Embracing Complexity and Innovation in an Era of Globalization

2016 ◽  
pp. 1167-1188
Author(s):  
Laura B. Liu ◽  
Lottie L. Baker ◽  
Natalie B. Milman
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Full Potential ◽  
Lifelong Learners ◽  
International Collaborations ◽  
International Diversity ◽  
21St Century Learners ◽  
Local Discourses ◽  
Global And Local

As globalization changes the characteristics of 21st century learners and the learning process itself, it is paramount to discover alternatives to streamlining, rewarding, and comparing talent in a few narrow standardized directions. Supporting the full potential of today's learners entails cultivating globally minded educators committed to exploring evolving meanings of diversity and gleaning from global complexities in nurturing fulfilled lifelong learners. This chapter contributes to forging global practitioner and researcher relationships by examining (a) how diversity is conceptualized by teacher candidates and teacher educators, (b) how Multicultural Teacher Preparation (MTP) is practiced across international settings, and (c) how policy shapes both perceptions of diversity and MTP practices. Findings show international diversity conceptualizations as narrow and complex, and MTP practices as primarily novel or established. Implications call for initiating innovative international collaborations in teacher preparation to explore complex, evolving definitions of diversity shaped by global and local discourses, and learning from each other about what is important and effective across international settings (Darling-Hammond & Lieberman, 2011).

Embracing Complexity and Innovation in an Era of Globalization

2015 ◽  
pp. 166-187
Author(s):  
Laura B. Liu ◽  
Lottie L. Baker ◽  
Natalie B. Milman
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Full Potential ◽  
Lifelong Learners ◽  
International Collaborations ◽  
International Diversity ◽  
21St Century Learners ◽  
Local Discourses ◽  
Global And Local

As globalization changes the characteristics of 21st century learners and the learning process itself, it is paramount to discover alternatives to streamlining, rewarding, and comparing talent in a few narrow standardized directions. Supporting the full potential of today's learners entails cultivating globally minded educators committed to exploring evolving meanings of diversity and gleaning from global complexities in nurturing fulfilled lifelong learners. This chapter contributes to forging global practitioner and researcher relationships by examining (a) how diversity is conceptualized by teacher candidates and teacher educators, (b) how Multicultural Teacher Preparation (MTP) is practiced across international settings, and (c) how policy shapes both perceptions of diversity and MTP practices. Findings show international diversity conceptualizations as narrow and complex, and MTP practices as primarily novel or established. Implications call for initiating innovative international collaborations in teacher preparation to explore complex, evolving definitions of diversity shaped by global and local discourses, and learning from each other about what is important and effective across international settings (Darling-Hammond & Lieberman, 2011).

Embracing Complexity and Innovation in an Era of Globalization

2018 ◽  
pp. 1252-1274
Author(s):  
Laura B. Liu ◽  
Lottie L. Baker ◽  
Natalie B. Milman
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Full Potential ◽  
Lifelong Learners ◽  
International Collaborations ◽  
International Diversity ◽  
21St Century Learners ◽  
Local Discourses ◽  
Global And Local

As globalization changes the characteristics of 21st century learners and the learning process itself, it is paramount to discover alternatives to streamlining, rewarding, and comparing talent in a few narrow standardized directions. Supporting the full potential of today's learners entails cultivating globally minded educators committed to exploring evolving meanings of diversity and gleaning from global complexities in nurturing fulfilled lifelong learners. This chapter contributes to forging global practitioner and researcher relationships by examining (a) how diversity is conceptualized by teacher candidates and teacher educators, (b) how Multicultural Teacher Preparation (MTP) is practiced across international settings, and (c) how policy shapes both perceptions of diversity and MTP practices. Findings show international diversity conceptualizations as narrow and complex, and MTP practices as primarily novel or established. Implications call for initiating innovative international collaborations in teacher preparation to explore complex, evolving definitions of diversity shaped by global and local discourses, and learning from each other about what is important and effective across international settings (Darling-Hammond & Lieberman, 2011).

