You Can't Be What You Can't See

2022 ◽  
pp. 113-134
Author(s):  
Julie Uí Choistealbha ◽  
Miriam Colum
Keyword(s):  
Teacher Education ◽  
Higher Education Policy ◽  
Positive Impact ◽  
Initial Teacher Education ◽  
White Female ◽  
High Status ◽  
Irish Society ◽  
Predominately White ◽  
Policy Practice ◽  
Primary Teaching

This chapter presents the policy, practice, and societal contexts of initial teacher education in Ireland as a backdrop to the TOBAR programme. Primary teaching in Ireland is a high status and high demand profession, yet the teaching body is predominately white, female, and Catholic. In recent years, in response to changes in Irish society, and in initial teacher education and higher education policy, new initiatives have been introduced to diversify the teaching body. In the second section of this chapter, the authors present an overview of one such initiative: the TOBAR programme. The TOBAR programme supports Irish travellers to participate in initial teacher education programmes. Drawing on a series on interviews with students on the TOBAR programme, the authors report that the programme is having a positive impact on the students but that many challenges and barriers still exist.

English Language Teacher Education and the Multiliteracies Pedagogy: Constructing Complex Professional Knowledge and Identities

RELC Journal ◽  
2020 ◽  
pp. 003368822095490
Author(s):  
Angélica Araújo de Melo Maia
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
English Language ◽  
Linguistic Diversity ◽  
Positive Impact ◽  
Professional Knowledge ◽  
English Language Teaching ◽  
Initial Teacher Education ◽  
Brazilian Government ◽  
The Impact

Contemporary literacy practices need to be addressed in school settings. That requires awareness by teachers and students of the cultural and linguistic diversity present in our cosmopolitan societies. In the field of English language teaching (ELT), one way of responding to such demand is engaging teachers with multiliteracies pedagogies throughout their professional preparation. Based on that assumption, this paper reports on a component experience of the Brazilian Government Program for Initial Teacher Education, where, in 2017, three teacher candidates planned and taught three English lessons using the multiliteracies pedagogy framework. It stands as a case study that seeks to identify the impacts of using multiliteracies pedagogy in a teacher education context, in terms of knowledge building and identity work. Teacher candidates engaged in a designing process of multimodal teaching materials and documented their experience in journals. Those items were used as data to investigate the impact of the pedagogy on teachers’ development, focusing on the following elements of design: reference, dialogue, structure, situations, and intention. Research findings suggest the positive impact of that experience, both as a source of professional knowledge and as a fruitful opportunity for teachers to change preconceptions about ELT.

scholarly journals Diversifying Initial Teacher Education: Who Utilises Alternative Entry Routes to Teaching & How They Compare to Direct Entry Students

2019 ◽  
Author(s):  
Katriona O'Sullivan ◽  
Gareth Burns ◽  
Niamh Bird
Keyword(s):  
Teacher Education ◽  
Positive Impact ◽  
Descriptive Analysis ◽  
Initial Step ◽  
Initial Teacher Education ◽  
Academic History ◽  
Disability Status ◽  
Educational Engagement ◽  
History Of ◽  
On Line

Recognition of the growing homogeneity of the Irish teaching body (Keane & Heinz, 2016), and increasing awareness of the positive impact a more diverse teaching population have on disadvantaged and diverse students’ educational engagement, has precipitated an Irish policy response which has included funding a university foundation course (FC) which supports students who are underrepresented in teaching, to progress into initial teacher education (ITE).There is a dearth of empirical research on who is accessing these interventions, and how these students differ from those who ‘usually’ apply to and enter ITE directly. Consequently, in September 2018, twenty FC students and eighteen students from the direct entry group completed an on-line survey in order to compare the demographic make of both groups.The results of the descriptive analysis indicate that students utilising the ITE FC are more diverse in ethnicity, disability status and academic history, and have greater levels of disadvantage in terms of family history of education and family occupation than those entering ITE directly. These results highlight the value of utilising alternative entry routes to ITE, and their potential to support those disadvantaged and underrepresented to take the initial step into ITE.

The reform of initial teacher education in Wales: from vision to reality

2021 ◽  
Vol 47 (1) ◽  
pp. 61-78
Author(s):  
John Furlong ◽  
Jeremy Griffiths ◽  
Cecilia Hannigan-Davies ◽  
Alma Harris ◽  
Michelle Jones
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education

scholarly journals Mathematics teacher learning to notice: a systematic review of studies of video-based programs

ZDM ◽  
2021 ◽  
Author(s):  
Rossella Santagata ◽  
Johannes König ◽  
Thorsten Scheiner ◽  
Ha Nguyen ◽  
Ann-Kristin Adleff ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Learning ◽  
Mathematics Teacher ◽  
Professional Competence ◽  
Three Dimensions ◽  
Initial Teacher Education ◽  
Fundamental Aspect ◽  
Teacher Noticing ◽  
Theoretical Perspectives ◽  
Supporting Tool

AbstractTeacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence. Teacher education scholars have examined how the development of noticing might be supported both in initial teacher education and in professional development. In mathematics teacher education, several studies have explored the use of video as a supporting tool for teacher noticing. It remains unclear how this body of work builds on the various theoretical perspectives of noticing prevalent in the literature, thus broadening our understanding of noticing. Furthermore, the field has not examined systematically the extent to which research has leveraged the affordances of digital video technologies, and whether scholars have employed different research methods to answer questions that are critical to teacher educators. This survey paper reviews studies published in the last two decades on programs centered on mathematics teacher noticing that used video as a supporting tool for teacher learning. Thirty-five peer-reviewed papers written in English were identified and coded along three dimensions: (1) theoretical perspectives; (2) use of video technologies; and (3) research questions and methods. This review summarizes important findings and highlights several directions for future research. Most studies involved pre-service teachers, and only a few centered on in-service teachers. Developers of the large majority of programs took a cognitive psychological perspective and focused on the attending/perceiving and interpreting/reasoning facets of noticing. Few studies used video-based software and few studies used grouping, and even fewer used randomized grouping. Evidence of program effects on responding and decision making, and on instructional practice, is limited and should be extended in the future.

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