Transforming Educator Practice Through a Culturally Responsive and Sustaining Pedagogies Rubric

2022 ◽  
pp. 191-211
Author(s):  
Betina Hsieh ◽  
Edwin Obilo Achola ◽  
Leslie Reese ◽  
Tim Keirn ◽  
Shametrice Davis ◽  
...  
Keyword(s):  
Teacher Education ◽  
Professional Learning ◽  
Culturally Responsive ◽  
Teacher Education Programs ◽  
Collaborative Reflection ◽  
Education Programs ◽  
Inquiry Group ◽  
Rubric Development ◽  
Structural Inequities ◽  
Shared Understandings

While the value of culturally responsive and sustaining pedagogies in education is largely accepted, how to equip educators to integrate these pedagogies in their practice is far less understood. In this chapter, the authors discuss how teacher education faculty's understanding and implementation of culturally responsive and sustaining pedagogies were strengthened through an iterative and co-constructed process of tenet and rubric development, scaffolded implementation, peer feedback, and collaborative reflection. Drawing from four years of faculty inquiry group work in ongoing professional learning settings, the authors discuss the importance of a localized, evolving central framework which both informed practice and was grounded in praxis. The authors argue for the importance of systematic approaches, including both self-work and engagement with structural inequities, using shared understandings to affect enduring, multi-layered transformation across a large and diverse set of teacher education programs.

In-Service Teachers' Use of ICT for the Promotion of Collaborative Professional Learning

2021 ◽  
pp. 287-301
Author(s):  
Ana García-Valcárcel ◽  
Juanjo Mena
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Professional Learning ◽  
Important Implication ◽  
Communication Technologies ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Starting Point ◽  
Information And Communication

Information and communication technologies (ICT) are often rendered as key tools in the promotion of teachers' collaborative learning. Their use enables teachers to complete assignments, solve problems, or create products together. The content of this chapter is based on the information published in a previous research study by the authors. In that study, they aimed at describing teachers' use of ICT towards collaboration from a triple perspective: what they believe (teachers' opinion), what they know (teachers' knowledge), and what they do (teachers' use). A questionnaire and interviews were the instruments to collect data. Some results pointed out that teachers used ICT to promote collaboration on a regular basis, but it is limited to the knowledge they have on particular tools, which is acknowledged to be intermediate. The most important implication for teacher education programs is considering the actual limitations of teachers' knowledge and use of ICT in practice to set a more accurate starting point to promote collaboration through technologies.

Recommendations for Teacher Education Programs to Prepare Practitioners for Diverse Urban Schools

2021 ◽  
pp. 105345122110510
Author(s):  
LaRon A. Scott ◽  
Imani Evans ◽  
Risha Berry
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Culturally Responsive ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Emotional Behavior ◽  
Special Education Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Education Teacher

The focus of this article is to provide teacher education programs with recommendations for meeting the educational needs of students with emotional behavior disorders (EBD) and learning disabilities (LD) in urban communities. Recommendations include preparing preservice special education teacher educators to effectively implement culturally responsive approaches. The article outlines critical features of teacher education programs that can be modified using culturally responsive approaches to design field experiences and collaboration between schools and teacher education programs to meet the distinctive needs of students in urban environments. Teacher education program leaders can incorporate and use the recommendations to modify programs so that preservice special education teacher educators can be better prepared to be inclusive of all learners and meet their diverse needs.

scholarly journals Preparing to Teach: Perceptions of Graduate Entry Teacher Education Students

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Denise Beutel ◽  
Leanne Crosswell
Keyword(s):  
Teacher Education ◽  
Teacher Induction ◽  
Professional Learning ◽  
Teaching Profession ◽  
Teacher Education Programs ◽  
Education Students ◽  
Education Programs ◽  
Preparation Programs ◽  
Graduate Entry ◽  
Teacher Education Students

International reviews of teaching and teacher education have highlighted the importance of quality teachers in improving the outcomes of students. Teachers may enter the teaching profession through a variety of pathways. Currently in Australia, one pathway is through graduate entry teacher education programs in which people who already hold university degrees outside of education can undertake one-year formal teacher preparation programs. It may be argued that graduate entry teachers value add to the teaching profession as they bring with them a range of careers and wealth of experiences often beyond those of teachers who enter the profession through traditional four-year Bachelor of Education programs. This paper reports on a study that investigated the preparedness to teach of a group of graduate entry teacher education students as they prepared to exit from university and enter the teaching profession. The study concluded that this group of graduating teachers perceived that the field experience components in their formal teacher education programs contributed most to their beginning professional learning. The study revealed also that this group of graduating teachers sought further professional learning opportunities in the canonical skills of teaching. These findings may be used to inform the design of future teacher education programs. Keywords - transition to profession; reflective practice; professional standards; teacher education; teacher induction

