Critical Thinking, Critical Doing

2021 ◽  
pp. 1136-1156
Author(s):  
Nicholas E. Husbye ◽  
Julie Rust ◽  
Beth A. Buchholz ◽  
Christy Wessel Powell ◽  
Sarah Vander Zanden
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Core Competency ◽  
Teaching Process ◽  
Peer Reviews ◽  
Worked Example ◽  
Using Data ◽  
Instructional Routines

This chapter outlines five instructional routines utilized by teacher educators to support the development of not only critical thinking but critical doing for future educators. The five routines—collaborative facilitation, behind-the-glass peer reviews, lesson play, virtual peer coaching, and rehearsals—are both described and expanded in a worked example using data from undergraduate coursework for pre-service teachers in literacy education. Individual routines foreground and background particular elements of the teaching process; however, all maintain an emphasis on critical thinking and doing as a core competency. Importantly, these instructional routines were found to be most effective when (1) preservice teachers are given opportunities to engage in multiple iterations of each routine and (2) preservice teacher doing is surrounded by substantial amounts of teacher educator feedback.

Critical Thinking, Critical Doing

2019 ◽  
pp. 319-340
Author(s):  
Nicholas E. Husbye ◽  
Julie Rust ◽  
Beth A. Buchholz ◽  
Christy Wessel Powell ◽  
Sarah Vander Zanden
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Core Competency ◽  
Teaching Process ◽  
Peer Reviews ◽  
Worked Example ◽  
Using Data ◽  
Instructional Routines

This chapter outlines five instructional routines utilized by teacher educators to support the development of not only critical thinking but critical doing for future educators. The five routines—collaborative facilitation, behind-the-glass peer reviews, lesson play, virtual peer coaching, and rehearsals—are both described and expanded in a worked example using data from undergraduate coursework for pre-service teachers in literacy education. Individual routines foreground and background particular elements of the teaching process; however, all maintain an emphasis on critical thinking and doing as a core competency. Importantly, these instructional routines were found to be most effective when (1) preservice teachers are given opportunities to engage in multiple iterations of each routine and (2) preservice teacher doing is surrounded by substantial amounts of teacher educator feedback.

Reimagining the Contextualization of a Rural Teacher Educator Preparation Program During COVID

2022 ◽  
pp. 175-194
Author(s):  
Chris Godwin ◽  
Courtney Glavich Mayakis ◽  
Terrie Hampton-Jones
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Urban Areas ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Effective Learning ◽  
Rural Settings ◽  
Training Quality ◽  
Educator Preparation Program ◽  
Problem Solve

Within the rural context of our nation, education has largely been overlooked or ignored within the research. The predominant educational research focuses more upon larger urban areas with a distinct context. Training quality teacher educators within the context of a worldwide pandemic dismisses many established and traditional methods. In order to prepare our teacher candidates within this new context, our EPP revaluated its current practices. Innovation in teacher preparation is clearly at hand and is well within our reach if we use the pandemic as a springboard to reimagine a teaching force equipped to face any challenge and problem-solve to create the most effective learning environment for the students they teach. It is possible and doable and can sustain our public education system in ways that we thought impossible prior to the pandemic. It pushes us out of the rut we find ourselves within. The chapter address strategies to support preservice teachers in rural settings.

(Re)Assessing Student Thinking in Online Threaded Discussions

2013 ◽  
pp. 265-280
Author(s):  
Felicia Saffold
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Online Discussion ◽  
Teacher Educator ◽  
Thinking Skills ◽  
Student Thinking ◽  
Online Discussions ◽  
Discussion Forums ◽  
Threaded Discussions ◽  
Online Discussion Forums

A teacher educator examines the level of critical thinking of her preservice teachers participating in an urban education course through online discussions. The objective was to see if online discussions, which were the heart of the learning process, could be an effective strategy to promote critical thinking skills. Using the revised version of Bloom’s Taxonomy (Anderson & Krathwohl, 2001) as a guide, participants’ posts and responses were assessed to determine the quality of thinking that occurred in the online discussion forum. Results show that utilizing online discussion forums can be an effective pedagogy for classes where complex, often controversial issues such as social justice, equity, and white privilege are discussed.

