scholarly journals Profiling academic research on what is being sought in initial teacher education gender wise

2021 ◽  
Vol 04 (06) ◽  
Author(s):  
Pedro Cabrejo ◽  
Keyword(s):  
Teacher Education ◽  
Vocational Training ◽  
Gender Diversity ◽  
Academic Research ◽  
Initial Teacher Education ◽  
Teacher Formation ◽  
Professional Experiences ◽  
Teachers And Students ◽  
Vocational Teacher ◽  
Selection Of

This article is mainly focused on what is happening with university structures, at least in the aspects related to the pedagogy of gender, specifically transgender, provided to pre-service vocational students. Universities are hyper-regulated spaces in which, in an invisible way, there are spaces of censorship in the production of knowledge and the selection of topics of interest for research and learning. Vocational teacher formation has constituted a whole scenario of being, in which the gender diversity and especially Transgender is not contemplated. Initial teacher education in Colombia seems to be monolithic. Teaching education does not include topics or contents that deals with gender, least Transgenderism. The monolithic construction of who supposed to be “The English teacher” is an evident problem in the initial vocational teacher formation. Teacher formation is dis-gendered, denies not only the existence of “genders” but moreover the existence of Transgender “individuals” in classroom. This article traces back the meaning attributed to transgenderism in particular teaching practices, specifically in vocational training classroom, from some previous studies until ELT teachers’ and students’ beliefs, thoughts, perceptions, and interpretations about transgenderism. Additionally, by looking into elements that have been left unattended or unsaid in previous works concerned with gender, the integration of transgender teachers’ & students’ personal and professional experiences will be an ally ship not only on how to intervene when transphobia occurs, but also in the consolidation of the future transgender teachers’ identity.

scholarly journals Learnings from the Adult Religious Education and Faith Development (AREFD) project for initial teacher education of religious educators

2021 ◽  
Author(s):  
Bernadette Sweetman
Keyword(s):  
Teacher Education ◽  
Religious Education ◽  
Faith Development ◽  
Academic Research ◽  
Initial Teacher Education ◽  
Structured Interviews ◽  
Religious Educators ◽  
Area Of Interest ◽  
The Rich ◽  
The Republic

AbstractSince October 2018, researchers at the Mater Dei Centre for Catholic Education at Dublin City University have been engaged in the Adult Religious Education and Faith Development (AREFD) project. The overarching aim of the project was to facilitate a re-energising of adult religious education and faith development in Ireland. Working amongst local faith communities with an academic research focus, an area of interest that has emerged is how the insights gained from AREFD project can contribute to initial teacher education, particularly involving students preparing for employment as post-primary religious educators. This paper will outline some of the key themes that emerged from the data gathered in phase two of the AREFD project as it pertains to the initial teacher education (ITE) of religious educators. In phase two, a total of fourteen semi-structured interviews/focus groups were conducted between December 2019 and April 2021, featuring twenty-two people from across the island of Ireland who have a wealth of experience in AREFD across diverse contexts. The purpose of these interviews was to gather together the rich insights from the depth of experience of the interviewees on practicalities and possibilities central to adult religious education. The contexts in which they have worked are all pertinent to both the post-primary Religious Education curriculum in the Republic of Ireland and wider related learning experiences, in Ireland and beyond. Four key findings from this phase of the AREFD project are reported upon in this paper: the specific realm of AREFD as distinct from school-based religious education and catechesis; the need for intentional investment in AREFD; the physicality of religion; collaboration, communication and connection. These findings may contribute to the reflections of and course development by initial teacher education providers as they seek to offer the highest quality opportunities to their students, in the understanding that their students are adults themselves and that education is a lifelong endeavour.

scholarly journals The Teacher's Mentoring Role and the Reflexive Teacher Formation during Supervised Internships in the Science Education Area

2019 ◽  
Vol 21 (4) ◽  
pp. 174-191
Author(s):  
Maisa Helena Altarugio ◽  
Samuel De Souza Neto
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
The Other ◽  
Initial Teacher Education ◽  
Structured Interviews ◽  
Critical Function ◽  
Teacher Mentors ◽  
Teacher Formation ◽  
University Professor ◽  
Professional Contexts

In the initial teacher education scenario, the supervised internships are considered as privileged spaces for the teacher’s professional development, while a reflexive practice is one of the paradigms that guide this formation. Hence, a significant part of the formation of a future professional lies on the university professor who takes the responsibility for the orientation of these practices. In this context, this study has the objective to identify and analyze how professors at the beginning of their career paths, who have just taken the role of supervising the practices, conceive and deal with their mentoring role and with the function of orienting reflexive practices in the education of trainee teachers. Eight professors from different teacher training courses in the Science Education area at a public federal university in Brazil have participated in this case study, where semi-structured interviews and content analysis were used as the main techniques. The results have suggested that, for one group of these professors, the reflection would have a transformative and critical function over their practices and their professional contexts. On the other hand, for the other group, the teacher’s mentoring role seemed to present a more pragmatic preoccupation, as well as the function and the way to conduct this reflection. While they are moving towards accomplishing their role as teacher mentors, other factors also show some influence in building their identities. Regarding the field of teacher education and the professionalization of education, this study has pointed out to some paths towards which it is possible and necessary to advance and it may contribute to leave teaching from a critical and reflexive orientation as a heritage for the next generations.