Preparing Teacher Candidates for Diverse School Environments

2016 ◽  
pp. 296-312 ◽  
Author(s):  
Omobolade Delano-Oriaran
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Service Learning ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Previous Knowledge ◽  
School Environments ◽  
Pedagogical Approach ◽  
Learning Framework

This chapter shares an Authentic and Culturally Engaging (ACE) Service-Learning framework as a pedagogical approach in equipping teacher candidates with the knowledge, skills and dispositions to be successful in-service teachers in diverse PK-12 school environments. As PK-12 schools become more racially and culturally diverse, there is a need to better prepare teacher candidates for diverse school environments, especially given that many teachers have asserted that they do not know how to teach diverse students. The chapter highlights components of the ACE framework and suggests practical strategies that teacher educators can use in integrating this framework into their courses. The end of the chapter focuses on teacher educators and how they can engage in a relearning process to unpack their previous knowledge regarding social justice and multicultural education in an effort to prepare their teacher candidates for diverse schools followed by a suggested checklist applicable to any teacher preparation course.

Preparing Teacher Candidates for Diverse School Environments

2018 ◽  
pp. 296-313
Author(s):  
Omobolade Delano-Oriaran
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Service Learning ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Previous Knowledge ◽  
School Environments ◽  
Pedagogical Approach ◽  
Learning Framework

This chapter shares an Authentic and Culturally Engaging (ACE) Service-Learning framework as a pedagogical approach in equipping teacher candidates with the knowledge, skills and dispositions to be successful in-service teachers in diverse PK-12 school environments. As PK-12 schools become more racially and culturally diverse, there is a need to better prepare teacher candidates for diverse school environments, especially given that many teachers have asserted that they do not know how to teach diverse students. The chapter highlights components of the ACE framework and suggests practical strategies that teacher educators can use in integrating this framework into their courses. The end of the chapter focuses on teacher educators and how they can engage in a relearning process to unpack their previous knowledge regarding social justice and multicultural education in an effort to prepare their teacher candidates for diverse schools followed by a suggested checklist applicable to any teacher preparation course.

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.

Preparing Teacher Candidates for Trauma-Informed Practices

2020 ◽  
pp. 004208592097408
Author(s):  
Emily C. Brown ◽  
Agata Freedle ◽  
Nicole L. Hurless ◽  
Rebecca D. Miller ◽  
Claire Martin ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Educational Outcomes ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Preparation Program ◽  
Future Research ◽  
Knowledge And Skills ◽  
Urban Teacher Preparation ◽  
Trauma Informed ◽  
Urban Teacher

Children who experience trauma may experience negative health and educational outcomes. Teachers are critical stakeholders in trauma-informed schools and are tasked with recognizing and responding to the needs of students who experience trauma. However, teachers face barriers to implementing trauma-informed practices, including high levels of stress and lack of preparation. This article describes training embedded in an urban teacher preparation program aimed at increasing the trauma knowledge and skills confidence of teacher candidates. Findings suggest the training helped teacher candidates increase knowledge and skills and met stated needs. Recommendations for future research and implications for teachers and teacher educators are discussed.

International Conceptualizations of Diversity in Multi-Cultural Teacher Preparation

2016 ◽  
Vol 8 (3) ◽  
pp. 16-33
Author(s):  
Lottie L. Baker ◽  
Laura B. Liu ◽  
Natalie B. Milman
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
New Approach ◽  
Self And Other ◽  
Prior Review ◽  
Theory To Practice ◽  
Practice Transfer ◽  
Local Discourses ◽  
Global And Local ◽  
The U.S

This literature review updates and expands the authors' previous synthesis of empirical research on pre-service multicultural teacher preparation (MTP) conducted from 2006-2011 in settings outside the U.S. (Liu, Baker, & Milman, 2014). In this review, the authors synthesized research conducted from 2006-2015 about (a) how diversity is conceptualized in teacher education, and (b) how MTP is practiced across international settings. Their analysis demonstrates that researchers in non-U.S. settings conceptualized diversity as: (a) unspecified or undefined; (b) connected to self; and (c) a social justice issue. MTP practices similar to their prior review included: critical reflections on self and other, culturally relevant pedagogies, and theory-to-practice transfer. The authors' updated analysis additionally revealed a new approach that they termed interdisciplinary MTP. Implications call for initiating innovative collaborations in teacher preparation to explore complex, evolving definitions of diversity shaped by global and local discourses, and learning from each other about meaningful, effective MTP across international settings.

