Teacher Identity, Growth Mindset, and Agency

2022 ◽  
pp. 119-135
Author(s):  
Diane LaFrance ◽  
Lori Rakes
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Retention ◽  
Classroom Management ◽  
Reflective Practice ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Growth Mindset ◽  
Teacher Education Programs ◽  
Education Programs

This chapter discusses the problem of teacher retention as it relates to handling the unexpected, whether it be meeting the needs of all learners, classroom management, or any other problem teachers may encounter. The authors propose that teacher education programs can support the growth of preservice teachers by helping them to develop teacher identity early in their learning through experiences and autonomy. In addition, preservice teachers should develop a growth mindset to promote agency when encountering learning obstacles and to engage in reflective practice. By identifying as teachers, allowing themselves to grow, and being proactive in searching for ways to improve their practice, preservice teachers can better prepare themselves for the reality of teaching and, hopefully, remain in the teaching profession.

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.

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>

scholarly journals Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program

2016 ◽  
Vol 25 (2) ◽  
Author(s):  
Lee Anne Block ◽  
Paul Betts
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Strong Connection ◽  
Socially Constructed ◽  
The University

Teacher candidates’ individual and collaborative inquiry occurs within multiple and layered contexts of learning. The layered contexts support a strong connection between the practicum and the university and the emergent teaching identities. Our understanding of teacher identity is as situated and socially constructed, yet fluid and agentic. This paper explores how agentic teaching identities emerge within the layered contexts of our teacher education program as examined in five narratives of teacher candidates’ experience. These narratives involve tension, inquiry, successes and risks, as teacher candidates negotiate what is means to learn how to teach, to teach and to critically reflect on knowledge needed to teach. We conclude that navigating teacher identity is a teacher candidate capacity that could be explicitly cultivated by teacher education programs.

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.

The Value of Service-Learning in L2 Teacher Preparation

2018 ◽  
pp. 103-124 ◽  
Author(s):  
Kristen M. Lindahl ◽  
Zuzana Tomas ◽  
Raichle Farrelly ◽  
Anna Krulatz
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Teacher Preparation ◽  
Student Engagement ◽  
Service Learning ◽  
Teaching Profession ◽  
Teacher Education Programs ◽  
Community Collaboration ◽  
Education Programs ◽  
Course Content

Service-learning (SL) constitutes a particularly effective vehicle for engaging pre-service teachers with ELs during their university-level coursework, mostly due to the nature of SL that addresses the potential cultural and linguistic mismatch between teachers and learners in today's school systems by encouraging future educators to engage with the communities of their students long before they enter the teaching profession. This chapter describes four cases that demonstrate how second language (L2) teacher education programs utilize service-learning (SL) to engage pre-service teachers in diverse cultural and linguistic contexts through the lens of pedagogy of particularity. Each case presents four consistent key principles of service-learning: course content, community collaboration, integrated assignments that guide student engagement, and reflective practices that culminate the SL experience.

The Use of ePortfolios in Teacher Education Programs to Support Reflective Practitioners in a Digital World

2017 ◽  
pp. 104-115 ◽  
Author(s):  
Valerie J. Robnolt ◽  
Joan A. Rhodes ◽  
Sheri Vasinda ◽  
Leslie Haas
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Knowledge And Skills ◽  
Technology Knowledge ◽  
Student Reflection ◽  
Digital World ◽  
Reflective Practitioners ◽  
Preservice Teacher Learning

The use of ePortfolios to document and assess preservice teacher learning continues to be a prevalent method for encouraging student reflection. This chapter outlines the definition and prevailing uses of ePortfolios and describes the variety of ways that ePortfolios are implemented in teacher education programs. The authors describe the issues that faculty and preservice teachers face when implementing ePortfolios, particularly when writing for different audiences, such as accreditation agencies and to meet program requirements. The importance of technology knowledge and skills for successful creation of ePortfolios is outlined. Through the presentation of two cases, this chapter focuses on the development of ePortfolio implementation projects. The chapter concludes with suggestions for faculty to support preservice teachers as they implement ePortfolios in their teacher education programs.

Teacher Identity Development of Non-Education-Degree Individuals

2018 ◽  
pp. 287-312
Author(s):  
Tran Le Huu Nghia ◽  
Kien Trung Le
Keyword(s):  
Identity Development ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Teacher Education Programs ◽  
Professional Identities ◽  
Education Programs ◽  
Teacher Identities ◽  
Teaching Competence ◽  
Future Selves ◽  
Education Degree

This chapter reports on the analysis of the narratives of two non-education-degree teachers to highlight the process of their teacher identity development. The analysis showed that their teacher identities were initially developed during their childhood, but then overshadowed by aspirations to have other professional identities; therefore, they did not enroll in teacher education programs. Upon graduation, they entered the teaching profession either accidentally or deliberately. Their teacher identities were shaped via active participation in teaching and professional development activities, and their ability to negotiate between their teaching competence and the practice required in the school. After their teacher identities were established, often by receiving a teaching qualification, they continued to develop their teacher identities by imagining and negotiating their teaching practices with their future selves. Generally, their teacher identity development involved a complex interaction of personal and contextual factors as well as much effort and resilience.

Peer Assessment for Development of Preservice Teachers

2011 ◽  
pp. 263-280
Author(s):  
Lorraine Gilpin ◽  
Yasar Bodur ◽  
Kathleen Crawford
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Classroom Teaching ◽  
Teacher Education Programs ◽  
Peer Observation ◽  
Education Programs ◽  
Scholarship Of Teaching ◽  
The Impact

Peer assessment holds tremendous potential to positively impact the development of preservice teachers. The purpose of this chapter is to describe our findings on the impact of different forms of peer observation and feedback on preservice teachers’ skills in analyzing classroom teaching and their perceptions of their experience with peer assessment. In addition to reporting our findings, we draw from the Scholarship of Teaching and Learning literature to present peer assessment as a medium to overcome structured isolation that is present in the practice of teaching. According to our study, peer observation and feedback is beneficial to preservice teachers’ learning. However, to maximize its effectiveness, a culture of peer assessment should be established in teacher education programs.

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