher educators in Taiwan and the U.S. regarding the use of Web2Quests to promote multicultural education. The demographics in many countries are increasingly changing, especially regarding the growth of students from diverse backgrounds. In all classrooms, teachers need to have high levels of multicultural competency to create welcoming and equitable learning environments. However, multicultural education in the curriculum of many teacher education programs is still limited. Technology is an extremely useful tool that can enhance learning experiences for both teachers and students. Technology can be implemented to foster multicultural education in interesting and engaging ways. The study shows that the majority (about 93%) of the pre-service teachers and teacher educators who responded to the survey both in Taiwan and the United States enjoyed the Web2Quest strategy and viewed it to be effective in promoting higher-level thinking and social constructivist activities. Participants suggested that professional development is needed to help teachers design effective WebQuests, especially using the new version of WebQuests which utilizes Web 2.0 technologies. This professional development may have a significant impact when preparing teachers and, ultimately, students to be productive global citizens.

When Asked, Teachers Said…

2020 ◽  
pp. 1-29
Keyword(s):  
Professional Development ◽  
United States ◽  
Teacher Education ◽  
Teacher Educators ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Policy Makers ◽  
Racial Hierarchies ◽  
The U.S

The authors perceive that institutionalized racial hierarchies are the greatest barrier to educational equity in the United States. While P-12 teachers may express the desire to make their classrooms spaces of joy, creativity, and intellectual brilliance, it is primarily through intentional skills development that teachers succeed. The authors assert the need for greater investments by school districts and teacher education programs in professional development for in-service P-12 teachers that further empower them and, in turn, their students, to contribute to the dismantling of racism in the U.S. Teacher educators, administrators and policy makers need to position themselves as cultivators and supporters of P-12 teachers in ways that encourage and sustain their antiracist advocacy and equity work in their teaching.

The Status of Research on Multicultural Education in Teacher Education and Special Education Problems, Pitfalls, and Promises

1998 ◽  
Vol 19 (1) ◽  
pp. 7-15 ◽  
Author(s):  
Gwendolyn Webb-Johnson ◽  
Alfredo J. Artiles ◽  
Stanley C. Trent ◽  
Carolyn W. Jackson ◽  
Andrea Velox
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Multicultural Education ◽  
Teacher Educators ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Empirical Literature ◽  
Preparation Programs ◽  
Systematic Analysis ◽  
The Status

Significant numbers of culturally diverse children and youth now experience school failure in schools across the United States. To counter this unfortunate and inequitable circumstance, many teacher educators and policymakers now advocate for multicultural curricula in teacher education and special education programs. Although the research on multicultural education has been examined thoroughly, there has been no systematic analysis of the multicultural teacher education empirical literature in special education. Hence, the purpose of this manuscript is to present findings from a comprehensive analysis of this literature. We first summarize the existing research in teacher education. Next, we examine extensively the existing literature on multiculturalism in special education teacher preparation programs. We end our review with identification of strengths and weaknesses of existing research and provide recommendations for future inquiries.

scholarly journals Challenging Our Stories as Teacher Educators for Social Justice: Narrative as Professional Development

in education ◽  
2013 ◽  
Vol 16 (2) ◽  
Author(s):  
Michelle Page ◽  
Mary Curran
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Multicultural Education ◽  
Teacher Educators ◽  
White Women ◽  
Educational Success ◽  
Multiple Perspectives ◽  
Pedagogical Tool ◽  
White Studies ◽  
Self Study

In this paper we report on a collaborative self-study in which we reflect upon our practice as teacher educators through a critical multicultural and white studies framework.  We developed a pedagogical tool for our own professional development as teacher educators, modeled on the type of narrative assignments we ask of our students.  We wrote stories about difficult moments in our practice, shared these with colleagues and reflected upon their responses.  In this activity, we aimed to practice what we preach, as we model our commitment to being life-long learners; our respect for the power of listening to others and considering multiple perspectives; and our constant desire to critique and transform our practice in ways that are more effective and contribute to the educational success of all students.  Our analysis of our experience demands that we reconsider our assumptions about student learning, how we hold our students accountable, and how we are socialized as white women within the academy of higher education.Keywords: narrative; teacher education; multicultural education

scholarly journals Towards an Understanding of the Work of Teacher Education Professoriate in India

2018 ◽  
Vol 6 (1) ◽  
pp. 101-114
Author(s):  
Rajashree Srinivasan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Education System ◽  
Teacher Educators ◽  
Teacher Educator ◽  
School Education ◽  
Work Identity ◽  
Education In India ◽  
New Vision

Reforming the teacher education system has been a key government policy towards improving school education in India. While recent curriculum and governance reforms articulate a new vision of teacher education that underscores a symbiotic relationship between teacher education and school education, it fails to engage enough with the most important participant of the teacher education system—the teacher educator. Changes to curriculum and governance process in the absence of a pro-active engagement of teacher educators with the reforms can do little to influence the teacher education processes and outcomes. The work of pre-service teacher educators is complex because their responsibilities relate to both school and higher education. The distinctiveness of their work, identity and professional development has always been marginalized in educational discourse. This article analyses select educational documents to examine the construction of work and identity of higher education-based teacher educators. It proposes the development of a professional framework of practice through a collective process, which would help understand the work of teacher educators and offer various possibilities for their professional development.

