Growing Forward

2022 ◽  
pp. 224-242
Author(s):  
Barbara J. McClanahan ◽  
Susan L. Morrison ◽  
Maribeth Nottingham
Keyword(s):  
Elementary Education ◽  
Education Program ◽  
Teacher Educators ◽  
The State ◽  
Education Faculty

This chapter describes the efforts of an elementary education faculty to revamp the undergraduate elementary education program at their university to better align with state requirements for certification. The purpose of the chapter is to provide insight to other teacher educators who may feel a need to revise their programs. The authors begin by sharing the background of their institution and its role in preparing teachers for the region of the state in which it is located. They then identify the rationale for making the changes, describe the old program, and explain the procedures followed in planning and implementing the changes. They next share expected and unexpected problems they encountered in the implementation of the program and discuss some solutions found and some still being considered. They close with a discussion of actions to take to maintain the relevance of the program.

scholarly journals Assessing pre-service teachers’ professional identity construction in a three-phase teacher education program in Iran

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Fariba Haghighi Irani ◽  
Azizeh Chalak ◽  
Hossein Heidari Tabrizi
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Identity Construction ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Critical Role ◽  
Assessment Tools ◽  
Problem Solving Skills

Abstract The critical role of teachers suggests that assessing teacher identity construction helps teacher educators understand the changes in teachers and design materials in harmony with their needs in teacher education programs. However, only a few studies have focused on assessing pre-service teachers’ identity in the long term in Iran. To address this gap, the contribution of a pre-service teacher education program consisting of three phases, namely engage, study, and activate to the professional identity construction of eight pre-service teachers in an institute in Tehran was assessed. Pre-course and post-course interviews, two reflective essays, ten observation notes, and two teaching performances were gathered over a year and analyzed as guided by grounded theory and discourse analysis. Findings revealed two significant changes in the participants’ identities when they transitioned from engage to study and from study to activate phases that yielded study phase as the peak of the changes. Overall, three major shifts were identified in the participants’ identities: from a commitment to evaluation towards a commitment to modality, from one-dimensional to multi-dimensional perceptions, and from problem analysis to problem-solving skills. Current findings may facilitate teacher identity construction by designing local programs matching the needs of pre-service teachers. It may also assist teacher educators by assessing the quality of teachers’ performance and developing teacher assessment tools.

scholarly journals A base de conhecimentos e a identidade de mentores participantes do Programa de Formação Online de Mentores da UFSCar-Brasil

2017 ◽  
Vol 30 (2) ◽  
pp. 133 ◽  
Author(s):  
Paula Grizzo Gobato ◽  
Aline Maria De Medeiros Rodrigues Reali
Keyword(s):  
Beginning Teachers ◽  
Knowledge Base ◽  
Content Knowledge ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Pedagogical Knowledge ◽  
Experienced Teachers ◽  
Specific Content

O objetivo deste artigo é analisar a base de conhecimentos de professores experientes e participantes do Programa de Formação Online de Mentores da UFSCar-Brasil, bem como responder à seguinte questão: quais dos conhecimentos específicos, pedagógicos e sobre a função de mentor, que o auxiliarão a desempenhar a nova função, podem ser apreendidos nos professores experientes, participantes do Programa de Formação Online de Mentores? O Programa é responsável pela formação de mentores, sua proposta curricular é flexível e foca o desenvolvimento profissional de professores experientes. A investigação qualitativa baseou-se na análise descritivo-interpretativa das narrativas presentes em quatro atividades, realizadas durante o processo formativo, de quatro participantes. Foram analisados conhecimentos pedagógicos gerais, conhecimentos de conteúdo específico, conhecimentos pedagógicos do conteúdo, conhecimentos sobre formação e atuação docente e, por fim, conhecimentos sobre a função de gestor, de mentor e da escola. Como resultado, percebe-se que a base de conhecimentos atribuída ao mentor se assemelha à dos profissionais gestores e formadores de professores, ainda que a prática da mentoria e em sala de aula seja importante para que a base seja continuamente remodelada e aperfeiçoada para melhorar o desempenho do mentor e, possivelmente, dos professores iniciantes por ele acompanhados. Palavras-chave: Programa de Formação Online de Mentores; Identidade docente; Base de conhecimentos para o ensino ABSTRACTThis article aims to analyze the knowledge base of experienced teachers and participants of an Online Mentor Education Program from UFSCar Brazil and to answer the question: what specific, pedagogical and mentoring skills, that will assist the mentor to fulfill a new role, are evidenced by the experienced teachers participating of Online Mentor Education Program? This mentor training program has a flexible curriculum and focuses on the professional development of experienced teachers. The qualitative research was based on the descriptive and interpretative analysis of four narratives from four selected participants from a wider group and written during the training. It analyzed pedagogical knowledge, specific content knowledge, pedagogical knowledge content, knowledge about training and teaching practice and knowledge of the manager role, mentor and school. As results, the data analysis shows that the mentor knowledge base resembles the professional managers’ and teacher educators’. However, teaching and mentoring practice is important so that this knowledge base is continuously remodeled and improved, thus improving the mentors’ performance and, possibly, of beginning teachers accompanied by them.Keywords: Online Mentor Education Program; Teacher identity; Knowledge base for teaching

