Digital Writing and the Role of Critical Pedagogy in Preservice Teacher Education

2018 ◽  
pp. 313-332
Author(s):  
Peggy Albers
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Critical Pedagogy ◽  
Social Issues ◽  
Preservice Teacher Education ◽  
Adolescent Literature ◽  
Public Service Announcements ◽  
Digital Writing ◽  
Theoretical Frame

This chapter focuses on writing and the work of design (van Leeuwen & Kress, 2001) in creating digital projects. More specifically, this chapter focuses on a study of the digital writing, and the choices that preservice teachers made when they designed, developed, and wrote one minute Public Service Announcements (PSAs) that addressed social issues they saw operating in adolescent literature. Located in critical multimodality as a theoretical frame, this chapter positions digital writing as a critical endeavor, one that understands that modes are not neutral, and every choice made by the designer/writer of a digital text has intention and purpose.

Digital Writing and the Role of Critical Pedagogy in Preservice Teacher Education

2014 ◽  
pp. 98-115 ◽  
Author(s):  
Peggy Albers
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Critical Pedagogy ◽  
Social Issues ◽  
Preservice Teacher Education ◽  
Adolescent Literature ◽  
Public Service Announcements ◽  
Digital Writing ◽  
Theoretical Frame

This chapter focuses on writing and the work of design (van Leeuwen & Kress, 2001) in creating digital projects. More specifically, this chapter focuses on a study of the digital writing, and the choices that preservice teachers made when they designed, developed, and wrote one minute Public Service Announcements (PSAs) that addressed social issues they saw operating in adolescent literature. Located in critical multimodality as a theoretical frame, this chapter positions digital writing as a critical endeavor, one that understands that modes are not neutral, and every choice made by the designer/writer of a digital text has intention and purpose.

Preservice teachers’ professional identity development and the role of mentor teachers

2016 ◽  
Vol 5 (2) ◽  
pp. 127-143 ◽  
Author(s):  
Mahsa Izadinia
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Professional Identity ◽  
Preservice Teacher ◽  
Preservice Teacher Education ◽  
Mentor Teachers ◽  
Mentoring Relationships ◽  
Teacher Voice ◽  
Content Type

Purpose – The purpose of this paper is to examine changes in eight preservice teachers’ professional identity and the factors contributing to such changes during a four-week block practicum. Design/methodology/approach – A qualitative case study design was used and the data were gathered through semi-structured interviews with preservice teachers and their mentors, reflective journals and observation checklists. Thematic analysis was used to interpret the data. Findings – The findings showed high levels of confidence and development of teacher voice by the end of their four-week block practicum. The findings also suggested that positive mentoring relationships contributed to changes in the preservice teachers’ teacher identity. Research limitations/implications – Despite focussing on a relatively small number of preservice secondary teachers during the first four-week practicum of a single teacher education program at a Western Australian University, this research highlights the need to maintain constructive mentoring relationships with preservice teachers to provide positive influences on their professional identity. In order to facilitate this, preservice teacher education programs should provide thorough training for mentor teachers. Originality/value – This work highlighted the crucial role of mentor teachers in creating positive impacts on preservice teachers’ professional identity, such as development of their confidence and teacher voice. This paper provides useful insights for researchers, mentor teachers, and preservice teacher education policy developers.

Double exposure: a critical study of preservice teachers’ multimodal public service announcements

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Peggy Albers
Keyword(s):  
Preservice Teachers ◽  
Public Service ◽  
Teaching And Learning ◽  
New Literacies ◽  
Social Issues ◽  
Relevant Information ◽  
Public Service Announcements ◽  
Critical Study ◽  
Visual Discourse ◽  
The Media

AbstractAlthough a great deal of work has been done on the significance of new literacies in ELA teaching and learning, much less has been done on the area of analyzing critically the media that comprise digital projects created by textmakers. Composing with new literacies in mind requires that textmakers locate relevant information, design with particular media in mind that will convey their message, as well as anticipate what the viewer may want to see. However, with nearly unlimited access to images through various search engines, textmakers may be choosing images of convenience rather than content. In her work with preservice teachers, Albers invited them to create Public Service Announcements (PSAs) in response to social issues they saw at play in contemporary and classic literature. Framed in critical multimodal theory, Albers draws upon visual grammar and visual discourse analysis to analyze PSAs to understand how modal choices make visible stable and commonplace assumptions about adolescents, the intended audience for these PSAs.

