Disability Awareness in Teacher Education in Singapore

2022 ◽  
pp. 1077-1090
Author(s):  
Levan Lim ◽  
Thana Thaver
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Students With Disabilities ◽  
Relevant Literature ◽  
Historical Context ◽  
Teacher Education Programs ◽  
Special Schools ◽  
Persons With Disabilities ◽  
Disability Awareness ◽  
Support Students

As the sole teacher education body in Singapore, the National Institute of Education (NIE), plays a pivotal role in equipping Singaporean teachers with the knowledge and skills to work with and support students with disabilities for both mainstream and special schools through its teacher education programs. In addition to the learning of strategies and skills to work with students with disabilities, it is also imperative for teacher education to promote positive attitudinal change among teachers towards persons with disabilities. This chapter describes the disability-awareness approach adopted by the NIE for its preservice teachers and the rationale behind adopting such an approach to foster inclusive attitudes that is grounded within relevant literature and situates disability within Singapore's socio-historical context.

Disability Awareness in Teacher Education in Singapore

2019 ◽  
pp. 214-227
Author(s):  
Levan Lim ◽  
Thana Thaver
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Students With Disabilities ◽  
Relevant Literature ◽  
Historical Context ◽  
Teacher Education Programs ◽  
Special Schools ◽  
Persons With Disabilities ◽  
Disability Awareness ◽  
Support Students

As the sole teacher education body in Singapore, the National Institute of Education (NIE), plays a pivotal role in equipping Singaporean teachers with the knowledge and skills to work with and support students with disabilities for both mainstream and special schools through its teacher education programs. In addition to the learning of strategies and skills to work with students with disabilities, it is also imperative for teacher education to promote positive attitudinal change among teachers towards persons with disabilities. This chapter describes the disability-awareness approach adopted by the NIE for its preservice teachers and the rationale behind adopting such an approach to foster inclusive attitudes that is grounded within relevant literature and situates disability within Singapore's socio-historical context.

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs

2021 ◽  
Author(s):  
Amanda Kibler ◽  
René Pyatt ◽  
Jason Greenberg Motamedi ◽  
Ozen Guven
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Relevant Literature ◽  
Action Learning ◽  
Teacher Education Programs ◽  
Language And Literacy ◽  
Education Programs ◽  
Grow Your Own ◽  
Mentoring Practices ◽  
Instructional Competencies

Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

scholarly journals Analysis of Understanding The Use of Javanese Language "Krama Inggil" of Preservice Teachers in Primary Teacher Education Programs

2019 ◽  
Vol 2 (1) ◽  
pp. 334
Author(s):  
Ngatman Ngatman
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Descriptive Study ◽  
Primary Teacher ◽  
Teacher Education Programs ◽  
Research Subjects ◽  
Education Programs ◽  
Average Value ◽  
Analysis Technique ◽  
Primary Teacher Education

<em>This study aims to analyze the understanding the use of Javanese language "krama inggil" of preservice teachers in primary teacher education programs. This research is a descriptive study of 84 research subjects. The instruments used were description test sheets, questionnaire sheets, and interview sheets. The data analysis technique uses descriptive qualitative. The results of the analysis show that: 1) The average value of understanding the use of Javanese language "krama inggil" was 78; 2) students who are able to communicate using good manners and apply in daily life as much as 38.61%; 3) Some of the difficulties factors of students using Javanese language "krama inggil" include not being accustomed from childhood, parents do not teach Javanese language "krama inggil", preferring to use Indonesian, lacking the motivation to use Javanese language "krama inggil" because it is difficult to pronounce.</em>

Teaching Diversity to Preservice Teachers: Encouraging Self-Reflection and Awareness to Develop Successful Teaching Practices

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Marla S. Sanders ◽  
Kathryn Haselden ◽  
Randi M. Moss
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Professional Education ◽  
Teacher Candidates ◽  
Culturally Diverse ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
Diverse Schools

AbstractThe purpose of this article is to promote discussion of how teacher education programs can better prepare teacher candidates to teach for social justice in ethnically and culturally diverse schools. The authors suggest that teacher education programs must develop teacher candidates’ capacity to teach for social justice through preparation programs that encourage critical reflection and awareness of one’s beliefs, perceptions, and professional practice. The authors ask the following questions: How can teacher educators provide structures in professional preparation programs that will produce reflective practitioners? How might we prepare teacher candidates who are constantly thinking about how they perceive their students and their families and how those perceptions affect the way they relate to students? Through a discussion of five case scenarios, the authors discuss prior research on preparing teachers for culturally diverse schools and offer suggestions for improving professional education programs.