The Role of Practice and Feedback for Developing Teacher Candidate’s Opportunities to Respond Expertise

2017 ◽  
Vol 42 (1) ◽  
pp. 18-35 ◽  
Author(s):  
Kristin L. Sayeski ◽  
Bethany Hamilton-Jones ◽  
Grace Cutler ◽  
Gentry A. Earle ◽  
Lauren Husney
Keyword(s):  
Teacher Preparation ◽  
Skill Acquisition ◽  
Teacher Candidates ◽  
Best Practice ◽  
Teacher Educators ◽  
Performance Measure ◽  
Usual Condition ◽  
Opportunities To Respond ◽  
Business As Usual

A greater emphasis on measuring the outputs of teacher preparation programs such as practice-based evaluations (e.g., edTPA) has increased the need for teacher educators to examine “best practice” for developing the skill-based competencies of teacher candidates. The purpose of this study was to examine the role of practice and feedback on teacher candidates’ knowledge and skill acquisition of a specific evidence-based practice, the provision of opportunities to respond (OTRs). Using an experimental, pretest–posttest design, 48 teacher candidates in an introductory special education course (i.e., nonpracticum course) were randomly assigned to a distributed practice with feedback (experimental) condition or a massed practice with no feedback (business-as-usual) condition. Candidates in the experimental condition outperformed candidates in the business-as-usual condition on a measure of knowledge and a performance measure on the accuracy of specific OTR technique delivery. There were, however, no differences between the groups in terms of rate of OTR delivery. Implications for teacher preparation are discussed.

Preparing 21st Century Teachers

2020 ◽  
pp. 140-162
Author(s):  
Salika A. Lawrence ◽  
Rupam Saran ◽  
Tabora Johnson ◽  
Margareth Lafontant
Keyword(s):  
Teacher Preparation ◽  
21St Century ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Professional Standards ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Digital Devices ◽  
Use Of Technology ◽  
K 12

When teachers use technology and digital tools for academic purposes, they are more apt to introduce it to their K-12 students. This chapter describes methods used by teacher educators to incorporate technology into their courses to help candidates meet professional standards, and methods used by teacher candidates to incorporate technology into their teaching to help P6 students meet technology and 21st century standards. Teacher preparation programs should introduce candidates to different technologies and software programs, provide opportunities for candidates to use the tools, and guide candidates as they develop learning resources in the field using the technology. Three factors impacted candidates' use of technology: their perceptions about their capabilities as users of technology in academic contexts, their experiences using technology, and their access to resources such as digital devices and software. Although some pitfalls occurred with program-wide technology integration, the study offers strategies for addressing these obstacles.

Supporting Dialogically Organized Instruction in an English Teacher Preparation Program: A Video-Based, Web 2.0-Mediated Response and Revision Pedagogy

2012 ◽  
Vol 114 (3) ◽  
pp. 1-42
Author(s):  
Mary M. Juzwik ◽  
Michael B. Sherry ◽  
Samantha Caughlan ◽  
Anne Heintz ◽  
Carlin Borsheim-Black
Keyword(s):  
Teacher Preparation ◽  
Web 2.0 ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Online Social Network ◽  
Beginning Teacher ◽  
Classroom Interactions ◽  
Teacher Preparation Program ◽  
English Teacher ◽  
Pedagogical Design

Background/Context This paper theorizes and describes a program-wide pedagogical design for teacher preparation that addresses central problems related to supporting beginning teacher candidates in designing engaging classroom interactions in and across diverse contexts. Focus of Study In particular, we aimed to support the development of dialogically-organized classroom interactions over time through a pedagogy informed by Multiliteracies. Our pedagogy involved a Web 2.0-mediated process of Video-Based Response and Revision (VBRR), developed and implemented over two years with secondary English teacher candidates at Michigan State University engaged in fifth-year internships in local secondary schools. Project Design Four times over the course of their year-long internships, teacher candidates recorded video of their teaching, posted clips and other related materials to an online social network, commented on each others’ practices, and reflected on how they might implement the feedback they received from their peers and instructors. In addition, they created an end-of-year “digital reflection” drawing on all of these materials. Conclusions/ Recommendations Based upon analysis of teacher candidates’ moves within the structure of the pedagogical design, we present pedagogical and programmatic considerations for teacher educators interested in designing learning environments that make beginning teacher practices visible in networked spaces, that invite collaborative responses to those practices, and that create opportunities for transformed practices.

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