Teaching What We Don't Know

2021 ◽  
pp. 648-665
Author(s):  
Manya C. Whitaker ◽  
Dorothy E. Hines
Keyword(s):  
Preservice Teachers ◽  
Student Teaching ◽  
Teacher Educators ◽  
Change Agents ◽  
Deep Understanding ◽  
Critical Race ◽  
Diverse Classrooms ◽  
White Guilt ◽  
Community Based Learning ◽  
Critical Race Praxis

In this chapter, the authors analyze two community-based learning (CBL) courses designed to help preservice teachers understand how issues of race and power emerge in classrooms. Students enrolled in a reflection-oriented course demonstrated deep understanding of their white identities and developed a desire to enact social justice pedagogy; however, they also expressed anxiety about effectively teaching diverse students. Similarly, students enrolled in an action-oriented course were unable to engage in Critical Race Praxis in their community placements due to colorblind mindsets and feelings of white guilt. While some students understood white privilege to function through systems of oppression, many students adopted a white savior mentality. These outcomes suggest that white preservice teachers can imagine being change agents better than actually being change agents. Teacher educators should use CBL to help white preservice teachers develop the cognitive and emotional capacities for Critical Race Praxis prior to student teaching in diverse classrooms.

Teaching What We Don't Know

2018 ◽  
pp. 315-332 ◽  
Author(s):  
Manya C. Whitaker ◽  
Dorothy E. Hines
Keyword(s):  
Preservice Teachers ◽  
Student Teaching ◽  
Teacher Educators ◽  
Change Agents ◽  
Deep Understanding ◽  
Critical Race ◽  
Diverse Classrooms ◽  
White Guilt ◽  
Community Based Learning ◽  
Critical Race Praxis

In this chapter, the authors analyze two community-based learning (CBL) courses designed to help preservice teachers understand how issues of race and power emerge in classrooms. Students enrolled in a reflection-oriented course demonstrated deep understanding of their white identities and developed a desire to enact social justice pedagogy; however, they also expressed anxiety about effectively teaching diverse students. Similarly, students enrolled in an action-oriented course were unable to engage in Critical Race Praxis in their community placements due to colorblind mindsets and feelings of white guilt. While some students understood white privilege to function through systems of oppression, many students adopted a white savior mentality. These outcomes suggest that white preservice teachers can imagine being change agents better than actually being change agents. Teacher educators should use CBL to help white preservice teachers develop the cognitive and emotional capacities for Critical Race Praxis prior to student teaching in diverse classrooms.

Content Development Patterns Over a 2-Year Period as Indicated from Written Lesson Plans

1991 ◽  
Vol 11 (1) ◽  
pp. 79-102 ◽  
Author(s):  
Kate R. Barrett ◽  
Ann Sebren ◽  
Anne M. Sheehan
Keyword(s):  
Preservice Teachers ◽  
Student Teaching ◽  
Teacher Educators ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Methods Course ◽  
Content Development ◽  
Graduate Research ◽  
Unit Plans ◽  
Project Data

Teaching preservice teachers to plan, specifically the written lesson plan, is one vehicle to help transform their content knowledge into forms that are pedagogically powerful (Shulman, 1987). This article describes what changes occurred in how one teacher, BJ, transformed her knowledge of content for student learning in lesson plans written during her methods course, student teaching, and 1st-year teaching. Data sources beyond the 17 lesson plans selected for analysis were unit plans, dialogue journals, semistructured interviews, and a graduate research project. Data were analyzed using inductive analysis techniques, and emerging results were discussed continuously with BJ for participant validation of the researchers’ interpretation. Four patterns related to content development are discussed: a shift in how content was identified, shorter lesson plans, a shift from consistent use of extending tasks with minimum use of application tasks to the reverse, and the absence of preplanned refinement and simplifying tasks. Findings from both studies, BJ’s and the original inquiry, suggest that teacher educators need to reexamine the amount and type of information they ask students to include, as well as the format. The challenge will be to develop new approaches that will continually support this process but that will be better suited to the realities of teaching (Floden & Klinzing, 1990).