scholarly journals “Do it all but don’t kill us”: (Re)positioning teacher educators and preservice teachers amidst edTPA and the teacher strike in West Virginia

2019 ◽  
Vol 27 ◽  
pp. 151
Author(s):  
Melissa Sherfinski ◽  
Sharon Hayes ◽  
Jing Zhang ◽  
Mariam Jalalifard
Keyword(s):  
Preservice Teachers ◽  
West Virginia ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Phenomenological Analysis ◽  
Teacher Pay ◽  
Policy And Practice ◽  
Accountability Policy ◽  
Analysis Of Narratives ◽  
Roll Out

We explore how two “happenings” representing different political, social, historical and economic influences converge to shape the narratives of preservice teachers and teacher educators in West Virginia. These happenings are the 2017-2018 edTPA roll out and the teacher strike of February 2018. We use the framework of sensemaking to explore preservice teacher and teacher educator identity/agency using a phenomenological analysis of narratives accessed through narrative portfolios, artifacts, and interviews with pre-service teachers, mentors (supervising teachers), and teacher educators. We found that the confluence of these political moments reinforced a neoliberal orientation for both preservice teachers and teacher educators, positioning preservice teachers to expect teacher educators to intensively support the edTPA and ensure their success while silencing the collective history and moral imperative of protest. Preservice teachers and some mentors reframed the edTPA as a pathway to increased teacher pay/meritocracy by linking it with the National Boards, yet there were pockets of resistance within this among both preservice teachers and teacher educators. These findings are important for informing educational policy and practice around both corporate involvement in assessment/accountability policy and preservice teachers’ and teacher educators’ roles in protest at this moment when both are expanding simultaneously.

scholarly journals A Study of Classroom Inquiry and Reflection Among Preservice Teachers Candidates

2016 ◽  
Vol 51 (1) ◽  
pp. 575-595 ◽  
Author(s):  
Cheryll Duquette ◽  
Leah Dabrowski
Keyword(s):  
Preservice Teachers ◽  
Student Learning ◽  
Differentiated Instruction ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Elementary Classrooms ◽  
Classroom Observations ◽  
Instructional Coaches ◽  
Classroom Inquiry

The purpose of this study was to explore the experiences of four preservice teachers who used classroom inquiry and reflection to solve problems when implementing differentiated instruction in elementary classrooms during a practicum. Data from classroom observations, individual reflections, and discussions with a teacher educator were analyzed inductively. The findings show that the preservice teachers were able to describe their situations and reflect individually and collaboratively to analyze and resolve problems related to instruction, discipline, and student learning. The results extend our understanding of how teacher educators, mentors, or instructional coaches may provide preservice teachers with individualized support that can facilitate inquiry and reflection during their practica.

Investigating How Rehearsals and Teacher Educator Feedback Influences Preservice Teacher Development

2018 ◽  
pp. 613-634
Author(s):  
Rajeev K. Virmani
Keyword(s):  
Preservice Teachers ◽  
Teacher Development ◽  
Student Teaching ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Teacher Educator ◽  
Methods Course ◽  
Class Discussion ◽  
Whole Class Discussion ◽  
Whole Class

This chapter examines how three secondary mathematics preservice teachers and two teacher educators rehearse and enact the core teaching practice of leading a whole-class discussion in a math methods course and in student teaching placements. Findings indicate that there was substantial variation in the three preservice teachers' opportunities to practice key aspects of leading a whole-class discussion, the type of feedback they received from the teacher educators, and the authenticity of the rehearsal. The opportunity to approximate practice and receive feedback played a significant role in the generative nature of the preservice teachers' enactments of a whole-class discussion in their student teaching placements.

scholarly journals Design of a Teacher Education Model that Improves Teacher Educator Efficiency in Processing Teacher Candidate Data

2018 ◽  
Author(s):  
Kevin Ng
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
State Of The Art ◽  
Teacher Educator ◽  
Teacher Candidate ◽  
New Model ◽  
Rich Media ◽  
Education Model