Developing Technological Fluency in and through Teacher Education

2016 ◽  
pp. 1-24
Author(s):  
Eva Brown ◽  
Michele Jacobsen
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Professional Learning ◽  
21St Century ◽  
Veteran Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
21St Century Education ◽  
Use Of Technology ◽  
Teaching Professional Development

Meaningful and authentic use of technology for quality teaching and meaningful learning is an essential component of a 21st century education. Teacher education programs have been slow to transform and adopt programs that are essential for new teachers to be equipped with skills for 21st century teaching. Professional development of veteran teachers faces challenges in format and delivery and teachers are slow to become enculturated in design inquiry learning infusing technology in meaningful ways that embrace digital citizenship to meet the needs of 21st century education. The project described in this chapter offers an innovative approach to professional learning in a partnership approach with teacher education students and veteran teachers to address the challenges faced by both teacher education programs and professional development models.

scholarly journals Finding the Connective Tissue in Teacher Education: Creating New Spaces for Professional Learning to Teach

2017 ◽  
Vol 51 (3) ◽  
pp. 1013-1035 ◽  
Author(s):  
Tim F Hopper ◽  
Kathy Sanford ◽  
Hong Fu
Keyword(s):  
Teacher Education ◽  
Connective Tissue ◽  
Teacher Knowledge ◽  
Professional Learning ◽  
Teacher Education Program ◽  
Electronic Portfolios ◽  
Teacher Education Programs ◽  
Learning Spaces ◽  
Education Programs ◽  
Innovative Learning

A common concern in teacher education programs is the fragmentation of knowledge between courses that contribute to separation between discipline-focused theoretical knowledge and teachers’ practical work in schools. Drawing on reviews on innovative learning spaces in schools and analysis of teacher knowledge, we theorize a conceptualization of professional learning with an intention to draw attention to a re-visualization of teacher education. We refer to the concept of electronic-portfolios as a powerful connective tissue in creating new spaces for teacher education, followed by an outline of an aspect of our teacher education program, with insights from students, that is emerging. We conclude with reflections on how we are integrating deep conceptual understandings of education with cumulative narratives of education in practice.

scholarly journals Developing Culturally Responsive Teachers: Current Issues and a Proposal for Change in Teacher Education Programs

2017 ◽  
Vol 7 (5) ◽  
pp. 66 ◽  
Author(s):  
Huanshu Yuan
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
Knowledge Construction ◽  
Culturally Responsive ◽  
Teacher Education Programs ◽  
Education Students ◽  
Education Programs ◽  
Multicultural Context ◽  
Culturally Responsive Teachers ◽  
Teacher Education Students

This paper examined current issues of educating culturally responsive teachers in teacher education programs fromempirical researches. Focusing on constructing a culturally responsive knowledge base for teacher education students,this paper summarized obstacles for developing culturally responsive teachers, proposed multicultural approaches toestablish a culturally responsive knowledge base for teacher education students, as well as presented practicalimplications to enhance the knowledge construction for preparing teachers for diversity. Aiming at stimulatingreconsiderations of situating teacher education programs in multicultural context, this paper brought culturallyresponsive perspectives to empower pre-service and in-service teachers’ teaching capacities to meet needs from theirstudents with diverse cultural and racial backgrounds.

In-Service Teachers' Use of ICT for the Promotion of Collaborative Professional Learning

2018 ◽  
pp. 130-144
Author(s):  
Ana García-Valcárcel ◽  
Juanjo Mena
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Professional Learning ◽  
Important Implication ◽  
Communication Technologies ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Starting Point ◽  
Information And Communication

Information and communication technologies (ICT) are often rendered as key tools in the promotion of teachers' collaborative learning. Their use enables teachers to complete assignments, solve problems, or create products together. The content of this chapter is based on the information published in a previous research study by the authors. In that study, they aimed at describing teachers' use of ICT towards collaboration from a triple perspective: what they believe (teachers' opinion), what they know (teachers' knowledge), and what they do (teachers' use). A questionnaire and interviews were the instruments to collect data. Some results pointed out that teachers used ICT to promote collaboration on a regular basis, but it is limited to the knowledge they have on particular tools, which is acknowledged to be intermediate. The most important implication for teacher education programs is considering the actual limitations of teachers' knowledge and use of ICT in practice to set a more accurate starting point to promote collaboration through technologies.

