Creative Pedagogy for Literacy Instruction

2022 ◽  
pp. 79-97
Author(s):  
Stacie Austin

This chapter intends to provide a definition for the multi-faceted concept of creativity, describe components of the creative process, identify potential barriers to nurturing creativity, and present an explanation of creative pedagogy. The author believes that the pervasiveness of literacy in all subject matter provides an ideal mechanism for training preservice teachers in creative pedagogy. Throughout the chapter, the reader will find descriptions of activities that promote creativity through literacy instruction and examples of creative pedagogy in a preservice teacher education course.

2020 ◽  
pp. 004723952095869
Author(s):  
Taraneh Matloob Haghanikar ◽  
Lisa M. Hooper

Using multicultural children’s literature is one way to help preservice teachers build cultural knowledge and awareness about diversity. Another possible practice, not commonly used, is the addition of emerging technology in conjunction with conventional instructional approaches. In this article, we reviewed incorporating a lesson about homelessness in preservice teachers’ ( N = 46) respective curricula. We provided an illustrative example of the class and assignment process employed to facilitate preservice teachers’ knowledge, skills, and awareness that can be used with K-12 students who are experiencing homelessness. The goal of these assignments was to initiate or continue the conversation about building knowledge related to effective teaching practices about diversity in general and homelessness in particular. In this article, we shared an innovative instructional strategy that might lead to a shift in educators’ approaches, a move toward more diverse curriculum.


2005 ◽  
Vol 34 (1) ◽  
pp. 83-110 ◽  
Author(s):  
Seungyoun Lee ◽  
Jack V. Powell

Problems related to disruptive behaviors of children in schools continue to be a topic of public debate and empirical inquiry among teachers and researchers across America. Although this problem is historic, it has resurfaced, with momentous attention during recent years. This article focuses on a computerized simulation used as an integrated component of a curriculum course. The simulation includes discipline issues with certain situations as one of six categories of emphasis. The researchers attempted to ascertain the extent to which the simulation influenced selected disciplines styles of preservice teachers before and after field experience. Chi-square, Somers'd, Gamma, Correlation, and Regression were applied to the data using after field experience as a dependent variable. Significant difference was found on “rating of simulation on discipline before–after field experience” with Chi-square analyses (χ2 = 27.196; df = 12; p < 0.007), and with regression analyses ( b = .249). Thus, preservice teachers who experienced a computerized simulation on discipline before field experience perceived the computerized simulation on discipline as an effective tool to learn discipline after their four-week field experience. Computerized simulation is shown to be helpful to preservice early childhood teachers prior to field experience. Therefore, integrating technology-based simulations into preservice teacher education programs can potentially and effectively influence solving discipline problems in real classrooms by helping preservice teachers construct their own beliefs and philosophy about discipline. Emergent themes and direct quotes from preservice early childhood teachers are shown on the aspect of discipline.


2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Liz Ebersole

This paper explores self-efficacy theory (Bandura), situated learning theory (Lave & Wenger), and self-determination theory (Ryan and Deci), the technological pedagogical content knowledge framework (TPCK or TPACK; Mishra & Koehler) and the International Society for Technology in Education (ISTE) Standards (for Educators) as they relate to the preservice teacher education program, including both coursework and field experience. Regarding teacher education program coursework, this paper examines research studies that report on findings from both quantitative and qualitative research about preservice teachers’ experience with technology integration in the context of the teacher education program, in which the TPACK framework or ISTE Standards were used in the curricular design of the program’s academic coursework. Regarding teacher education program field experience, this paper examines the context provided by the mentor teachers’ self-efficacy regarding and use of technology.


1991 ◽  
Vol 84 (7) ◽  
pp. 533-537
Author(s):  
William S. Bush ◽  
Marvin T. Moss ◽  
Michael J. Seiler

Student teaching is a critical component of preservice teacher education. During this time preservice teachers begin the transition from student to teacher. They find out if they have the desire or skills to teach. Their views and attitudes toward teaching, mathematics, and students are developed and challenged. In this setting, the subsequent success or failure as a teacher is often formed.


Author(s):  
Neil Harrison

<p>This research focuses on how the interactive whiteboard (IWB) can be effectively used to teach higher order thinking skills to primary preservice teachers in the history classroom. The case study finds that skills such as analysis, evaluation and inference constitute a valuable metalanguage that needs to be explicitly taught to preservice teachers. The IWB provides an effective stimulus for teaching this metalanguage insofar as it offers the user scaffolding affordances to plan and design higher order thinking (HOT) activities when otherwise the task can appear too difficult to achieve, especially for the younger preservice teachers. But risks await those preservice teachers who grant the technology a determinant model of materiality.</p>


Author(s):  
Eduardo Andere

This chapter explains in detail the new preservice teacher training curriculum at the University of Jyväskylä and tries to go as deep as possible in understanding a totally new and progressive way of training class and subject teachers. It is not a simple task, so the chapter draws heavily on interviews with the architects of the new preservice teaching education curriculum, as well as from lecturers and university students. In this chapter, preservice teachers are being trained in the new topics of interactions, emotions, and collaboration. To balance the view about preservice teacher education in Finland, the chapter presents a summary of current changes in preservice teacher education at three additional universities: the University of Helsinki, the University of Turku, and the University of Eastern Finland. The University of Jyväskylä has the most progressive view, and although all universities have a common core about teacher education, not all of them have moved as far and as quickly as the University of Jyväskylä. The “dialogue” that the chapter presents among the four universities enriches our understanding of teacher education toward the 2030s.


