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.

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.

Support and assist: approaches to mentoring in a yearlong teacher residency

2016 ◽  
Vol 5 (1) ◽  
pp. 37-53 ◽  
Author(s):  
Rachel Roegman ◽  
Emilie Mitescu Reagan ◽  
A. Lin Goodwin ◽  
Julia Yu
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technical Assistance ◽  
Critical Role ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Content Type ◽  
Self Assessments ◽  
Teacher Residency

Purpose – The purpose of this paper is to examine mentor teachers’ approaches to mentoring preservice teachers in a yearlong teacher residency program (TRP). Design/methodology/approach – This multiple-methods study examined 15 mentor teachers’ approaches over the course of a year in an urban TRP through the lens of Wang and Odell’s (2002) framework for mentoring. Data sources included mentors’ self-assessments over three points in time across one academic year. These self-assessments included numerical ratings of practice (quantitative) as well as open-ended rationales and goal setting (qualitative). Findings – Mentors predominately provided support and technical assistance to the residents learning to teach, drawing on humanistic, and situated apprentice perspectives on mentoring. They worked to develop residents’ self-confidence and exposed residents to a range of practices and school contexts. Glimmers of a more critical constructive approach were apparent in some mentors’ discussions of reflection and collaboration. Research limitations/implications – This study informs the work of teacher education programs as they develop mentoring structures that align with program visions, expand notions of mentoring, and consider the many roles of a mentor teacher. Originality/value – Increased emphasis on clinical experiences for preservice teachers highlights the need to attend to the practices of the mentor teachers with whom they work. These mentors, as field-based teacher educators, play a critical role in teacher education, and teacher education programs need to support their professional development as mentors. Understanding mentors’ approaches to mentoring is necessary in order to provide this support.

Constructing Preservice Teachers' Knowledge of Technology Integration

2018 ◽  
pp. 7623-7634
Author(s):  
Kathleen A. Paciga ◽  
Angela Fowler ◽  
Mary Quest
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Content Areas ◽  
Hands On ◽  
New Applications

Technology can be an amazing tool for teachers and teaching, but only when used in developmentally appropriate ways. With nearly 300 new applications being created everyday, it seems like teachers are staring into a technology-filled abyss that grows deeper and wider each minute. Teacher education programs can help preservice teachers be better prepared to consume, create, and collaborate in developmentally appropriate ways with children by: 1) unpacking what developmentally appropriate practice looks, feels, and sounds like; 2) exploring ways experts like writers or musicians authentically utilize technologies in their areas of expertise; 3) providing hands-on experiences with a range of technologies across content areas to build up preservice teachers' levels of comfort just in the technology realm; and 4) requiring preservice teachers to utilize technology in developmentally appropriate ways as they work with children. This chapter provides a theoretical foundation and exemplars-in-practice for each of the aforementioned topics.

Constructing Preservice Teachers' Knowledge of Technology Integration

2019 ◽  
pp. 879-892
Author(s):  
Kathleen A. Paciga ◽  
Angela Fowler ◽  
Mary Quest
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Technology Integration ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Content Areas ◽  
Hands On ◽  
New Applications

Technology can be an amazing tool for teachers and teaching, but only when used in developmentally appropriate ways. With nearly 300 new applications being created every day, it seems like teachers are staring into a technology-filled abyss that grows deeper and wider each minute. Teacher education programs can help preservice teachers be better prepared to consume, create, and collaborate in developmentally appropriate ways with children by 1) unpacking what developmentally appropriate practice looks, feels, and sounds like; 2) exploring ways experts like writers or musicians authentically utilize technologies in their areas of expertise; 3) providing hands-on experiences with a range of technologies across content areas to build up preservice teachers' levels of comfort just in the technology realm; and 4) requiring preservice teachers to utilize technology in developmentally appropriate ways as they work with children. This chapter provides a theoretical foundation and exemplars-in-practice for each of the aforementioned topics.

