scholarly journals A New Immigrant Experience of Navigating Multiculturalism and Indigenous Content in Teacher Education

2017 ◽  
Vol 46 (4) ◽  
pp. 23-40
Author(s):  
Lilach Marom
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Settler Colonialism ◽  
Critical Reflexivity ◽  
New Directions ◽  
Immigrant Experience ◽  
New Immigrant

In this article, which is grounded in my own experiences, I discuss the responsibilities of new immigrant teacher educators when teaching courses related to diversity and multiculturalism in Canada. I highlight the complexities that underlie discourses of multiculturalism in teacher education, and the important role that new immigrant teacher educators have in locating themselves within the frame of settler colonialism in Canada. I argue that there is a need for genuine dialogue and critical reflexivity that encourage teacher educators and teacher candidates to locate themselves within a complex web of privileges and oppressions, and I explore possible new directions for teaching multiculturalism and Indigenous content in teacher education.  

A University-Community Partnership in Teacher Education From the Perspectives of Community-Based Teacher Educators

2018 ◽  
Vol 69 (2) ◽  
pp. 140-153 ◽  
Author(s):  
Lorena Guillen ◽  
Ken Zeichner
Keyword(s):  
Teacher Education ◽  
Pacific Northwest ◽  
Teacher Candidates ◽  
Research University ◽  
Teacher Educators ◽  
Local Community ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Community Based ◽  
The Pacific

This article examines the experiences of a group of nine community-based mentors of teacher candidates who partnered for several years through a local, community-based organization with the graduate elementary and secondary teacher education programs at a research university in the Pacific Northwest. Following a brief discussion of the history of partnerships between teacher education programs and local communities, we report the findings of a study of the perspectives of these community mentors on their work with teacher candidates and university teacher educators.

Digital Storytelling in Teacher Education

2011 ◽  
pp. 235-237 ◽  
Author(s):  
Vivian H. Wright
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Digital Storytelling ◽  
Teacher Education Programs ◽  
Instructional Tool ◽  
Education Programs ◽  
Technology Tools ◽  
Learning Productivity

In teacher education programs, there is a consistent need to locate and to recommend to teacher educators, teacher candidates, and in-service teachers, viable technology tools and concepts that can be used in the classroom. Digital storytelling is a concept that is growing in popularity and one which offers versatility as an instructional tool. This chapter presents information and ideas on how to facilitate learning, productivity, and creativity through a variety of digital storytelling classroom uses.

scholarly journals TESL Teacher Educators' Professional Self-Development, Identity, and Agency

2018 ◽  
Vol 35 (2) ◽  
pp. 140-155
Author(s):  
Bedrettin Yazan
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Future Research ◽  
Identity And Agency ◽  
Self Development ◽  
Writing Assignment ◽  
Professional Self ◽  
Langue Seconde

Using the concepts of identity and agency, this Perspectives article discusses my recent efforts of self-development when designing an identity-oriented Teaching English as a second language (TESL) teacher education course around teacher candidates’ semester-long autoethnography writing assignment called “critical autoethnographic narrative” (CAN). It specifically unpacks the ways I negotiated and enacted my identities of teacher educator and researcher of teacher education while I was incorporating identity as the main goal in teacher candidates’ learning. In closing, this article offers recommendations for TESL teacher educators who consider designing identity-oriented courses and suggests some future research directions. À l’aide des concepts de l’identité et de l’agentivité (ou capacité d’agir), cet article de Perspectives illustre mes récents efforts d’autoperfectionnement alors que je concevais un cours de formation d’enseignantes et enseignants d’anglais langue seconde axé sur l’identité, et ce, autour de l’imposition d’un projet d’écriture autoethnographique d’un semestre appelé « exposé autoethnographique critique » à des candidates et candidats à l’enseignement. L’article révèle spécifiquement la façon dont je suis parvenu à négocier et faire valoir mes identités de formateur d’enseignants et de chercheur en éducation d’enseignants alors que je faisais de l’identité le principal objectif de l’apprentissage des candidats et candidates à l’ enseignement. En terminant, cet article offre des recommandations à l’intention des formateurs d’enseignantes et enseignants d’anglais langue seconde qui songent à concevoir des cours axés sur l’identité, et ce, en plus de proposer des orientations futures en matière de recherche.