Studying Abroad to Inform Teaching in a Diverse Society

2017 ◽  
pp. 52-70
Author(s):  
Carolyn Walker Hitchens ◽  
Patricia Clark ◽  
Anthony Kline ◽  
Winnie Mucherah ◽  
Scott Popplewell ◽  
...  
Keyword(s):  
Elementary Education ◽  
Study Abroad ◽  
Education Program ◽  
General Description ◽  
General Overview ◽  
Studying Abroad ◽  
Diverse Society ◽  
Personal Reflections ◽  
Study Abroad Program ◽  
The Impact

This chapter presents information about Ball State University's Study Abroad Program within the Department of Elementary Education. A general description of students enrolled in the Elementary Education program is given, both historically and currently. Then the origins of the Ball State Elementary Education Study Abroad program are explained, followed by a description of countries and program types that have occurred over the years. A general overview of program considerations, including making contacts, recruiting students, and working with schools is then provided. Next, three travel programs in the department are described, including development, recruitment, and vignettes focusing on experiences in each program. Next, research about program experiences is presented, including the impact of study abroad experiences on students. Personal reflections from instructors who have participated will then be shared. Finally, suggestions about developing and implementing programs will be identified.

Advancing Equity-Based Mathematics Teaching in the Primary Grades

2021 ◽  
Vol 4 (1) ◽  
pp. 68-88
Author(s):  
Drew Polly
Keyword(s):  
Clinical Practice ◽  
Elementary Education ◽  
Small Groups ◽  
Mathematics Teaching ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Primary Grades ◽  
Clinical Experiences ◽  
Specific Content ◽  
Education Teacher

Using the lens of Gutiérrez's framework for equity-based teaching, this study examines how two clinical practice experiences supported elementary education teacher candidates' development of mathematics pedagogies. Findings indicate that clinical experiences with teachers who demonstrate equity-based practices were associated with candidates' confidence to implement equity-based teaching. Further, in classrooms that did not promote equity-based teaching candidates were still able to implement equity-based practices when teaching small groups of students. Implications include the need for teacher educators with specific content expertise to form partnerships and clinical practice experiences with schools to ensure that equity-based practices are present.

scholarly journals Processos de Socialização do Professor Formador nos Cursos de Licenciatura em Matemática: o emergir da Identidade DocenteSocialization processes of the professors in Mathematics Degree courses: the emergence of a teacher identity

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Júlio Henrique Cunha Neto ◽  
Váldina Gonçalves Costa
Keyword(s):  
Higher Education ◽  
Elementary Education ◽  
Professional Identity ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Qualitative Approach ◽  
Family Issues ◽  
Socialization Processes ◽  
Professional Field ◽  
The Subject

A presente pesquisa versa sobre a constituição da identidade profissional dos professores formadores dos cursos de Licenciatura em Matemática. Indaga-se: quais fatores foram e/ou são indispensáveis à construção da identidade desse profissional? O sujeito se forma professor vivenciando e interiorizando diferentes aprendizados em ambientes e momentos distintos. Em busca de resposta ao questionamento ora apresentado, analisam-se os processos de socialização vivenciados por professores formadores de um Curso de Licenciatura em Matemática. Para a realização dessa análise, entrevistam-se cinco docentes, utilizando uma abordagem qualitativa. Constatou-se que a identidade profissional dos professores em pauta se constitui de questões familiares e de experiências que se sucedem durante a educação básica, ensino superior, no campo profissional, entre outros níveis de ensino. As we studied how trainers in Mathematics Degree courses constitute their own professional identity, we faced another question: what factors were / are essential to the construction of the professional identity of teacher educators in Mathematics Degree courses? The subject is formed a professor by experiencing and internalizing different learning, in different environments and different times. Thus, we analyzed socialization processes experienced by teacher trainers from a Mathematics Degree course. Five teachers were interviewed through a qualitative approach. We noted that such a professional is formed through family issues, experiences that took place during elementary education, higher education, in the professional field, among others.

