Critical-Practitioner Inquiry and Staff Development for Teacher Educators

2019 ◽  
pp. 117-122
Author(s):  
Peggy Shilamba ◽  
Lars Dahlström
Keyword(s):  
Staff Development ◽  
Teacher Educators ◽  
Practitioner Inquiry

scholarly journals Internationalizing teacher education curricula: opportunities for academic staff development

2018 ◽  
Vol 26 (2) ◽  
pp. 157-169
Author(s):  
Mónica Lourenço
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Global Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Academic Staff ◽  
Development Program ◽  
Content Type ◽  
Academic Staff Development ◽  
The Impact

Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

Strategy‐based development of teacher educators' ICT competence through a co‐operative staff development project

2006 ◽  
Vol 29 (2) ◽  
pp. 241-265 ◽  
Author(s):  
Jari Lavonen ◽  
Matti Lattu ◽  
Kalle Juuti ◽  
Veijo Meisalo
Keyword(s):  
Staff Development ◽  
Teacher Educators ◽  
Development Project ◽  
Ict Competence

Preparing the Next Generation of Teacher Educators: The Role of Practitioner Inquiry

2015 ◽  
Vol 37 (4) ◽  
pp. 373-396 ◽  
Author(s):  
Jennifer Jacobs ◽  
Diane Yendol-Hoppey ◽  
Nancy Fichtman Dana
Keyword(s):  
Teacher Educators ◽  
Practitioner Inquiry ◽  
Next Generation

Becoming Clinically Grounded Teacher Educators: Inquiry Communities in Clinical Teacher Preparation

2020 ◽  
pp. 002248712091586 ◽  
Author(s):  
Rachel Wolkenhauer ◽  
Angela Hooser
Keyword(s):  
Clinical Practice ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Novice Teacher ◽  
Teacher Educator ◽  
Clinical Teacher ◽  
Practitioner Inquiry ◽  
Naturalistic Inquiry ◽  
Community Approach ◽  
Hermeneutic Approach

Calls for the renewal of teacher preparation through clinical practice have left many novice teacher educators to learn on the job. This article reports on the research of two such novices, studying their own practice. Addressing the need to better understand the approaches teacher educators take to clinically grounding their work, the authors used a hermeneutic approach to naturalistic inquiry to study their use of an inquiry community framework in a teacher preparation clinical setting. The authors found that within an arc of practitioner inquiry, explicitly teaching guided reflection and professional dialoguing skills within an inquiry community were key teacher educator practices. They found that an inquiry community approach holds promise as a structure and space for teacher educators to advance teacher preparation toward clinical practice.

scholarly journals “Bad Inquiry”: How Accountability, Power, and Deficit Thinking Hinder Pre-Service Practitioner Inquiry

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Stephanie Schroeder
Keyword(s):  
Student Learning ◽  
Teacher Educators ◽  
Mentor Teachers ◽  
Practitioner Inquiry ◽  
Deficit Thinking ◽  
K 12

This study of 30 pre-service teachers’ practitioner inquiry papers explores potential pitfalls of practicing inquiry with pre-service teachers. Focusing on the types of questions pre-service teachers ask about student learning, the challenges they face when engaging in inquiry, and the weaknesses of their inquiry products, this paper finds that accountability culture in education, pre-service teachers’ lack of power in the classroom, and deficit thinking left unchallenged by instructors led to weak inquiries. Implications include the need for teacher educators to work with mentor teachers across university and K-12 boundaries, and the need to teach explicitly about the power inquiry holds in neoliberal contexts.

scholarly journals An Evaluation of the Mentoral Support Programme of Directorate of Staff Development

2016 ◽  
Vol 33 (1) ◽  
Author(s):  
Tasleem Ullah ◽  
SaleemUllah Jundran
Keyword(s):  
Staff Development ◽  
Teacher Educators ◽  
Structured Interview ◽  
Mentoring Program ◽  
Chi Square ◽  
Support Programme ◽  
Chi Square Test ◽  
High Expenditure ◽  
Percentage Measure ◽  
The Impact

It was an impact assessment study that was conducted to assess the impact of District Teacher Educators (DTE) mentoral support upon Primary School Teachers (PST) professional progress in Punjab. The Punjab Government’s Continuous Professional Development (CPD) Program had been initiated through Directorate of Staff Development (DSD). Five years have passed since the start of this program. High expenditure was expected to be consumed for this task. Its effectiveness or the impact of this program needed to be assessed. Thus, the objectives were to assess the PSTs professional progress in the eight areas of mentoral support program, in M.B.D in district. The Questionnaire and Structured-Interview were taken as instruments. Data was hereby analyzed through percentage measure and Chi-square test. The sample consisted of two types of population. It was based upon 120 PSTs and 40 Heads of Secondary / Higher Secondary Schools working as Cluster Training and Support Centre (CTSC) Heads. Conclusions indicated that PSTs were satisfied about their professional progress acquired through DTEs. However, CTSC Heads were not found satisfied about the impact of DSD’s mentoring program.

scholarly journals Bad Inquiry: How Accountability, Power, and Deficit Thinking Hinder Pre-Service Practitioner Inquiry

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Stephanie Schroeder
Keyword(s):  
Student Learning ◽  
Teacher Educators ◽  
Mentor Teachers ◽  
Practitioner Inquiry ◽  
Deficit Thinking ◽  
K 12

This study of 30 pre-service teachers’ practitioner inquiry papers explores potential pitfalls of practicing inquiry with pre-service teachers. Focusing on the types of questions pre-service teachers ask about student learning, the challenges they face when engaging in inquiry, and the weaknesses of their inquiry products, this paper finds that accountability culture in education, pre-service teachers’ lack of power in the classroom, and deficit thinking left unchallenged by instructors led to weak inquiries. Implications include the need for teacher educators to work with mentor teachers across university and K-12 boundaries, and the need to teach explicitly about the power inquiry holds in neoliberal contexts.

scholarly journals The Struggle

2021 ◽  
Vol 50 (1) ◽  
Author(s):  
Reshma Ramkellawan-Arteaga
Keyword(s):  
Staff Development ◽  
Teacher Educators ◽  
White Supremacy ◽  
Entry Points

This essay identifies some of the challenges staff development providers may encounter and identifies ways to approach the work to ensure the greatest impact on students. This includes clearly defining the boundaries and permeability of the work, looking for various entry points, and explicitly addressing adults' mindsets. For teacher educators who support teachers and administrators looking to dismantle or challenge white supremacy in schools, the work can feel overwhelming but, through deliberate strategies, the work is always possible.

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