Student Teaching for a Specialized View of Professional Practice? Opportunities to Learn in and for Urban, High-Needs Schools

2011 ◽  
Vol 62 (5) ◽  
pp. 446-464 ◽  
Author(s):  
Lauren Anderson ◽  
Jamy Stillman
Keyword(s):  
Preservice Teachers ◽  
Academic Success ◽  
Student Teaching ◽  
Professional Practice ◽  
Teacher Educators ◽  
First Year ◽  
Opportunities To Learn ◽  
Underserved Students ◽  
The Face ◽  
High Needs Schools

This article presents findings from a qualitative study of first-year elementary teachers who assessed the strengths and weaknesses of their preservice student teaching experiences vis-à-vis their inservice realities. Specifically, the study explores opportunities to learn across student teaching placements and analyzes the degree to which placements present participants with equitable opportunities to build a specialized view of professional practice—one that can support them to enact in urban, high-needs schools the kind of practices that research suggests are crucial to the academic success of historically underserved students. Findings highlight the importance of providing preservice teachers with examples of “what’s possible” in the face of tightly regulated, accountability-driven policies. The authors conclude with suggestions for teacher educators concerning the reorganization of student teaching and the strategic mediation of preservice teachers’ learning to ensure that all preservice teachers receive equitable opportunities to learn in and through their placements in the field.

scholarly journals Cross-Cultural Student Teaching: Examining the Meaning-Making of one White, Female, MiddleClass Preservice Teacher

2017 ◽  
Vol 7 (2) ◽  
pp. 270-290
Author(s):  
Stephanie J. Shedrow
Keyword(s):  
Preservice Teachers ◽  
Preservice Teacher ◽  
Student Teaching ◽  
Teacher Educators ◽  
Meaning Making ◽  
The United States ◽  
Cross Cultural ◽  
White Female ◽  
Cultural Mismatch ◽  
Intercultural Interactions

While teacher educators implement diverse student teaching placements for preservice teachers as a means of bridging the cultural mismatch in classrooms around the United States, researchers have only recently begun to tap into the role that preservice teachers’ “whiteness” plays in their ideologies. As such, the purpose of this study was to better understand how one white, female preservice teacher made meaning of her experiences during a cross-cultural experiential learning (CCEL) student teaching placement abroad. Analyzing if and how previous intercultural interactions were drawn upon while abroad, as well as how experiences abroad were employed once returning to the US, findings suggest that cultural competency does not directly equate to recognizing whiteness and the privileges associated.

scholarly journals A Comparison of Pedagogical Knowledge Structures of Preservice Students and Teacher Educators in Two Institutions

1994 ◽  
Vol 13 (2) ◽  
pp. 140-162 ◽  
Author(s):  
Judith E. Rink ◽  
Karen French ◽  
Amelia M. Lee ◽  
Melinda A. Solmon ◽  
Susan K. Lynn
Keyword(s):  
Preservice Teachers ◽  
Effective Teaching ◽  
Student Teaching ◽  
Concept Maps ◽  
Teacher Educators ◽  
Concept Map ◽  
Pedagogical Knowledge ◽  
Knowledge Structures ◽  
Methods Course ◽  
Preparation Programs

Understanding how the knowledge structures of preservice teachers develop as expertise is acquired would seem to be an important aspect of teacher preparation. The purpose of this study was to compare the pedagogical knowledge structures about effective teaching of preservice teachers and teacher educators in the professional preparation programs of two different institutions. Two groups of preservice teachers at two different points in their preparation program at each of the two institutions were asked to complete a concept map (Roehler et al., 1987) about effective teaching. One group completed the concept map just after the first teaching methods course, and the other group completed the map just prior to student teaching. These data were compared with concept maps of teacher educators at each institution. Quantitative and qualitative data revealed differences between the groups of preservice teachers and between the preservice teachers and the teacher educators.