scholarly journals Active Solidarity: Centering the Demands and Vision of the Black Lives Matter Movement in Teacher Education

2017 ◽  
Vol 53 (2) ◽  
pp. 212-230 ◽  
Author(s):  
Edwin Mayorga ◽  
Bree Picower
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Theoretical Framework ◽  
The State ◽  
White Supremacist ◽  
Black Lives Matter ◽  
Urban Teacher Education ◽  
Urban Teacher

In the era of Black Lives Matter (#BLM), urban teacher education does not exist in isolation. The White supremacist, neoliberal context that impacts all aspects of Black lives also serves to support antiblackness within the structures of teacher education. In this article, the authors, who are grounded in a race radical analytical and political framework, share a vision of what it means to be an urban teacher who actively understands and teaches in solidarity with #BLM. The authors unpack their theoretical framework and the vision of #BLM while examining the state of teacher education in this era of neoliberal multiculturalism. The authors contemplate what a race radical, #BLM-aligned, approach to urban teacher education might look like. The article concludes by addressing ways that teacher educators must be in active solidarity with the #BLM movement to better prepare teachers who understand that the lives of their students matter within and outside of their classrooms.

Sikshasandhan: Funding Challenges and Mission Drift

2016 ◽  
Vol 20 (01) ◽  
pp. 89-109
Author(s):  
Pradeep Kumar Mishra
Keyword(s):  
Climate Change ◽  
Elementary Education ◽  
State Government ◽  
Action Plan ◽  
The State ◽  
Full Time ◽  
Tribal People ◽  
Mission Drift ◽  
Full Implementation ◽  
Model School

Sikshasandhan is a not-for-profit organisation working in the field of education for the last 16 years. The organisation is headquartered in Bhubaneswar and it has been operating in some tribal areas of Odisha. In 1995, the organisation started its operations as a resource centre to cater to the needs of elementary education particularly of the tribal people in the state. At present Sikshasandhan has 36 full time employees and 29 volunteers. Its main activities include running alternative education centres, making right to education effective at grassroot level, advocacy with the state government on issues related to elementary education, and running a resource centre — including a library and publishing various books and periodicals. For a decade, a committed long-term funding partner supported the organisation’s activities. Recently the agency has indicated withdrawal of a significant part of its grant support. Under these circumstances, Mr. A. Pradhan, the Member-Secretary of the organisation, has to look for alternative sources of funding. As he consulted various stakeholders, he received a number of suggestions like expanding into other sectors such as health, livelihoods, women development, and climate change; going into full implementation mode rather than operating as a resource centre; and starting a full-fledged model school. So far the organisation has focused on elementary education for tribal people. Looking at the existing pattern of funding in the development sector, it was no surprise for Mr. Pradhan that the suggestions for diversification have come from various stakeholders. Also, government and various other donors have good amount of funds for implementing schemes at grassroot level, which is not available for a resource agency. Hence full-fledged implementation was a lucrative idea. Given the success of private educational institutions in Odisha, the rationale for a model school was also understandable. But would such actions not create a ‘mission drift’? The organisation was not set up to cater to issues like climate change and women development. Such issues are important but delving into other fields would dilute the institutional expertise. Going into full implementation mode would also not make much difference to the education sector as there are already a number of players at that level — it also may turn the organisation into a service contractor. With these concerns in mind, Mr. Pradhan prepared a note for the upcoming meetings of governing board. He has to present an action plan on how to manage the finances in the next ten years.

Designing a pre-service CLIL teacher education program

2019 ◽  
Vol 64 (3 (253)) ◽  
pp. 173-193
Author(s):  
Katarzyna Brzosko-Barratt
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Mentor Teachers ◽  
Instrumental Case Study ◽  
Early Primary ◽  
The University

This paper is a part of a larger instrumental case study exploring the process of creating a CLIL teacher education program for early primary level at the University of Warsaw. The paper identifies some challenges related to program design and describes areas of growth of student teachers specifically related to CLIL planning instruction. The data were collected over a period of five years and included interviews and focused groups with student teachers, teacher educators and mentor teachers as well as the analysis of CLIL units created by the student teachers.

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