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

How the Match Gets Made: Exploring Student Teacher Placements across Teacher Education Programs, Districts, and Schools

2021 ◽  
pp. e20200014
Author(s):  
Elise St. John ◽  
Dan Goldhaber ◽  
John Krieg ◽  
Roddy Theobald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Education Programs ◽  
K 12

Emerging research finds connections between teacher candidates’ student teaching placements and their future career paths and effectiveness. Yet relatively little is known about the factors that influence these placements and how teacher education programs (TEPs) and K-12 school systems match teacher candidates to mentor teachers. In our study of this process in Washington state, we find that TEPs and K-12 systems share overarching goals related to successful student teacher placements and developing a highly effective teacher workforce. However, distinct accountabilities and day-to-day demands also sometimes lead them to prioritize other objectives. In addition, we identified informational asymmetries, which left TEPs questioning how mentor teachers were selected, and districts and schools with limited information with which to make intentional matches between teacher candidates and mentor teachers. The findings from this study inform both practice and research in teacher education and human resources. First, they illuminate practices that appear to contribute to informational gaps and institutional disadvantages in the placement of student teachers. Additionally, they raise questions about what constitutes an effective mentor teacher and provide researchers and policymakers with better insight into the professional realities of teacher educators and K-12 educators, as well as those of district human resource (HR) coordinators, which is important given their differing accountabilities and distinctive positionings in the education of teacher candidates.

scholarly journals Analysis of Understanding The Use of Javanese Language "Krama Inggil" of Preservice Teachers in Primary Teacher Education Programs

2019 ◽  
Vol 2 (1) ◽  
pp. 334
Author(s):  
Ngatman Ngatman
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Descriptive Study ◽  
Primary Teacher ◽  
Teacher Education Programs ◽  
Research Subjects ◽  
Education Programs ◽  
Average Value ◽  
Analysis Technique ◽  
Primary Teacher Education

<em>This study aims to analyze the understanding the use of Javanese language "krama inggil" of preservice teachers in primary teacher education programs. This research is a descriptive study of 84 research subjects. The instruments used were description test sheets, questionnaire sheets, and interview sheets. The data analysis technique uses descriptive qualitative. The results of the analysis show that: 1) The average value of understanding the use of Javanese language "krama inggil" was 78; 2) students who are able to communicate using good manners and apply in daily life as much as 38.61%; 3) Some of the difficulties factors of students using Javanese language "krama inggil" include not being accustomed from childhood, parents do not teach Javanese language "krama inggil", preferring to use Indonesian, lacking the motivation to use Javanese language "krama inggil" because it is difficult to pronounce.</em>

Teaching Diversity to Preservice Teachers: Encouraging Self-Reflection and Awareness to Develop Successful Teaching Practices

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Marla S. Sanders ◽  
Kathryn Haselden ◽  
Randi M. Moss
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Professional Education ◽  
Teacher Candidates ◽  
Culturally Diverse ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Preparation Programs ◽  
Diverse Schools

AbstractThe purpose of this article is to promote discussion of how teacher education programs can better prepare teacher candidates to teach for social justice in ethnically and culturally diverse schools. The authors suggest that teacher education programs must develop teacher candidates’ capacity to teach for social justice through preparation programs that encourage critical reflection and awareness of one’s beliefs, perceptions, and professional practice. The authors ask the following questions: How can teacher educators provide structures in professional preparation programs that will produce reflective practitioners? How might we prepare teacher candidates who are constantly thinking about how they perceive their students and their families and how those perceptions affect the way they relate to students? Through a discussion of five case scenarios, the authors discuss prior research on preparing teachers for culturally diverse schools and offer suggestions for improving professional education programs.

The Infusion of Technology into Teacher Education Programs

2014 ◽  
pp. 133-181
Author(s):  
Anne S. Koch ◽  
Joseph C. Kush
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Teacher Education Programs ◽  
Highly Qualified ◽  
Education Programs ◽  
Use Of Technology ◽  
Differentiation Of Instruction ◽  
The University

In this chapter, student achievement, the differentiation of instruction, and 21st Century Skills are examined along with their relationship to the use of technology in an educational setting. Characteristics of highly qualified teachers are also examined from multiple standpoints within the educational system. Standards from INTASC, NCATE, NCTAF, and NCLB point to the importance of the university faculty and quality teacher education programs to support the needs of preservice teachers. In addition, the joining of business and education across the nation and the world to infuse technology into education has shown positive results. This merger between business and education exemplifies the need for the acquisition of 21st century skills needed for all students to be a literate part of the 21st century workforce.

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