Solving Problems of Space, Time, and Knowledge: How to Fit Learning about Linguistic and Cultural Diversity into Teacher Education Courses

2014 ◽  
pp. 99-118
Keyword(s):  
Teacher Education ◽  
Cultural Diversity ◽  
Space Time ◽  
Education Courses

Overseas: Native Studies at the University of Saskatchewan

1984 ◽  
Vol 12 (4) ◽  
pp. 59-60
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Department Of Education ◽  
Native Studies ◽  
Aboriginal Students ◽  
Exchange Material ◽  
The University ◽  
Indian Students ◽  
Education Courses

We recently received exchange material from The Saskatchewan Urban Native Teacher Education Program (SUNTEP) at Saskatoon, Canada. A brief description of the program might be of interest to those readers involved in adult and teacher education courses for Aboriginal students.SUNTEP is a four-year off campus Teacher Education Program offered through the Gabriel Dumont Institute of Native Studies and Applied Research in co-operation with the Department of Education and the University of Saskatchewan and Regina. It is an enriched program leading to a B.Ed, degree, designed specifically for Metis and Non-Status Indian students who might not otherwise attend university. The program has a number of unique aspects including -

scholarly journals Reflecting From the Margins of Education Faculties: Refiguring the Humanist, and Finding a Space for Story in History

2010 ◽  
Vol 20 (1) ◽  
Author(s):  
Theodore Michael Christou
Keyword(s):  
Teacher Education ◽  
John Dewey ◽  
History Of Education ◽  
Educational History ◽  
Education Teacher ◽  
Educational Foundations ◽  
History Of ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher ◽  
Education Courses

Notwithstanding their traditional characterization as a foundations subject, history of education courses are marginal in pre-service teacher education. This marginalization is framed here in light of a broader concern for the discipline’s turn away from the humanities.  History of education’s fundamental purpose, it is argued, lies in the exploration of what it means to be human, and how education has historically been shaped by our values, authority, contexts, and norms.  Using stories drawn from literature and memoirs in the teaching of educational history is one means of exploring intersections of education with human cultures and societies across historical contexts.  History is etymologically linked with story telling, and both history and literature share narrative features; the two should not be conflated, however, due to distinctive disciplinary features of history, such as the requirement that any claims to truth require what John Dewey referred to as warranted assertability.Keywords: history of education, teacher education,educational foundations, humanities, literature, historical mindedness, John Dewey.

scholarly journals Contribuições de Paulo Freire na Educação do Campo: formação de professores/as e o ensino de Ciências

2021 ◽  
Vol 16 ◽  
pp. 1-17
Author(s):  
Adalberto Penha de Paula ◽  
Roberto Gonçalves Barbosa
Keyword(s):  
Teacher Education ◽  
Rural Areas ◽  
Public Universities ◽  
Theoretical Study ◽  
Paulo Freire ◽  
Natural Sciences ◽  
The People ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher ◽  
Education Courses

This work presents a reflection on the theoretical and methodological thinking of the Brazilian educator Paulo Freire in the field of the Countryside Education and his contributions to the process of training teachers of Natural Sciences. With this objective, the Pre-service teacher education courses of the Countryside Education at the Federal University of Paraná - Coastal Sector was taken as a reference, from which the historical, philosophical, social and practical principles and influences that led to the implantation of courses of this nature at national public universities are presented. Methodologically, it is a theoretical study, but it also has empirical evidence of educational practices already carried out. Among the final reflections, the importance of Freire’s pedagogy stands out as a counter-hegemonic and guiding pedagogy for the education of the people from the rural areas, waters and forests. Keywords: Freirean thinking. Training of countryside teachers.

#Playrevolution: Engaging Equity through the Power of Play

2021 ◽  
Vol 123 (3) ◽  
pp. 1-7
Author(s):  
Jaye Johnson Thiel ◽  
Karen Wohlwend
Keyword(s):  
United States ◽  
Teacher Education ◽  
High Schools ◽  
Video Games ◽  
Educational Equity ◽  
Rapid Change ◽  
The United States ◽  
Theory And Practice ◽  
Special Issue ◽  
Education Courses

This special issue continues a two-year conversation about a #playrevolution in literacies research, theory, and practice. The juxtaposition of play and revolution is intentional, highlighting the tension between play's prosocial benefits and collaborative production and the rapid change, uncertainty, and violence in today's schools, where we desperately need more humanizing elements that build people's connections to one another. The #playrevolution calls educators and researchers to explore the (un)predictable, (un)expected knots emerging through the coalescence of play and literacies, while also considering the possibilities play holds for educational equity in contemporary times. Bringing together twelve educational researchers across the United States, Canada, and Australia, this #playrevolution special issue explores the lively ecology of play-literacies in a variety of spaces—traditional writing and storytelling workshops, digital dialogues, video games, teacher-education courses, makerspaces, and playgrounds—with learners from preschools and kindergartens to high schools and universities.

Differentiating Instruction for Adult Learners in an Online Environment

2014 ◽  
pp. 1190-1207
Author(s):  
Dixie Massey
Keyword(s):  
Teacher Education ◽  
Adult Learners ◽  
Online Courses ◽  
Relevant Literature ◽  
Teaching Online ◽  
Differentiating Instruction ◽  
Online Platforms ◽  
Online Teacher Education ◽  
Online Teacher ◽  
Education Courses

Teacher education courses offered online are becoming increasingly common. Unfortunately, few instructors of online teacher education courses have specific preparation for teaching adult learners or in teaching online courses, resulting in faltering attempts to transfer traditional methodology such as lectures to online platforms. This chapter considers the background of distance education and examines relevant literature on adult learners. Differentiated instruction is proffered as a means of meeting the needs of adult learners in online teacher education courses. Specific examples of differentiating content, process, and product are suggested.

Meeting Emerging Needs of Online Coaching in Teacher Education

2014 ◽  
pp. 56-71 ◽  
Author(s):  
Kim H. Song
Keyword(s):  
Teacher Education ◽  
Teaching Practice ◽  
Online Courses ◽  
Online Course ◽  
Virtual Coaching ◽  
Online Coaching ◽  
Online Course Development ◽  
Research Findings ◽  
Future Direction ◽  
Education Courses

The chapter examines emerging priorities and trends in virtual or online teacher education courses using empirical research findings on online courses. The benefits and challenges of the online practicum course are explored, as well as the efficacy of online coaching if it impacts on participants' teaching practice. The uniqueness of this online course is that it uses synchronous one-on-one coaching as an innovative way of leading them to the next level of inquiry. This virtual course facilitates mutual and progressive improvement through synchronous and asynchronous communication tools. The results include the procedure of the interactive and effective online course development, benefits and challenges of taking well-designed online courses, and impact of guided and reflective virtual coaching as well as future direction.

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