Virtual Mentors

2013 ◽  
pp. 258-276 ◽  
Author(s):  
Marialice B. F. X. Curran ◽  
Regina G. Chatel
Keyword(s):  
Social Media ◽  
Teacher Preparation ◽  
21St Century ◽  
Teaching And Learning ◽  
Role Model ◽  
Teacher Preparation Programs ◽  
Collaborative Partnerships ◽  
Preparation Programs ◽  
Virtual Mentoring ◽  
Traditional Mentoring

Social media has the potential to revolutionize teaching, learning, and collaborative partnerships in teacher preparation programs. Traditional mentoring has been conducted in person, via mail, telephone, e-mail, conferences, and typical daily interactions. However, the emergence of social media has led to an exciting development called the iMentor Model, virtual mentoring via social media. Through the iMentor Model, teacher candidates observed 21st century teaching methods that they were not always able to observe locally. The traditional mentor is an advisor, a coach, a facilitator, or a role model. An iMentor demonstrates these qualities as well as embracing multiple social networking platforms in teaching and learning. iMentors model three components of the Saint Joseph College School of Education Conceptual Framework (2010): Rigorous of Mind, Compassionate of Heart, and an Agent of Change in their teaching. This chapter discusses how the use of iMentors brings teacher preparation into the 21st century.

Cyber-Place Learning in an Online Teacher Preparation Program

2013 ◽  
pp. 181-196 ◽  
Author(s):  
Victoria M. Cardullo
Keyword(s):  
Online Learning ◽  
Teacher Preparation ◽  
Learning Communities ◽  
21St Century ◽  
Teaching And Learning ◽  
Place Learning ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Teaching Preparation

Learning and technology skills required for the 21st century can be developed through online pre-service teaching preparation programs. This chapter is an exploratory look at the implications of learner-centered and place-based approaches. These approaches to teaching and learning are collaborative and distributed through online learning. In this chapter, it is the author’s intent to offer guidelines for transference of classroom best practices to a cyber-place learning environment that will align with teacher preparation programs. The main objective is to improve access to advanced educational experiences by allowing students and instructors to participate in remote learning communities that foster skills needed for the 21st century. Online learning communities provide collaboration that is flexible and convenient and opportunities for individuals who may not otherwise have their voices heard.

Teacher Professional Dispositions: Much Assemblage Required

2019 ◽  
Vol 121 (11) ◽  
pp. 1-28
Author(s):  
Kathryn Strom ◽  
Jason Margolis ◽  
Nihat Polat
Keyword(s):  
Teacher Preparation ◽  
Teaching And Learning ◽  
Assessment Tools ◽  
Teacher Preparation Programs ◽  
Teacher Dispositions ◽  
Complex Nature ◽  
Preparation Programs ◽  
Professional Dispositions ◽  
State Education ◽  
Nature Of Teaching

Background/Context Despite noted difficulties with defining and assessing teacher dispositions, U.S. state education departments and national accreditation agencies have included dispositions in mandates and standards both for determining teacher quality and for assessing the quality of the teacher preparation programs that certify them. Thus, there remains a significant impetus to specify dispositions to assess, identify what “good” dispositions look like in practice, and determine the best way to measure them. Purpose The purpose of this paper is twofold. First, we aim to problematize the construct of “teacher dispositions” through a critical synthesis of literature and a discussion of a rhizomatic perspective to generate a (re)conceptualization that is more closely aligned with the immensely complex nature of teaching and learning. Second, we draw on samples of university-generated teacher disposition assessment tools to provide concrete examples that “put to work” this complex perspective on dispositions. Research Design To apply ideas introduced in our rhizomatic framework focused on multiple, dynamic assemblages, we conducted a qualitative textual analysis of a sample of 16 widely available assessment tools used by university-based teacher preparation programs to measure teachers’ professional dispositions. Findings and Conclusions Overall, the vast majority of disposition criteria included in the tools reviewed were temporal and relational, seeking to assess the interactions of the teacher candidate amidst a variety of potential circumstances as well as material and discursive factors. This reveals a paradox, however, since, despite their more contextual phrasing, these criteria ultimately seek to assess an individual and are high-stakes only for that teacher. Yet, we suggest that the results of this review may be an indication that the field is moving toward a more multifaceted vision of teaching that can better take into account the dynamic, situated, and relational nature of teaching activity. We also suggest the language accounting for some of the complexity of teaching in the disposition assessment tools we reviewed may be an entry point into a more dynamic, vital materialist vision of the profession.