Teaching About Homelessness Through Multicultural Picture Books and Virtual Reality in Preservice Teacher Education

2020 ◽  
pp. 004723952095869
Author(s):  
Taraneh Matloob Haghanikar ◽  
Lisa M. Hooper
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Virtual Reality ◽  
Preservice Teacher ◽  
Instructional Strategy ◽  
Preservice Teacher Education ◽  
Emerging Technology ◽  
Cultural Knowledge ◽  
Multicultural Children's Literature ◽  
K 12

Using multicultural children’s literature is one way to help preservice teachers build cultural knowledge and awareness about diversity. Another possible practice, not commonly used, is the addition of emerging technology in conjunction with conventional instructional approaches. In this article, we reviewed incorporating a lesson about homelessness in preservice teachers’ ( N = 46) respective curricula. We provided an illustrative example of the class and assignment process employed to facilitate preservice teachers’ knowledge, skills, and awareness that can be used with K-12 students who are experiencing homelessness. The goal of these assignments was to initiate or continue the conversation about building knowledge related to effective teaching practices about diversity in general and homelessness in particular. In this article, we shared an innovative instructional strategy that might lead to a shift in educators’ approaches, a move toward more diverse curriculum.

Use of Web-Based Portfolios as Tools for Reflection in Preservice Teacher Education

2011 ◽  
Vol 62 (5) ◽  
pp. 477-492 ◽  
Author(s):  
Diler Oner ◽  
Emine Adadan
Keyword(s):  
Preservice Teachers ◽  
Reflective Thinking ◽  
Preservice Teacher Education ◽  
Mixed Methods Study ◽  
Easy Access ◽  
Web Based ◽  
High Level ◽  
Reflective Skills ◽  
The Web

This mixed-methods study examined the use of web-based portfolios for developing preservice teachers’ reflective skills. Building on the work of previous research, the authors proposed a set of reflection-based tasks to enrich preservice teachers’ internship experiences. Their purpose was to identify (a) whether preservice teachers demonstrated evidence of reflective thinking throughout a semester and, if so, the types of reflective thinking indicators; (b) whether there was an increase in the number of high-level reflective indicators over time; and (c) the role of the web-based portfolio construction, as perceived by the participants, in developing reflective skills. The findings suggested that preservice teachers demonstrated high- and low-level reflective skills throughout a semester. There was a statistically significant improvement in the number of high-level reflective indicators in the second reflection task compared with the first. In addition, the web-based platform was perceived by participants as a medium that enabled easy access and the development of better portfolio artifacts.

Using Computer-Based Technology to Determine Emergent Classroom Discipline Styles in Preservice Teacher Education

2005 ◽  
Vol 34 (1) ◽  
pp. 83-110 ◽  
Author(s):  
Seungyoun Lee ◽  
Jack V. Powell
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Preservice Teacher ◽  
Field Experience ◽  
Preservice Teacher Education ◽  
Early Childhood Teachers ◽  
Chi Square ◽  
Significant Difference ◽  
Computerized Simulation

Problems related to disruptive behaviors of children in schools continue to be a topic of public debate and empirical inquiry among teachers and researchers across America. Although this problem is historic, it has resurfaced, with momentous attention during recent years. This article focuses on a computerized simulation used as an integrated component of a curriculum course. The simulation includes discipline issues with certain situations as one of six categories of emphasis. The researchers attempted to ascertain the extent to which the simulation influenced selected disciplines styles of preservice teachers before and after field experience. Chi-square, Somers'd, Gamma, Correlation, and Regression were applied to the data using after field experience as a dependent variable. Significant difference was found on “rating of simulation on discipline before–after field experience” with Chi-square analyses (χ2 = 27.196; df = 12; p < 0.007), and with regression analyses ( b = .249). Thus, preservice teachers who experienced a computerized simulation on discipline before field experience perceived the computerized simulation on discipline as an effective tool to learn discipline after their four-week field experience. Computerized simulation is shown to be helpful to preservice early childhood teachers prior to field experience. Therefore, integrating technology-based simulations into preservice teacher education programs can potentially and effectively influence solving discipline problems in real classrooms by helping preservice teachers construct their own beliefs and philosophy about discipline. Emergent themes and direct quotes from preservice early childhood teachers are shown on the aspect of discipline.