Using Reflection to Explore Cultural Responsiveness of Preservice Teachers

2018 ◽  
pp. 166-188
Author(s):  
Louise Whitelaw ◽  
Laura McLaughlin Taddei
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Culturally Responsive ◽  
Cultural Responsiveness ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Diverse Population ◽  
Education Programs ◽  
Hands On ◽  
Partner Schools

Preservice teachers need experiences that prepare them to work in a variety of settings with a diverse population. Teacher education programs work with mentor teachers and partner schools to provide preservice teachers with time to practice cultural responsiveness. Reflection can be used to explore and discuss these experiences. This chapter will include information on preparing culturally responsive educators with the use of advocacy and reflection, early hands-on experiences, and collaborative professional development. The study involved mentor teachers who reflected on the cultural responsiveness of students placed in their classroom. Preservice teachers completed a survey reflecting on their cultural responsiveness. Preservice teachers need opportunities to work in diverse settings with mentor teachers who support them through the process, and then opportunities to reflect on experiences. The feedback loop between teacher education programs, preservice and mentor teachers is a critical component to successfully preparing culturally responsive teachers.

Using Reflection to Explore Cultural Responsiveness of Preservice Teachers

2021 ◽  
pp. 918-940
Author(s):  
Louise Whitelaw ◽  
Laura McLaughlin Taddei
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Culturally Responsive ◽  
Cultural Responsiveness ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Diverse Population ◽  
Education Programs ◽  
Hands On ◽  
Partner Schools

Preservice teachers need experiences that prepare them to work in a variety of settings with a diverse population. Teacher education programs work with mentor teachers and partner schools to provide preservice teachers with time to practice cultural responsiveness. Reflection can be used to explore and discuss these experiences. This chapter will include information on preparing culturally responsive educators with the use of advocacy and reflection, early hands-on experiences, and collaborative professional development. The study involved mentor teachers who reflected on the cultural responsiveness of students placed in their classroom. Preservice teachers completed a survey reflecting on their cultural responsiveness. Preservice teachers need opportunities to work in diverse settings with mentor teachers who support them through the process, and then opportunities to reflect on experiences. The feedback loop between teacher education programs, preservice and mentor teachers is a critical component to successfully preparing culturally responsive teachers.

scholarly journals Sustainable Leadership Supporting Educational Transformation

in education ◽  
2019 ◽  
Vol 25 (2) ◽  
pp. 3-22
Author(s):  
Katherine Sanford ◽  
Tim Hopper ◽  
Kerry Robertson ◽  
Laura Lancaster ◽  
Vivian Collyer
Keyword(s):  
Teacher Education ◽  
Educational Leadership ◽  
Complexity Theory ◽  
Professional Learning ◽  
Teacher Education Programs ◽  
Sustainable Leadership ◽  
Education Programs ◽  
Study Approach ◽  
Model Of Management

The world, influenced by 21st century technologies and ecological challenges, has rapidly changed with more ability to “connect” locally and globally and more opportunities to learn from a range of sources. As a result, our learners and their needs have changed. With such rapid changes, conceptions of educational leadership need to reflect these changes utilizing the complexities of the role in society. As a group of educators who work in a School District, Ministry of Education and University teacher education programs, we ask how educational leaders in school districts and teacher education programs can design spaces that engage everyone, recognize everyone’s expertise and share responsibility for growth and development, and how in teacher education we can begin to move away from the hierarchical, industrialized model of management to one where everyone feels engaged, valued, and heard. In this paper, we draw on sustainable and distributed leadership ideas, termed by Wheatley (2010) as the “new sciences,” informed by tenets from complexity theory. Using a case study approach and narrative insights, this paper elucidates how an ongoing Professional Learning Network (PLN) called Link-to-Practice (L2P) offers an alternative conception of educational leadership.            Keywords: case study; narrative, qualitative research, complexity theory

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