Globalization and Teacher Education

2018 ◽  
pp. 1443-1462
Author(s):  
Esther Ntuli ◽  
Arnold Nyarambi ◽  
Joachim Jack Agamba ◽  
Victor Ntuli
Keyword(s):  
South Africa ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Literature Review ◽  
21St Century ◽  
Teacher Preparation Programs ◽  
African Countries ◽  
Preparation Programs ◽  
Fully Integrated ◽  
Content Preparation

This chapter examines the challenges to 21st century content preparation and pedagogy from the perspective of teaching professionals from different African countries: Cameroon, Ghana, South Africa, Lesotho and Zimbabwe. Specifically, the chapter explores the views and experiences of the participants during and after teacher preparation programs. Findings reveal common challenges, specific 21st century skills that are overlooked, and those not yet fully integrated in teacher preparation programs. The chapter offers suggestions for improvement based on the views of participants, research-based literature review, and best practices in teacher preparation programs.

Multimodal Composition for Teacher Candidates

2016 ◽  
pp. 1252-1272
Author(s):  
Dana L. Grisham ◽  
Linda Smetana
Keyword(s):  
Teacher Preparation ◽  
Graduate Students ◽  
21St Century ◽  
Literacy Instruction ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Multimodal Composition ◽  
Preparation Programs ◽  
K 12

This chapter reports on a study conducted by two teacher educators in literacy instruction and provides examples of the ways teacher educators can “distribute” technology-rich writing instruction across their coursework. Using the TPACK model, 21 graduate students in a preservice course on curriculum planned, taught, and reflected on generative technology lessons with real students in real classrooms. Data collected included the lessons and reflections, ePoster presentations, and other writings by students on the topic. Findings indicate that graduate students chose a diverse array of technology tools, and planned carefully, matching tools with desired learning outcomes. Although graduate students initially felt “pushed” by the assignment, post lesson reflections showed positive changes in attitude and appreciation for the motivation and engagement of their K-12 students with the technology lessons. Graduate students also derived a more realistic picture of planning for instruction. Implications involve the necessity of supporting 21st century literacies in teacher preparation programs. Examples of lessons and tools used are included.

scholarly journals An examination of cross-cultural experiences on developing culturally responsive teacher candidates

2019 ◽  
Vol 1 ◽  
pp. 13 ◽  
Author(s):  
Nakeshia N. Williams ◽  
Brian K. Williams ◽  
Stephanie Jones-Fosu ◽  
Tyrette Carter
Keyword(s):  
Teacher Preparation ◽  
Personal Growth ◽  
Teacher Candidates ◽  
New Teachers ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Cross Cultural ◽  
Teacher Preparation Programs ◽  
Preparation Programs

As the P-12 student landscape continues to grow in cultural and linguistic diversity, teacher preparation programs have yet to adequately prepare teacher candidates’ teaching and learning skills in meeting the academic and socio-emotional needs of diverse student demographics. This article examines teacher candidates’ cultural competence and cultural responsiveness to enhance candidates’ educator preparation and stimulate candidates’ personal growth development as developing culturally and linguistically responsive new teachers. While many teacher preparation programs require one multicultural or diversity education course, the authors examine a Minority Serving Institution’s integration of a cultural immersion experience for teacher candidates as one way of supporting their development as culturally and linguistically sustaining pedagogues. This paper aims at supporting school districts’ need of culturally competent new teachers who have the content knowledge and pedagogy to teach and support culturally and linguistically diverse children. Recognizing this need, this qualitative analysis highlights the importance of and a need for cultural and linguistic competence among teacher candidates. Findings from this study provides a means by which universities can implement cross-cultural coursework and field-based experiences to prepare culturally responsive teacher candidates.

Globalization and Teacher Education

2018 ◽  
pp. 89-108
Author(s):  
Esther Ntuli ◽  
Arnold Nyarambi ◽  
Joachim Jack Agamba ◽  
Victor Ntuli
Keyword(s):  
South Africa ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Literature Review ◽  
21St Century ◽  
Teacher Preparation Programs ◽  
African Countries ◽  
Preparation Programs ◽  
Fully Integrated ◽  
Content Preparation

This chapter examines the challenges to 21st century content preparation and pedagogy from the perspective of teaching professionals from different African countries: Cameroon, Ghana, South Africa, Lesotho and Zimbabwe. Specifically, the chapter explores the views and experiences of the participants during and after teacher preparation programs. Findings reveal common challenges, specific 21st century skills that are overlooked, and those not yet fully integrated in teacher preparation programs. The chapter offers suggestions for improvement based on the views of participants, research-based literature review, and best practices in teacher preparation programs.