Existing state of the art practice-based teacher education models either rely on heavy teacher educator time commitment to process teacher candidate performance stored in rich media like audio or video, or rely on teacher candidates to voluntarily share experiences with minimal teacher educator interaction with data. Using an iterative design process, I work with teacher educators to gauge interest in and build a new teacher education model that simplifies how teacher educators interact with rich media. The new model builds on Teacher Moments, an online simulator for preservice teachers, and takes advantage of state of the art speech recognition and data visualization technology to help teacher educators learn the contents of rich media generated by teacher candidates without dedicating the time to listen or watch media. In my investigation, I find that there is an interest in such a model and that the new model succeeds in empowering teacher educators with the ability to use teacher candidate data to inform instructional decisions and substantiate discussion point during group debrief sessions.

scholarly journals Prospective teachers' metaphoric perceptions regarding the teacher educator

2015 ◽  
Vol 5 (4) ◽  
pp. 419-444 ◽  
Author(s):  
Özge Bahar-Güner ◽  
Nihal Tunca ◽  
Senar Alkın-Şahin ◽  
Aytunga Oğuz
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Critical Thinking ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Effective Communication ◽  
Study Group ◽  
Psychological Violence ◽  
Source Of Information

The aim of the present study is to determine the meanings that prospective teachers attribute to the concept of teacher educator through metaphors. The study has been designed with a phenemenological approach. The study group has been composed of 272 prospective teachers studying at the education faculties of three different universities in Turkey. The prospective teachers were asked to complete the following sentence: "A teacher educators is ......... because ......, and the metaphors they used were analyzed with content analysis approach. As a result of the analysis done, the metaphors were categorized under two main themes as positive and negative ones. The themes for the positive aspects of lecturers are "guiding, source of information, open to learn and develop oneself, passionate, hardworking, model, shaping the future, critical thinking, valuing their profession and students" while the themes for the negative metaphors are "not fulfilling the teaching responsibility effectively, not developing oneself/not being open to development, thinking themselves superior to students, authoritarian, not being open-minded, discriminating, not having an effective communication with students, resorting to psychological violence against students, acting for the benefit of themselves, complying with the system/submissive and exploiting the students". That there are negative metaphors for the teacher educators besides the positive ones indicate that the qualities of teacher educators should be questioned for a quality teacher education.

Pushing the Boundaries from the Inside

2019 ◽  
pp. 1-22
Author(s):  
Colleen Conway ◽  
Shannan Hibbard
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Best Practice ◽  
Teacher Educators ◽  
Music Teacher ◽  
Adaptive Expertise ◽  
Music Teacher Education ◽  
Classroom Relationships ◽  
School Based

This chapter situates the study of music teacher education within the larger body of music education and teacher education research. It problematizes the terms teacher training, teacher education, and best practice and introduces the concept of teaching as an “impossible profession.” Goals of teacher education, including reflective practice and adaptive expertise, are discussed. The chapter outlines the challenges that music teacher educators face as they try to prepare preservice teachers for the realities of P-12 school-based music education while instilling in these new colleagues a disposition toward change. It concludes with narratives that examine teachers’ descriptions of classroom relationships throughout the lens of presence in teaching as a way to remind teacher educators of the importance of their work to push the boundaries of music teacher education in order to serve the profession at large.

Music Teacher Education Program Practices: Preparing Teachers to Work With Diverse Learners

2021 ◽  
Vol 30 (2) ◽  
pp. 51-64
Author(s):  
Mara E. Culp ◽  
Karen Salvador
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Music Educators ◽  
Diverse Learners ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Education Programs

Music educators must meet the needs of students with diverse characteristics, including but not limited to cultural backgrounds, musical abilities and interests, and physical, behavioral, social, and cognitive functioning. Music education programs may not systematically prepare preservice teachers or potential music teacher educators for this reality. The purpose of this study was to examine how music teacher education programs prepare undergraduate and graduate students to structure inclusive and responsive experiences for diverse learners. We replicated and expanded Salvador’s study by including graduate student preparation, incorporating additional facets of human diversity, and contacting all institutions accredited by National Association of Schools of Music to prepare music educators. According to our respondents, integrated instruction focused on diverse learners was more commonly part of undergraduate coursework than graduate coursework. We used quantitative and qualitative analysis to describe course offerings and content integration.

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