scholarly journals Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers’ competencies

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Dina Tsybulsky ◽  
Yulia Muchnik-Rozanov
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Classroom Practices ◽  
Teacher Education Program ◽  
Project Based Learning ◽  
First Year ◽  
Emotional Experiences ◽  
Teaching Competencies ◽  
Research Questions

AbstractThe study investigated preservice teachers’ (PST) emotional experiences, teaching competencies, and the connection between the two over the course of a pedagogical practicum conducted using a project-based learning (PBL) approach. The study addressed the following research questions: (a) Which emotional experiences accompanied PSTs’ PBL-based pedagogical practicum?(b) Of the competencies for implementing PBL that the PSTs developed during the practicum, which did they consider using as part of their classroom practices in the future? (c) Is there a connection between PSTs’ emotional experiences and their self-reported competencies for implementing PBL in their classroom practices? Participants were 16 preservice teachers in their first year in the teacher-education program for teaching sciences. Data were collected from reflective reports, submitted at the end of the first and second semesters, thereby addressing the middle and final stages of the PBL-based practicum, and were analyzed using three complementary methodologies: content, linguistic, and statistical analyses. The findings indicate that, as portrayed by the participants, PSTs’ immersion in the PBL-based practicum was accompanied by both positive and negative emotional experiences. While immersed in the PBL practicum, the PSTs described themselves as developing various teaching competencies for implementing PBL in the classroom. It was also found that the positive emotional experiences outnumbered the negative, and this predominance was positively linked to the development of the PSTs’ competencies.

scholarly journals Preservice Teacher Experience with Technology Integration: How the Preservice Teacher’s Efficacy in Technology Integration is Impacted by the Context of the Preservice Teacher Education Program

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Liz Ebersole
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Preservice Teacher ◽  
Education Program ◽  
Self Efficacy ◽  
Field Experience ◽  
Teacher Education Program ◽  
Preservice Teacher Education ◽  
Iste Standards

This paper explores self-efficacy theory (Bandura), situated learning theory (Lave & Wenger), and self-determination theory (Ryan and Deci), the technological pedagogical content knowledge framework (TPCK or TPACK; Mishra & Koehler) and the International Society for Technology in Education (ISTE) Standards (for Educators) as they relate to the preservice teacher education program, including both coursework and field experience. Regarding teacher education program coursework, this paper examines research studies that report on findings from both quantitative and qualitative research about preservice teachers’ experience with technology integration in the context of the teacher education program, in which the TPACK framework or ISTE Standards were used in the curricular design of the program’s academic coursework. Regarding teacher education program field experience, this paper examines the context provided by the mentor teachers’ self-efficacy regarding and use of technology.

Reflective visual journals as a means for promoting generalist preservice teachers’ professional identity in art education

2021 ◽  
Vol 17 (2) ◽  
pp. 253-270
Author(s):  
Victoria Pavlou
Keyword(s):  
Preservice Teachers ◽  
Art Education ◽  
Primary Education ◽  
Teacher Identity ◽  
Social Issues ◽  
Art Integration ◽  
Education Students ◽  
Art Making ◽  
Visual Journaling

In many countries, the subject of art in primary education is entrusted to generalist teachers rather than art specialists. This article explores ways of promoting in-depth learning in art education courses while simultaneously gaining an understanding of how preservice generalists develop their professional identities. This study focuses on the journey of five senior B.Ed. in primary education students from Frederick University in Cyprus, who were invited to engage with reflective practices through visual journaling on art, education and on art integration with social issues. The findings suggest that reflective visual journals can be used to promote generalist preservice teachers’ autonomy and self-reliance in their art making and art responding as well as in the design of art units for their future pupils. The implications of the study open up possibilities for teacher education as it recognizes the role of visual journaling in enhancing different forms of knowledge, acknowledging feelings of both tension and pleasure, promoting perceptions of self-efficacy and supporting inquiry. Overall, such efforts allow preservice teachers to transition from student to teacher identity.

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