2019 ◽  
Vol 32 (1) ◽  
pp. 15-24
Author(s):  
Łukasz Tomczyk ◽  
Darwin Muñoz ◽  
Julio Perier ◽  
Magali Arteaga ◽  
Gabriel Barros ◽  
...  

The paper aims at presenting the most important indicators teacher preparation in the context of the developing information society. The text was written as part of the SELI project. It is the international study which seeks to answer the question about the factors determining the efficient use of ICT among the pedagogy students. This theoretical study joins the debate on the curricula and local, national and global conditions related to the education of teachers of the future. The text presents data from three countries from Latin America and the Caribbean region and one from Europe.The development of Information and Communication Technologies (ICTs) is key for any society that wishes to develop and face the local and global challenges that arise every day. However, teachers play a fundamental role in ensuring that these technologies are taught and reach the entire population adequately. During this process, an important number of challenges and problems must be faced, as a result of the current context in which the Dominican Republic, as a developing country, finds itself. In the present work we make a brief description of the main challenges and defies faced by ICT teachers.In the section referring to Ecuador, a general outline of the academic education for preservice teachers is presented. The numeric data are presented about the education system and the preparation of future teachers. The legal grounds have also been described. While discussing the conditions in Ecuador, the authors focus on the technical aspects of education, like the use of e-learning technologies. They also refer briefly to the need for lifelong learning.The purpose of this paper is to provide an overview of the way the challenges of ICT are approached in preservice teacher education in Uruguay. Initially, some background information is provided about how preservice teacher education is organized for at the different levels. Secondly, the focus is on the way Information and Communication Technologies (ICT) have been included in the preservice teacher education and training curricula and the changes that this inclusion is undergoing. The overview shows a transitioning process, from a rather disperse and fragmented approach with a variety of courses, projects and programs, to a more consistent and centralized one. The article finishes with a few conclusions and ponders some Uruguay perspectives, joining an ongoing debate around unanswered questions and identified challenges.The Polish section presents several important changes associated with the reform of the education system, which affects the professional teacher preparation. The authors also present the examples of the academic curricula for Information Technologies and Media in Education courses carried out in the Pedagogical University of Cracow.Based on the short analyses, we have noticed that despite the geographical, language and cultural differences, teacher preparation in the area of ICT use shows many common features which are the global challenges. These shared elements include: legal systems preparing teachers to perform their profession, the development of digital literacy, modernisation of the academic curricula and technical infrastructure, and motivation to use ICT solutions among the preservice teachers.


Author(s):  
Patrick Wachira ◽  
Xiongyi Liu

In recent years, significant resources have been invested in increasing access and opportunities to computer science (CS) for elementary school students in the US. However even with the increased advancements and initiatives to embed CS into the elementary school curriculum, little has been done to examine the curriculum and pedagogical implications for mathematics preservice teacher education. For these initiatives to be successful, there is a need to train preservice teachers to integrate CS concepts into their teaching. This chapter reports on a research project that investigated the use of a visual programming language on pre-service teachers' understanding of basic computer science ideas and how these can be integrated into the teaching of mathematics. The purpose of the project was to help preservice teachers develop a basic knowledge of computer science concepts and to help develop subject-specific understanding of how to integrate these concepts.


2020 ◽  
Vol 45 (11) ◽  
pp. 17-33
Author(s):  
Yvonne Dewhurst ◽  
◽  
Michelle Ronksley-Pavia ◽  
Donna Pendergast ◽  
◽  
...  

Practicum placements in schools are keystone features of preservice teacher education, yet inconsistencies in their nature and quality are pervasive. This phenomenon was explored in two cultural contexts, with a focus on ‘belonging’, which the literature reveals may impact practicums and commitment to the profession. Interviews were conducted with six primary school preservice teachers in Australia and Scotland, about their lived experience of belonging/non-belonging during practicum. Hermeneutic phenomenological analysis revealed four themes in both cultural contexts: 1. Being welcomed; 2. Settings and procedures; 3. Interpersonal interactions; and, 4. Strategic behaviours. This study indicates belonging as crucial to preservice teachers’ cognition, wellbeing and learning during practicums, with ‘non-belonging’ inhibiting their development. Preservice teacher and mentor preparedness for practicums is highlighted, alongside challenges for initial teacher education programs and schools in addressing the fundamental need to foster a sense of belonging for preservice teachers during this crucial aspect of their teacher preparation.


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