Structure and agency in novice music teaching

2018 ◽  
Vol 41 (2) ◽  
pp. 206-218 ◽  
Author(s):  
Sean Robert Powell
Keyword(s):  
Preservice Teachers ◽  
Public Schools ◽  
Music Education ◽  
Student Teaching ◽  
Teacher Educators ◽  
Music Teachers ◽  
Structuration Theory ◽  
The United States ◽  
Music Teaching ◽  
Power Capability

Using multiple interviews and observations, I chronicled the experiences of three novice music teachers in the United States over a 2-year period, including their student teaching internships and first years of in-service teaching. I analyzed these experiences through the lens of strong structuration theory, Stones’s (2005) extension and elaboration of Giddens’s (1984) original structuration theory. My guiding research questions were: a) How do the structures of music teaching within public schools in the U.S. enable and inhibit the agency of novice music teachers? and, b) How do the practices of novice music teachers reproduce, sustain, and change the structures of music education? I discuss how teacher educators, preservice teachers, and in-service teachers can work together in dialogue to assist novice music teachers in cultivating agential resistance by developing perceptions of power/capability, adequate knowledge, and requisite reflective distance.

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.

Story Shaping Ideology

2021 ◽  
pp. 1-26
Author(s):  
Tina Marie Keller
Keyword(s):  
Preservice Teachers ◽  
Student Teaching ◽  
English Learners ◽  
Teacher Educators ◽  
Bilingual Children ◽  
White Female ◽  
Bilingual Students ◽  
Emergent Bilingual ◽  
Teacher Ideology ◽  
Emergent Bilingual Students

Using interviews, artifacts, email correspondences, and lesson plans collected from six white, female, preservice teachers during their student teaching, this chapter focuses on the stories that shaped their ideologies of the emergent bilingual children in their classrooms. The findings indicate the preservice teachers, while having diverse lived experiences, held some common majoritarian stories concerning English learners. In addition to those majoritarian stories already established in the field, there were three additional stories uncovered in this study that significantly influenced the ideologies of emergent bilingual students. The chapter concludes by encouraging teacher educators to unpack story and use it as a vehicle for addressing teacher ideology of emergent bilingual students.

The Professional Handbook

2010 ◽  
pp. 347-364
Author(s):  
Sara Winstead Fry
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teaching ◽  
Teacher Educators ◽  
Teaching Experience ◽  
Theory And Practice ◽  
Methods Course ◽  
Inservice Teachers ◽  
Reflective Skills

The Professional Handbook is a teacher education assignment that allows preservice teachers to use technology to connect theory and practice while also developing their reflective skills and professionalism. The assignment involves compiling information in an easy-to-use website that preservice teachers can access while engaged in their semester-long student teaching experience and once they are employed as inservice teachers. This chapter describes the Handbook’s essential goals, discusses its use in an instructional methods course, and makes recommendations for modifying the Handbook’s format for use in any teacher education course while preserving the framework provided by the assignment’s essential goals. The chapter serves as a resource for teacher educators looking to use technology to enhance the quality of teacher preparation assignments.

Against the Script With edTPA: Preservice Teachers Utilize Performance Assessment to Teach Outside Scripted Curriculum

2019 ◽  
pp. 004208591987368 ◽  
Author(s):  
Kathryn Struthers Ahmed
Keyword(s):  
Preservice Teachers ◽  
Performance Assessment ◽  
Student Teaching ◽  
Teacher Educators ◽  
Bilingual Students ◽  
High Poverty ◽  
Scripted Curriculum ◽  
Literacy Curriculum ◽  
Elementary Preservice Teachers ◽  
Emergent Bilingual Students

This article reports on how the policy context shaped the development of two elementary preservice teachers’ (PSTs) literacy instructional practice. While student teaching emergent bilingual students in urban, high-poverty classrooms that utilized mandated scripted literacy curriculum, PSTs completed edTPA, a Teacher Performance Assessment, for their credential. Participants’ edTPA lessons represented the only time PSTs taught literacy outside the mandated curriculum’s script and in ways that were more aligned with their—and their teacher education program’s—ideals. Findings from this study show that it might be possible for PSTs and teacher educators to appropriate edTPA for their own purposes.

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