scholarly journals Internationalization of Canadian Teacher Education: Teacher Candidates’ Experiences and Perspectives

2020 ◽  
pp. 209653112094604 ◽  
Author(s):  
Yan Guo ◽  
Shibao Guo
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Social Inclusion ◽  
Teacher Educators ◽  
Student Mobility ◽  
Social Imaginary ◽  
Student Survey ◽  
Individual Interviews ◽  
Internationalization At Home ◽  
Everyday Realities

Purpose: Informed by social imaginary, Canadian exceptionalism, and social inclusion, this study explores how teacher candidates experience and interpret internationalization at home at one university in Canada. Design/Approach/Methods: Data were collected from three sources: (a) policy analyses of public documents related to internationalization in Canada and at the university; (b) a student survey on the internationalization of higher education; and (c) individual interviews with 12 teacher candidates. Eight interviewees were local, four White and four racialized minorities, and four were international. Findings: Findings indicate that most participants relate internationalization to student mobility. They present the Canadian society and themselves as open, tolerant, and accepting. Such an imaginary of Canadian exceptionalism does not necessarily coincide with everyday realities of international and racialized teacher candidates. They reported that they experienced Eurocentric curricula, different forms of exclusion, and racism. Some participants enacted agency to disrupt the dominance of White perspectives. Originality/Value: This research addresses knowledge gaps related to internationalization policy as teacher candidates’ voices are not often heard in internationalization initiatives. The study suggests that the internationalization of teacher education requires decolonization of curriculum, bridging with anti-racism education, and the internationalization of teacher educators.

scholarly journals Established and evolving ways of linking to practice in teacher education: Findings from an international study of the enactment of practice in teacher education

2017 ◽  
Vol 11 (3) ◽  
pp. 9
Author(s):  
Kirsti Klette ◽  
Karen Hammerness ◽  
Inga Staal Jenset
Keyword(s):  
Teacher Education ◽  
Survey Data ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
International Study ◽  
Analytical Framework ◽  
Observation Data ◽  
International Programs ◽  
Education Practice ◽  
Successes And Challenges

AbstractWorldwide, teacher educators and policymakers call for teacher preparation that is more deeply linked to practice. Yet, we know little about how such linkages are achieved within different international programs. We examine the degree to which programs provide opportunities to learn that are grounded in practice. We report on survey data (n = 486 teacher candidates) from five pro-grams in Finland, Norway, California, Chile, and Cuba, and observation data from the methods courses (n = 104 hours) in six programs in Finland, Norway, and California. Using an analytical framework decomposing the conception of ‘opportunities that are grounded in practice’ in teacher education, this article provides evidence regarding the successes—and challenges—concerning incorporating practice in teacher education. These findings suggest that some ways of linking to practice in teacher education seem to be established, while others are still evolving.Keywords: teacher education, practice, coursework, comparative research Delvis etablert, delvis i utvikling: Funn fra en internasjonal studie om koblinger til praksis i lærerutdanningenSammendragLærerutdannere og politikere over hele verden etterlyser en mer praksisbasert lærerutdanning med tydelige koblinger til praksis. Likevel vet vi lite om hvordan slike koblinger ser ut i ulike lærerutdanningsprogram internasjonalt. I denne artikkelen undersøker vi i hvilken grad ulike lærerutdanningsprogram tilbyr studentene praksisbaserte læringsmuligheter. Studien bygger på survey data (n = 486 lærerstudenter) fra fem lærerutdanningsprogram i Finland, Norge, California, Chile og Cuba, og observasjonsdata fra fagdidaktikkurs (n = 104 timer) i seks program i Finland, Norge og California. Ved hjelp av et analytisk rammeverk som operasjonaliserer konseptet ‘praksisbaserte læringsmuligheter’, viser denne artikkelen til suksesser – og utfordringer – med å innlemme praksis i lærerutdanningen. Funnene indikerer at det finnes etablerte måter å koble til praksis på i lærerutdanningen, mens andre fremdeles er i utvikling.Nøkkelord: lærerutdanning, praksis, undervisning på campus, komparativt design

scholarly journals Learning From Students, Teachers, and Schools: Field-Based Teacher Education for Emergent Bilingual Learners

