Education for Gender Equality in Teacher Preparation

Since the ratification of the United Nations Convention on the Elimination of All Forms of Discrimination Against Women in 1979, education has been regarded as an essential vehicle to face gender inequities. As a result, universities are increasingly recognizing the need for mainstreaming gender into education to ensure that all graduates are prepared for developing a gender-sensitive practice. With the purpose of bringing evidence of present developments in connection with current European policies, student teachers' and educators' perceptions of gender mainstreaming implementation from three education programs at the University of Alicante, Spain were explored. Findings reveal that there is a common view that gender mainstreaming has not emerged as a priority in teacher education and that institutional indifference in implementing a gender approach in teaching is a norm. The study contributes to identifying areas of need suggesting actions for making progress in gender equality training at institutional and curricular levels.

Measurement Invariance of the Sensitive Assessment for Gender Equality (SAGE) Index Across Degree: Findings from two Teacher Education Programmes in Spain

Journal of New Approaches in Educational Research ◽

10.7821/naer.2021.1.611 ◽

2021 ◽

Vol 9 (2) ◽

pp. 157

Author(s):

Cristina Miralles-Cardona ◽

Esther Chiner ◽

María Cristina Cardona-Moltó

Keyword(s):

Higher Education ◽

Teacher Education ◽

Elementary School ◽

Early Childhood ◽

Student Teachers ◽

Gender Equality ◽

Education Institution ◽

Gender Mainstreaming ◽

Gender Inequalities ◽

Elementary School Student

Western European countries have made impressive gender equality (GE) progress in education during the last few decades. Unfortunately, the implementation of gender mainstreaming (GM) in higher education has not been satisfactory. This paper describes a survey-based research study designed to explore student teachers’ perceptions of training for GE in teacher education (TE) using the Sensitive Assessment for Gender Equality (SAGE) index. The study firstly aims to analyse the factor invariance across degree of the SAGE and secondly tries to describe the status of GM implementation in teacher education programmes from students’ perspectives. Data were collected from 398 student teachers (84% female) aged 21.44, enrolled on two TE programmes from a public higher education institution in the Autonomous Region of Valencia (Spain). Using single and multi-group CFA the study revealed that the proposed three-factor structure of the SAGE fitted well to early childhood and elementary school student teachers’ data, thus suggesting equivalence between its components in both samples. Early childhood students scored significantly higher than elementary school student teachers in their reported perceptions of gender equality training and awareness of gender inequalities. Results will be displayed in terms of identifying institutional and curricular needs for GE education practices as findings reveal a clear demand for change.

How the Match Gets Made: Exploring Student Teacher Placements across Teacher Education Programs, Districts, and Schools

Journal of Education Human Resources ◽

10.3138/jehr-2020-0014 ◽

2021 ◽

pp. e20200014

Author(s):

Elise St. John ◽

Dan Goldhaber ◽

John Krieg ◽

Roddy Theobald

Keyword(s):

Teacher Education ◽

Student Teachers ◽

Student Teaching ◽

Student Teacher ◽

Teacher Candidates ◽

Mentor Teachers ◽

Effective Teacher ◽

Education Programs ◽

K 12

Emerging research finds connections between teacher candidates’ student teaching placements and their future career paths and effectiveness. Yet relatively little is known about the factors that influence these placements and how teacher education programs (TEPs) and K-12 school systems match teacher candidates to mentor teachers. In our study of this process in Washington state, we find that TEPs and K-12 systems share overarching goals related to successful student teacher placements and developing a highly effective teacher workforce. However, distinct accountabilities and day-to-day demands also sometimes lead them to prioritize other objectives. In addition, we identified informational asymmetries, which left TEPs questioning how mentor teachers were selected, and districts and schools with limited information with which to make intentional matches between teacher candidates and mentor teachers. The findings from this study inform both practice and research in teacher education and human resources. First, they illuminate practices that appear to contribute to informational gaps and institutional disadvantages in the placement of student teachers. Additionally, they raise questions about what constitutes an effective mentor teacher and provide researchers and policymakers with better insight into the professional realities of teacher educators and K-12 educators, as well as those of district human resource (HR) coordinators, which is important given their differing accountabilities and distinctive positionings in the education of teacher candidates.