scholarly journals A QUALITATIVE APPROACH TO STUDY THE ROLE AND IMPORTANCE OF INQUIRY-BASED LEARNING: PROFESSIONAL LEARNING EXPERIENCE OF TEACHER-EDUCATORS AND STUDENT-TEACHERS IN INITIAL TEACHER EDUCATION PROGRAMS

2012 ◽  
Vol 29 (1-2) ◽  
Author(s):  
Nasreen Akhtar ◽  
Intazzar Hussain Butt
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Learning ◽  
Teacher Educators ◽  
Science Teacher Education ◽  
Learning Experience ◽  
Initial Teacher Education ◽  
General View ◽  
Teachers And Students ◽  
Understanding Of Science

There is a general view that the transmission style of teaching is inadequate in helping students develop their learning in science, particularly in Initial Teacher Education (ITE) in Pakistan. Inquiry-based pedagogy in science is considered key means of improving an understanding of science and helps students cultivate their science literate thinking and develop their confidence to teach science effectively. In light of the key roles of inquiry-based pedagogy in initial science teacher education, this study explores the perceptions of teachers and students at a university in Punjab as how they understand the elements and process of inquiry-based pedagogy. The research is innovative in the context of exploring teacher-educators’ and student-teachers’ perceptions of inquiry-based pedagogy and also in relation to inquiry in the practicalities of their teaching at University in Punjab (Pakistan). Data has been collected using 2 focus groups with student-teachers and 20 interviews with teacher-educators. The result of this study indicates that the teachers and students mostly held positive views about inquiry-based pedagogy. Significantly, the teachers and students showed a limited understanding of the elements of inquiry-based pedagogy in ITE but they appreciated that they could facilitate the learning process using inquiry. When inquiry-based instructional strategies are integrated into a teaching science methods course, the majority of teachers developed a fair understanding of inquiry-based strategies in science. Moreover, the biggest challenges to inquiry are a non-supportive university academia, the current curriculum and assessment methods used. Finally, recommendations about the importance of teachers’ and students’ perceptions on inquiry-based pedagogy, arrangement of resources, preparation for teachers and students are made to the teacher-educators, University administration, and Higher Education Authority.

scholarly journals Storying teacher education policy: Critical counternarratives of curricular, pedagogical, and activist responses to state-mandated teacher performance assessments

2018 ◽  
Vol 26 ◽  
pp. 26 ◽  
Author(s):  
Nick Henning ◽  
Alison G. Dover ◽  
Erica K. Dotson ◽  
Ruchi Agarwal-Rangnath
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Teacher Performance ◽  
Methodological Approach ◽  
Performance Assessments ◽  
High Stakes ◽  
Professional Experiences ◽  
Political Implications ◽  
Teachers And Students ◽  
Refusal To Participate

The rise of high-stakes, standardized, teacher performance assessments (TPAs) is central to the industry being created out of the regulation, policing, and evaluation of university-based teacher education In addition to reinforcing a narrow and counter-critical framework, TPAs can shift responsibility for the evaluation of teacher candidates from university-based teacher educators with a comprehensive and nuanced fluency in candidates' preparedness to external scorers trained to standardize and depersonalize effective practice. In this article, four social justice-oriented teacher educators from three different states examine the practical and political effects of TPAs in their local contexts. By analyzing the curricular, pedagogical, and political implications of this high-stakes standardization of their field, they speak back to a policy landscape that too often marginalizes the voices of the teachers and students it purports to serve. Throughout, they examine the dilemmas of practice created by TPAs, as teachers and teacher educators seek to redefine what it means to enact justice-oriented professional agency in an increasingly regulated context. A critical counternarrative methodological approach was used to collect and process the authors’ lived stories and then to collaboratively reflect upon each other’s personal/professional experiences with TPAs. Several strategies are identified for enacting agency in response to TPAs, including curricular acts of resistance, resistance through participation in state legislative processes, policymaking within teacher education programs, the production of activist scholarship, and refusal to participate at all. Ways are suggested for teacher educators to minimize, mitigate, and resist unjust policy through curricular, political, and scholarly activism.