Knock Down the Walls, Open the Doors

2012 ◽  
pp. 408-421
Author(s):  
Kristen G. Taggart
Keyword(s):  
Teacher Preparation ◽  
Learning Environment ◽  
Learning Environments ◽  
21St Century ◽  
Hybrid Learning ◽  
Technical Skills ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Local Education ◽  
Departments Of Education

Hybrid classrooms, or blended instruction, blend the traditional face-to-face instruction model with newer technologies of online learning. 21st Century students crave a more interactive learning environment, but unfortunately, today’s teachers largely lack exposure to Web 2.0 technologies and technological expertise to offer such learning tools to their students. Therefore, teacher preparation programs, state departments of education, and local education authorities must improve the technical skills of teachers. Once teachers have 21st Century skills, they will be prepared to offer a more dynamic learning environment to students, including hybrid learning environments. This chapter will explore the possibility and effectiveness of utilizing hybrid-learning environments at the high school level. This will be accomplished through review of the literature, an evaluation of the educational objectives met through the implementation of hybrid learning, addressing the obstacles to implementation, and suggesting methods of improvement for teacher preparation programs, state departments of education, and local education authorities to improve the technical skills of teachers.

Today's Demands on Education

2019 ◽  
pp. 42-68
Author(s):  
Linda M. Brown
Keyword(s):  
Teacher Preparation ◽  
Student Learning ◽  
Effective Schools ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Learning Needs ◽  
Quality Teachers ◽  
Preparation Programs ◽  
Instruction And Learning

The concerns are growing when it comes to today's demands on education. This chapter will explain how demands on teachers are critical to student success. It is imperative that teacher preparation programs are preparing quality teachers who will contribute to effective schools and student learning. The scholarship of teaching and learning needs to accompany teacher education so that teacher educators can understand and communicate the complexity of instruction and learning. Teachers as professionals need to be able to make informed and accountable deliberations about how they will engage in their practice to increase student learning. Reflective practice needs to begin early in teacher preparation programs and continue throughout the preserves teachers' programs.

Globalization and Teacher Education

2016 ◽  
pp. 313-330
Author(s):  
Esther Ntuli ◽  
Arnold Nyarambi ◽  
Joachim Jack Agamba ◽  
Victor Ntuli
Keyword(s):  
South Africa ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Literature Review ◽  
21St Century ◽  
Teacher Preparation Programs ◽  
African Countries ◽  
Preparation Programs ◽  
Fully Integrated ◽  
Content Preparation

This chapter examines the challenges to 21st century content preparation and pedagogy from the perspective of teaching professionals from different African countries: Cameroon, Ghana, South Africa, Lesotho and Zimbabwe. Specifically, the chapter explores the views and experiences of the participants during and after teacher preparation programs. Findings reveal common challenges, specific 21st century skills that are overlooked, and those not yet fully integrated in teacher preparation programs. The chapter offers suggestions for improvement based on the views of participants, research-based literature review, and best practices in teacher preparation programs.

Knock Down the Walls, Open the Doors

2013 ◽  
pp. 766-779
Author(s):  
Kristen G. Taggart
Keyword(s):  
Teacher Preparation ◽  
Learning Environment ◽  
Learning Environments ◽  
21St Century ◽  
Hybrid Learning ◽  
Technical Skills ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Local Education ◽  
Departments Of Education

Hybrid classrooms, or blended instruction, blend the traditional face-to-face instruction model with newer technologies of online learning. 21st Century students crave a more interactive learning environment, but unfortunately, today's teachers largely lack exposure to Web 2.0 technologies and technological expertise to offer such learning tools to their students. Therefore, teacher preparation programs, state departments of education, and local education authorities must improve the technical skills of teachers. Once teachers have 21st Century skills, they will be prepared to offer a more dynamic learning environment to students, including hybrid learning environments. This chapter will explore the possibility and effectiveness of utilizing hybrid-learning environments at the high school level. This will be accomplished through review of the literature, an evaluation of the educational objectives met through the implementation of hybrid learning, addressing the obstacles to implementation, and suggesting methods of improvement for teacher preparation programs, state departments of education, and local education authorities to improve the technical skills of teachers.

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