College Students’ Attitude Toward and Learning of Differentiated Instruction in Products

Journal of English Language and Literature ◽

10.17722/jell.v1i2.5 ◽

2014 ◽

Vol 1 (2) ◽

pp. 26-37

Author(s):

Chin-Wen Chien

Keyword(s):

College Students ◽

Teacher Education ◽

Differentiated Instruction ◽

Instructional Strategies ◽

Positive Attitude ◽

Teacher Education Program ◽

Education Programs ◽

English Class ◽

Teachers should adjust their curriculum and instructional practice to meet the needs of individual learners, because one size does not fit all (Kaplan, Rogers, &Webster, 2008; Tomlinson, 2003). This study focuses on the implementation of differentiated instruction in products, “tiered assignments,” in a Children’s English class in a teacher education program in Taiwan. The study concludes that 52 college students held a positive attitude toward these tiered assignments and that they learned theories and instructional strategies not only from lectures and tasks in the university classes but also from completing different choices. Another important finding is that participants’ choice of completing these assignments is based on the level of easy of the assignments. Two suggestions are made to effectively implement differentiated instruction in products in teacher education programs in terms of explicitly modeling and explaining differentiated instruction in products and designing tiered assignments based on the levels of challenge as well as learners’ readiness, interests and profiles.

Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program

Brock Education Journal ◽

10.26522/brocked.v25i2.502 ◽

2016 ◽

Vol 25 (2) ◽

Cited By ~ 1

Author(s):

Lee Anne Block ◽

Paul Betts

Keyword(s):

Teacher Education ◽

Education Program ◽

Teacher Identity ◽

Teacher Candidates ◽

Teacher Education Program ◽

Education Programs ◽

Strong Connection ◽

Socially Constructed ◽

Teacher candidates’ individual and collaborative inquiry occurs within multiple and layered contexts of learning. The layered contexts support a strong connection between the practicum and the university and the emergent teaching identities. Our understanding of teacher identity is as situated and socially constructed, yet fluid and agentic. This paper explores how agentic teaching identities emerge within the layered contexts of our teacher education program as examined in five narratives of teacher candidates’ experience. These narratives involve tension, inquiry, successes and risks, as teacher candidates negotiate what is means to learn how to teach, to teach and to critically reflect on knowledge needed to teach. We conclude that navigating teacher identity is a teacher candidate capacity that could be explicitly cultivated by teacher education programs.

Second-career teachers’ workplace learning and learning at university

Journal of Workplace Learning ◽

10.1108/jwl-07-2020-0121 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Andrea Keck Frei ◽

Mirjam Kocher ◽

Christine Bieri Buschor

Keyword(s):

Teacher Education ◽

Student Teachers ◽

Learning Strategies ◽

Workplace Learning ◽

Life Experience ◽

Qualitative Content Analysis ◽

Career Change ◽

Special Focus ◽

Content Type ◽

Purpose The purpose of this study is to examine career-change student teachers’ practice-based learning in teacher training, with a special focus on the support they received. Design/methodology/approach This study is based on a qualitative content analysis of 15 group interviews, including 58 career-change student teachers and focuses on their learning at university and the workplace. Findings This paper indicates that career-change student teachers’ learning is task-related and based on interactions. It benefits from the support provided by actors at the university and workplace. Their learning is highly self-regulated and built on skills from prior professional and life experience. However, behaviourist learning and trial-and-error learning strategies are more often mentioned than constructionist learning and goal-oriented learning. Practical implications The findings underline the fact that universities and schools can enhance career-change student teachers’ learning by providing professional support, helping them to form links between experience from their prior profession, as well as their knowledge acquired at the university and experience from the workplace. Originality/value Until now, few studies have addressed workplace learning in teacher education. The present study aims to address this lack. Moreover, the study shows how career-change student teachers deal with the challenge of bridging the gap between theoretical and practical knowledge acquired during practice-based teacher education.

Advanced Research in Adult Learning and Professional Development - Advances in Higher Education and Professional Development ◽

The Infusion of Technology into Teacher Education Programs

10.4018/978-1-4666-4615-5.ch006 ◽

2014 ◽

pp. 133-181

Author(s):

Anne S. Koch ◽

Joseph C. Kush

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

21St Century ◽

21St Century Skills ◽

Highly Qualified ◽

Education Programs ◽

Use Of Technology ◽

Differentiation Of Instruction ◽

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.