Nonbinary Beginning Teachers: Gender, Power, and Professionalism in Teacher Education

2021 ◽  
Vol 123 (9) ◽  
pp. 199-222
Author(s):  
Lee Iskander
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Beginning Teachers ◽  
Coming Out ◽  
Gender Diversity ◽  
Initial Teacher Education ◽  
Power Dynamics ◽  
Gender Expectations ◽  
Gender Based ◽  
K 12

Background/Context: In recent years, Canadian and U.S. schools have increased efforts to recognize gender diversity and reduce gender-based harassment, in large part because a growing number of young people are coming out as transgender or nonbinary in adolescence. However, little research explores nonbinary teachers’ experiences or investigates barriers to their entry into the profession. Purpose: This article begins to fill this gap by showing how six nonbinary beginning teachers navigated gender expectations, worked to appear professional, and negotiated racial and gendered power dynamics in their initial teacher education and preservice teaching. Participants: Participants include six nonbinary preservice teachers of diverse gender expression and racial and class backgrounds who were enrolled or had recently completed teacher education in North America when the study was conducted in 2018. Research Design: This qualitative study employed in-depth, phenomenological interviews. This article uses Sara Ahmed’s concept of the “willful subject” to consider how participants negotiated the relationship between their gender identities as nonbinary people and their nascent professional identities as teachers. Conclusion: These beginning teachers expressed concern about succeeding in their teacher education programs and worried about how others perceived them because of the expectation of normative gender implicit in teaching’s professional norms. This expectation was enforced by the profession’s gatekeepers more than by K–12 students and their families, who participants generally described as hospitable or indifferent to having a nonbinary teacher. If the profession is to genuinely welcome gender diversity, it must recognize and work to deconstruct its own gender normativity.

Fit and Congruency

2019 ◽  
Vol 18 (3) ◽  
pp. 148-156
Author(s):  
Mary Hogue ◽  
Lee Fox-Cardamone ◽  
Deborah Erdos Knapp
Keyword(s):  
Role Theory ◽  
Social Role ◽  
Gender Diversity ◽  
Job Fit ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Working Adults ◽  
Role Congruity ◽  
Self Selection ◽  
Selection Of

Abstract. Applicant job pursuit intentions impact the composition of an organization’s applicant pool, thereby influencing selection outcomes. An example is the self-selection of women and men into gender-congruent jobs. Such self-selection contributes to a lack of gender diversity across a variety of occupations. We use person-job fit and the role congruity perspective of social role theory to explore job pursuit intentions. We present research from two cross-sectional survey studies (520 students, 174 working adults) indicating that at different points in their careers women and men choose to pursue gender-congruent jobs. For students, the choice was mediated by value placed on the job’s associated gender-congruent outcomes, but for working adults it was not. We offer suggestions for practitioners and researchers.

Formación Inicial Docente: Una mirada al Proceso de Construcción de Conocimiento Profesional desde la Práctica

2014 ◽  
pp. 143
Author(s):  
Pamela Labra Godoy ◽  
Rodrigo Fuentealba J.
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Social System ◽  
Knowledge Construction ◽  
Educational Context ◽  
Teacher Formation ◽  
Palabras Clave ◽  
The Social ◽  
Application Logic ◽  
Process Product

Resumen: Los procesos de formación de profesores han estado fuertemente influenciados por una lógica aplicacionista y una visión fragmentada y prescriptiva de la naturaleza del conocimiento. Se puede observar una enseñanza basada en la oralidad, en un bajo trabajo práctico y una escasa vinculación con la realidad educativa y los requerimientos del contexto. Se hace necesario que en dichos procesos se reconozca a los futuros profesores como sujetos de conocimiento con quienes se debiese generar una estructura curricular práctica activa y reflexiva.El reconocer la complejidad de los procesos que se llevan a cabo en el contexto educacional, hace necesario transitar desde una lógica instrumental/mecanicista, proceso-producto a una perspectiva epistemológica donde se rescate el dinamismo del ámbito educacional y la complejidad del sistema social en que éste se encuentra inserto. Palabras clave: Formación Inicial Docente - Construcción de Conocimiento Profesional – Prácticas – Reflexión Profesional Abstract Teacher education processes have been heavily  influenced by application logic, as well as, to a fragmented and prescriptive vision of the nature of knowledge, instead of the construction of it. A teaching process based on the predominance of oral discourse, low practical work, and a limited relation with educational reality and context needs, has been  observed. It seems necessary to recognize student - teachers as knowledge subjects with whom there should be an active/reflective curricular activity, and also recognize the complexity of the processes that take place in the educational context. In other words, it is necessary to move from an instrumental, process/ product perspective towards an epistemological perspective able to recognize the dynamism in the educational system and the complexity of the social system in which it is immersed. Key Words: Initial Teacher Formation- Professional Knowledge Construction- Practicum- Professional Reflection

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