Learning in Context and Practicing in Place: Engaging Preservice Teachers in Urban-Focused Context Specific Teacher Education

2022 ◽  
pp. 004208592110651
Author(s):  
Kavita Kapadia Matsko ◽  
Karen Hammerness ◽  
Robert E. Lee
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Classroom Practice ◽  
Mixed Methods Study ◽  
Teacher Education Programs ◽  
Opportunities To Learn ◽  
Learning In Context ◽  
Practice Opportunities ◽  
Urban Contexts ◽  
Context Specific

Teacher education programs are increasingly taking up commitments to prepare new teachers for equitable teaching. Despite best intentions, programs feel challenged to help candidates translate these commitments into classroom practice. Using a context-specific teacher education framework, we conducted a mixed-methods study of seven urban-focused programs to understand how they targeted preparation for urban contexts. We found that while programs offer multiple opportunities to learn about content embedded in context, fewer opportunities exist for candidates to practice in context, and that faculty play a critical bridging role in designing practice opportunities that are informed by program vision.

The Infusion of Technology into Teacher Education Programs

2014 ◽  
pp. 133-181
Author(s):  
Anne S. Koch ◽  
Joseph C. Kush
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Teacher Education Programs ◽  
Highly Qualified ◽  
Education Programs ◽  
Use Of Technology ◽  
Differentiation Of Instruction ◽  
The University

In this chapter, student achievement, the differentiation of instruction, and 21st Century Skills are examined along with their relationship to the use of technology in an educational setting. Characteristics of highly qualified teachers are also examined from multiple standpoints within the educational system. Standards from INTASC, NCATE, NCTAF, and NCLB point to the importance of the university faculty and quality teacher education programs to support the needs of preservice teachers. In addition, the joining of business and education across the nation and the world to infuse technology into education has shown positive results. This merger between business and education exemplifies the need for the acquisition of 21st century skills needed for all students to be a literate part of the 21st century workforce.

Informing Teaching Through Community Engagement

2018 ◽  
pp. 278-298
Author(s):  
Trish Lewis ◽  
Letitia Hochstrasser Fickel ◽  
Glynne Mackey ◽  
Des Breeze
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Community Engagement ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Learning Needs ◽  
Diverse Range ◽  
White Middle Class ◽  
Lower Socioeconomic

Preservice teacher education programs prepare teachers for a variety of educational settings that serve a diverse range of children. Research suggests that many graduates lack confidence and the capability to teach those from backgrounds different from their own, including children from different cultural and linguistic backgrounds, those from lower socioeconomic backgrounds, and children with additional learning needs. In the bicultural, and increasingly multicultural, New Zealand context, preservice teachers are overwhelmingly from White, middle-class, monolingual backgrounds. This chapter offers a case study of the development of a community engagement course within an initial teacher education degree program. Based on Kolb's model of experiential learning and Moll's notions of funds of knowledge and identity, the course aims to enhance preservice teachers' knowledge of the lives of children they teach, and their dispositions and cultural competence for teaching, through personal and professional interaction with the community.

The Use of ePortfolios in Teacher Education Programs to Support Reflective Practitioners in a Digital World

2017 ◽  
pp. 104-115 ◽  
Author(s):  
Valerie J. Robnolt ◽  
Joan A. Rhodes ◽  
Sheri Vasinda ◽  
Leslie Haas
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Knowledge And Skills ◽  
Technology Knowledge ◽  
Student Reflection ◽  
Digital World ◽  
Reflective Practitioners ◽  
Preservice Teacher Learning

The use of ePortfolios to document and assess preservice teacher learning continues to be a prevalent method for encouraging student reflection. This chapter outlines the definition and prevailing uses of ePortfolios and describes the variety of ways that ePortfolios are implemented in teacher education programs. The authors describe the issues that faculty and preservice teachers face when implementing ePortfolios, particularly when writing for different audiences, such as accreditation agencies and to meet program requirements. The importance of technology knowledge and skills for successful creation of ePortfolios is outlined. Through the presentation of two cases, this chapter focuses on the development of ePortfolio implementation projects. The chapter concludes with suggestions for faculty to support preservice teachers as they implement ePortfolios in their teacher education programs.

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