Advancing Higher Education with Mobile Learning Technologies - Advances in Higher Education and Professional Development ◽

Using Mobile Technology for Student Teaching Observations of Special Education Candidates

10.4018/978-1-4666-6284-1.ch006 ◽

2015 ◽

pp. 114-127

Author(s):

Josh Harrower ◽

Cathi Draper Rodríguez

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Student Teaching ◽

Mobile Technology ◽

Video Conferencing ◽

Teacher Preparation Programs ◽

Education Programs ◽

Preparation Programs ◽

Pre Service Teacher

Student teacher supervision has been an important part of teacher preparation almost since the inception of teacher education programs. The goal of this type of supervision is to strengthen the skills of the pre-service teacher. Providing this type of observation can be difficult for teacher preparation programs and university faculty. Many factors, including large numbers of students in teacher education programs and student placements in remote schools, contribute to this. In order to make the most effective use of faculty and pre-service teacher time, other options for providing this support need to be explored. The rapidly developing field of mobile technology (e.g., iPads, iPhones, Smart Phones) can be used to facilitate student teaching observations. This chapter discusses how teacher preparation programs can implement candidate field supervision using video conferencing via mobile technology to increase the ability to conduct observations in schools and in a more efficient manner. It also explores the security of video conferencing applications and the issues related to using video conferencing in special education classrooms, where student confidentiality is heightened.

Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments - Advances in Higher Education and Professional Development ◽

Developing Critical Dispositions in Teacher Education Programs

10.4018/978-1-5225-7823-9.ch006 ◽

2019 ◽

pp. 106-124

Author(s):

Jarrett D. Moore

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Teacher Educators ◽

Teacher Preparation Programs ◽

American Education ◽

Education Programs ◽

Preparation Programs ◽

Self Reflection ◽

Purpose Of Education

This chapter advocates for the (re)framing of critical thinking from a skill to a disposition and proposes a framework whereby teacher education programs can create space for pre-service teachers to develop a critical disposition. By studying the context of American education and schooling and their corporate interest, pre-service teachers along with teacher educators can start to unravel the discourse and power inherent in American education. Understanding how these concepts lead to hegemony can begin the process of creating a counterhegemonic movement among American educators that includes the reclaiming of the purpose of education, raising pertinent epistemological question, and practicing critical self-reflection. The final part of the new framework for developing critical dispositions is a reintroduction of broader theoretical concerns into teacher preparation programs.

Handbook of Research on Service-Learning Initiatives in Teacher Education Programs - Advances in Educational Marketing, Administration, and Leadership ◽

The Value of Service-Learning in L2 Teacher Preparation

10.4018/978-1-5225-4041-0.ch006 ◽

2018 ◽

pp. 103-124 ◽

Cited By ~ 3

Author(s):

Kristen M. Lindahl ◽

Zuzana Tomas ◽

Raichle Farrelly ◽

Anna Krulatz

Keyword(s):

Teacher Education ◽

Second Language ◽

Teacher Preparation ◽

Student Engagement ◽

Service Learning ◽

Teaching Profession ◽

Community Collaboration ◽

Education Programs ◽

Course Content

Service-learning (SL) constitutes a particularly effective vehicle for engaging pre-service teachers with ELs during their university-level coursework, mostly due to the nature of SL that addresses the potential cultural and linguistic mismatch between teachers and learners in today's school systems by encouraging future educators to engage with the communities of their students long before they enter the teaching profession. This chapter describes four cases that demonstrate how second language (L2) teacher education programs utilize service-learning (SL) to engage pre-service teachers in diverse cultural and linguistic contexts through the lens of pedagogy of particularity. Each case presents four consistent key principles of service-learning: course content, community collaboration, integrated assignments that guide student engagement, and reflective practices that culminate the SL experience.

Developing Digital Literacy

Information and Technology Literacy ◽

10.4018/978-1-5225-3417-4.ch036 ◽

2017 ◽

pp. 670-685

Author(s):

Carolyn Haviland Obel-Omia

Keyword(s):

Teacher Education ◽

Elementary School ◽

Teacher Preparation ◽

Elementary Education ◽

Digital Literacy ◽

Teacher Candidates ◽

Literacy Teachers ◽

Education Programs ◽

Reading And Writing

Teacher education programs are increasingly responsible for preparing teachers who use technology fluently across curricula. Future teachers must define literacy more broadly than they have in the past to include digital modes of reading and writing. Experience with digital tools in literacy methodology courses provides opportunities for teacher candidates to reflect critically on these tools, preparing teachers to use technology to its advantage in elementary school classrooms. This chapter describes four digital practices designed to engage teacher candidates in participating in and reflecting on authentic reading and writing to develop next-generation literacy teachers. These practices include examples of activities that can be adapted to both teacher preparation and elementary education classrooms.