scholarly journals Leveraging Technology to Promote Global Citizenship in Teacher Education in the United States and Brazil

2020 ◽  
Vol 5 (1) ◽  
pp. 45-69
Author(s):  
Michael Kopish ◽  
Welisson Marques
Keyword(s):  
United States ◽  
Teacher Education ◽  
Critical Pedagogy ◽  
Global Citizenship ◽  
Collaborative Work ◽  
The United States ◽  
Teacher Education Programs ◽  
Global Competencies ◽  
Course Content ◽  
Collaborative Activities

With globalization and the increase of technology, collaborative work between institutions from different countries is a reality. Beginning in 2018, two teacher education programs, one in the United States and one in Brazil, developed a partnership to promote collaborative activities in curriculum and instruction, scholarship and research, and for student and faculty exchange. Critical pedagogy and social justice approaches to global citizenship education in teacher preparation guided the partnership’s collaborative activities toward the development of pre-service teachers’ global competencies and ability to integrate technologies as users and educators. This empirical research article presents an exploratory case study of a transnational, collaborative curricular project that leveraged technology in courses for pre-service teachers in the United States (n=12) and Brazil (n=10). The study explores the extent to which course content and activities facilitated pre-service teachers’ development of global competencies and ability to employ emerging technologies for learning and offers implications for practice. 

When Asked, Teachers Said…

2020 ◽  
pp. 1-29
Keyword(s):  
Professional Development ◽  
United States ◽  
Teacher Education ◽  
Teacher Educators ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Policy Makers ◽  
Racial Hierarchies ◽  
The U.S

The authors perceive that institutionalized racial hierarchies are the greatest barrier to educational equity in the United States. While P-12 teachers may express the desire to make their classrooms spaces of joy, creativity, and intellectual brilliance, it is primarily through intentional skills development that teachers succeed. The authors assert the need for greater investments by school districts and teacher education programs in professional development for in-service P-12 teachers that further empower them and, in turn, their students, to contribute to the dismantling of racism in the U.S. Teacher educators, administrators and policy makers need to position themselves as cultivators and supporters of P-12 teachers in ways that encourage and sustain their antiracist advocacy and equity work in their teaching.

Performance-Based Assessment in Preparing Teachers

2019 ◽  
Author(s):  
Drew Polly
Keyword(s):  
United States ◽  
Teacher Education ◽  
Elementary Education ◽  
Teacher Education Program ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
National Board ◽  
Performance Based Assessment ◽  
Support Teacher

Performance-based assessments are assessments in which learners complete a complex task or series of tasks in order to demonstrate their learning. Originally designed and used with school-aged learners (ages 5 through 18), the use of performance-based assessments gained popularity in the early 2000s as a way to deeply assess learners’ knowledge and skills. The National Board of Professional Teaching Standards has been using performance-based assessments, which include video evidence of teachers, artifacts of student work, and teachers’ written reflections as part of their credentialing process. For individuals seeking their initial teaching license or teaching credential, in the past decade in the United States, teacher education programs have started to use performance-based assessments. The most widely used performance-based assessment in teacher education in the United States is edTPA, an assessment that was either required or used as an option in 37 states at the time this chapter was written. The edTPA assessment, similar to the National Board portfolio, includes video evidence from the teacher candidate’s instruction, lesson plans, artifacts of student learning, and the teacher candidate’s written reflections about their planning, teaching, and assessment of their students. This chapter describes performance-based assessments in teacher education programs, and focuses on how faculty members in one elementary education (students age 5–11) teacher education program revised its curriculum to support teacher candidates’ completion of the edTPA performance-based assessment.

ePortfolio Integration in Teacher Education Programs

2012 ◽  
pp. 250-264 ◽  
Author(s):  
Albert D. Ritzhaupt ◽  
Michele A. Parker ◽  
Abdou Ndoye
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teacher Education Program ◽  
Interaction Model ◽  
The United States ◽  
Electronic Portfolio ◽  
Student Perspective ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Stakeholder Interaction

Though ePortfolios have grown in acceptance by teacher education programs across the United States, there still remain many questions regarding whether the tools are meeting student and teacher education program needs. This chapter will address this concern by first describing ePortfolios within teacher education. Next, the chapter will present a stakeholder interaction model and identify the individuals involved in an ePortfolio system. Then, a series of integration questions will be highlighted from a teacher education perspective. Two teacher education programs’ ePortfolio initiatives are evaluated using the Electronic Portfolio Student Perspective Instrument (EPSPI) (Ritzhaupt, Singh, Seyferth, & Dedrick, 2008) in relation to several integration characteristics. Finally, recommendations to teacher education programs are made.

The Permanence of Racism in Teacher Education

2015 ◽  
Vol 117 (14) ◽  
pp. 75-102
Author(s):  
Vanessa D. Dodo Seriki ◽  
Cory T. Brown ◽  
Kenneth J. Fasching-Varner
Keyword(s):  
United States ◽  
Teacher Education ◽  
Critical Race Theory ◽  
Students Of Color ◽  
Junior Faculty ◽  
The United States ◽  
Teacher Education Programs ◽  
Faculty Position ◽  
White Allies ◽  
Permanence Of Racism

Using the chronicles of three friends, this chapter presents a counterstory that sets the stage for the examination of racism in teacher education, within the United States of America, using critical race theory (CRT) as an analytical tool. The setting of these chronicles is during a time when postracial rhetoric in the United States was at its highest—just after the 2008 election of President Barack Obama. The three friends take the readers on a journey through their graduate experience in teacher education and into their first faculty position in teacher education. Their experiences, as students and junior faculty, are akin to what many faculty and students of color and their White allies experience daily in teacher education programs across the United States. The analysis of their chronicle, using CRT, reveals that postracial discourse has disguised racism and racial microaggression in teacher education. Racial microaggres-sion is as pernicious as other forms of racism and, through its passive-aggressive orientation, validates institutional and individual lack of attention to issues of race.

Challenging Fear and Hate

2020 ◽  
pp. 149-159
Author(s):  
César A. Rossatto ◽  
Jennifer L. Mansour
Keyword(s):  
United States ◽  
Public Schools ◽  
Critical Pedagogy ◽  
The United States ◽  
School Curriculum ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Mass Shootings ◽  
Safe Spaces ◽  
Multicultural Communities

We are living in times of neo-fascism where fear and hate are the dominant discourses. To counteract such challenges, caring and compassion are crucial components of a public school curriculum that promote humanization and empowerment. This kind of curriculum is missing in public schools. Mass shootings and acts of cruelty in the United States affect children the most. Educating our youth on action-based compassion is vital for critical pedagogy in teacher education programs. The authors question what it means to be human and believe that safe spaces where we can be ourselves and feel good being with others is an ontological necessity. Hence, this chapter expands on these claims and examines why and how this type of curriculum is essential for our multicultural communities.

Teacher Education and Digital Equity

2017 ◽  
pp. 120-136
Author(s):  
Anita Rao Mysore
Keyword(s):  
United States ◽  
Teacher Education ◽  
Digital Divide ◽  
School Administrators ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Digital Equity ◽  
K 12

For close to two decades, researchers have discussed the prevalence of digital divide in the United States. Scholars have also proposed principles to bring about digital equity. The purpose of this chapter is to examine both conceptual and empirical reviews and studies conducted in this millennium to bring about digital equity. The chapter informs teacher education programs, researchers, school administrators, policymakers, teachers, and other stakeholders about evidences and recommendations to bring about digital equity in US K-12 and teacher education.

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