Inclusive and exclusive uses of we in four American textbooks for multicultural teacher education

2017 ◽  
Vol 22 (5) ◽  
pp. 625-647
Author(s):  
Baburhan Uzum ◽  
Bedrettin Yazan ◽  
Ali Fuad Selvi
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
Teacher Educators ◽  
Positioning Theory ◽  
Language Teachers ◽  
First Person ◽  
Person Plural ◽  
Multicultural Teacher Education ◽  
First Person Plural ◽  
Multicultural Teacher

This study analyses four American multicultural teacher education textbooks for instances of inclusive and exclusive representations through the use of first person plural pronouns (i.e. we, us, our, ours). Positioning theory is used as a theoretical framework to examine the textbook authors’ uses of first person plural pronouns and to understand how these pronouns perform reflexive and interactive positioning and fluidly (re)negotiate and (re)delineate the borders between ‘self’ and ‘other.’ The findings suggest that first person plural pronouns are used extensively in the focal textbooks to refer to such groups as authors, Americans, humans, teachers, and teacher educators. Expressing differing levels of ambiguity in interpretation, these pronouns play significant roles in the discursive representations of inclusivity and exclusivity across topics of multicultural education. This study implicates that language teachers should use criticality and reflexivity when approaching exclusionary discourses and representations that neglect the particularities of individuals from different cultures.

scholarly journals Approaches and strategies for multicultural teacher education: Experiences from the United States of America

2014 ◽  
Vol 46 (1) ◽  
pp. 69-90 ◽  
Author(s):  
Bojana Dimitrijevic ◽  
Danijela Petrovic
Keyword(s):  
United States ◽  
Teacher Education ◽  
Multicultural Education ◽  
Teacher Development ◽  
United States Of America ◽  
Resistance To Change ◽  
The United States ◽  
Multicultural Teacher Education ◽  
Majority Population ◽  
Multicultural Teacher

The paper discusses different approaches and strategies for educating teachers in the United States of America for work in multicultural schools, bearing in mind teacher efficiency. The first part of the paper contains theoretical considerations on the basic competences of teachers for multicultural education, provides an overview of the key questions that need to be answered in the process of developing multicultural teacher education and presents the effects of multicultural education programmes aimed at eliminating prejudice and establishing the pedagogy of equality. The second part of the paper lists strategies for the multicultural education of teachers who are members of the majority population and discusses the educational effects of these strategies. The third part of the paper discusses the approaches based on the model of crosscultural teacher development that facilitate the understanding of teacher behaviour and their resistance to change, as well as the adapting and sequencing of courses for future teachers. The concluding part of the paper offers recommendations for enhancing multicultural teacher education.

scholarly journals Client Analysis in Teacher Education: What Some Canadian and South African Teachers Identify as their Professional Development Needs

2001 ◽  
Vol 18 (2) ◽  
pp. 78 ◽  
Author(s):  
Ruth Epstein
Keyword(s):  
Professional Development ◽  
South Africa ◽  
Teacher Education ◽  
South African ◽  
Teacher Educators ◽  
Language Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Professional Development Needs ◽  
Teachers Professional Development

The client analysis conducted in this study explores the professional development needs of11 language teachers, five in South Africa and six in Canada. The study employs a questionnaire and interviews to discover how each teacher's background and context affects his or her perceived professional development needs. Interviews show that teacher educators cannot necessarily predict teachers' professional development needs based on their backgrounds and contexts alone. A variety of inputs from recipients over an extended time is desirable and would yield more accurate predictability of an individual's professional development needs. This would result in teacher education programs that more accurately meet a teacher's real needs.

scholarly journals Talking About Sustainability in Teacher Preparation in Finland and the United States

2019 ◽  
Vol 3 (1) ◽  
pp. 69-87
Author(s):  
Susan Wiksten
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
The United States ◽  
The Us ◽  
Research Findings ◽  
Specific Culture ◽  
Context Specific ◽  
Scientific Phenomena

This article reports on empirical research findings from a case study of teacher education in Finland and the United States. A sociological perspective was deployed for investigating how the concept of sustainability was addressed in two teacher education programs. One of the programs was located in Finland and the other in the US. The study was carried out in 2015 and 2016. Seventeen semi-structured, open-ended, audio-recorded interviews form the core of the research materials. A thematic analysis of interviews was conducted for identifying articulations related to sustainability in subject-matter specialized teacher preparation. Findings from this study contribute to research on teacher preparation. Notably, by articulating how context-specific culture and social norms contribute to local models of teacher education. Findings from this study indicate that teacher training practices in Finland have encouraged students to articulate sustainability in relation to critical thinking, whereas in the US, sustainability has been articulated in relation to social justice. The key point supported by the evidence is that sustainability was by teachers and teacher educators conceptualized as being about the popularization of knowledge about ecology and biodiversity. The kind of communication that was by teachers and teacher educators described as effective for popularizing knowledge about scientific phenomena were forms of teaching that expanded on content-specific knowledge by connecting it to ethical and civic frameworks of the societies in which students live.

Service Learning and Teacher Education

2020 ◽  
Author(s):  
Nadine Petersen ◽  
Sarah Gravett ◽  
Sarita Ramsaroop
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Service Learning ◽  
Experiential Learning ◽  
Multicultural Education ◽  
Student Teachers ◽  
Social Transformation ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Justice And Care

Although teacher education actively promotes the ideals of social justice and care, finding ways of enculturating student teachers into what these values mean in education remains a challenge. Additionally, the literature abounds with the struggles of teacher educators to prepare student teachers with the knowledge and competencies required for the complex task of teaching. A way to address this is through the inclusion of service learning (SL) in initial teacher education programs. SL, as a form of experiential learning, with reflection at its core, serves as a means of deepening student learning about the practice of social justice and care and as a way of both drawing on, and informing, student teachers’ practical and situational learning of teaching. SL also holds potential for preparing teachers with the competencies required for the 21st century. The research on SL in teacher education draws on theoretical perspectives of experiential learning, democracy education, social transformation, multicultural education, critical reflection, and education for civic responsibility. A limitation is that the literature within developing contexts is underrepresented, limiting access to useful lessons from the research in these contexts and preventing wider theorization in the field.

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