2019 ◽  
Vol 71 (1) ◽  
pp. 148-161
Author(s):  
Amy J. Heineke ◽  
Elina Giatsou
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Linguistically Diverse ◽  
First Year ◽  
Bilingual Learners ◽  
Emergent Bilingual ◽  
Diverse Classrooms ◽  
Undergraduate Teacher Education

Today’s schools are more culturally and linguistically diverse than ever before, prompting the need for teachers with the requisite expertise for work with emergent bilingual learners. As students grow in numbers and fill seats in classrooms spanning grades and disciplines, teacher educators must consider ways to prepare an increasing number of teachers, including those spanning licensure areas. This research probed one university’s efforts to prepare all teacher candidates for this growing subgroup of students through a field-based undergraduate teacher education program in the urban Midwest. Using artifact data from 29 program completers and survey and interview data from five focal teachers spanning licensure areas, this study investigated how particular facets of the field-based program promoted or deterred candidates’ learning across the 4-year program and into teachers’ first year of teaching. Implications center on how universities can leverage field-based teacher education to prepare future teachers for diverse classrooms.

Leveraging Virtual Worlds Foreign Language Teacher Preparation

2016 ◽  
Vol 10 (1) ◽  
Author(s):  
Kelly Moser ◽  
Nicole C Miller ◽  
Krista Chambless
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Virtual Worlds ◽  
Second Life ◽  
Teacher Candidates ◽  
Best Practice ◽  
Teacher Educators ◽  
Methods Course ◽  
Pedagogical Practice ◽  
The Many

Recently in the field of teacher education, there has been a call for a more practice-based approach to teacher education. Best practices for developing any skill set is live practice and coaching. However, due to the many ethical considerations and the obstacles presented to the learning-to-teach process, it is neither practical nor best practice, to have teacher candidates conduct live practice lessons in real classrooms with constant interruptions by expert teachers. In contrast, virtual worlds such as Second Life (SL) can potentially assist teacher educators in overcoming these obstacles. This article presents the findings of a research study using SL in an inter-university Foreign Language (FL) methods course to provide teacher candidates with opportunities to teach (practice skills) while receiving continuous live feedback (coaching) from their methods instructors. The virtual experience and immediate feedback impacted candidate confidence as well as pedagogical practice and forced candidates to engage in reflective practice regarding content and pedagogical knowledge. The complexity of teaching, the role of feedback, and simulation within SL in FL teacher candidate learning are also discussed.

Integrating Study Abroad in Teacher Education

2016 ◽  
pp. 601-620 ◽  
Author(s):  
Yasemin Kırkgöz
Keyword(s):  
Teacher Education ◽  
Study Abroad ◽  
Prospective Study ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Learning Needs ◽  
Global Citizens ◽  
Hands On ◽  
Study Abroad Program

This chapter describes the design of an innovative ‘Study Abroad' curriculum to be integrated into teacher education departments. The curriculum is based upon the results of in-depth interviews administered to teacher candidates and/or practicing teachers of English following their return from a study abroad program. The curriculum is designed with a view to meeting the needs of prospective study abroad student teachers of English, and to address possible challenges that may result from their participation in such programs. The most innovative aspect of the curriculum is that it incorporates problem scenarios, and provides experiential hands-on practice. The curriculum comprises ten modules, each focused on a different topic. It is expected that the curriculum will enhance teacher educators' awareness of the contribution(s) study abroad makes to create global citizens, and increase teacher educators' knowledge about the learning needs of prospective study abroad student teachers.

Differentiated Fieldwork and Practicum Experiences

2018 ◽  
pp. 2119-2139
Author(s):  
Stephen T. Schroth ◽  
Jason A. Helfer
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
New Teachers ◽  
Teacher Educators ◽  
Retention Rates ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Practicum Experiences ◽  
Different Levels

Teacher education programs are charged by administrators, legislative bodies, parents, and others to produce new teachers who are “classroom ready” upon graduation. Many interns and teacher candidates, however, come to their programs with very different levels of preparation and skills in dealing with children. Rather than using a one-size-fits-all approach, teacher educators should differentiate fieldwork and practicum experiences to better meet candidates' varying readiness levels, interests, and learning profiles to create placements that fit the interns' needs and skills. Differentiating the fieldwork and practicum experiences of interns has the dual benefit of increasing retention rates of teacher education programs and better preparing new teachers for their first classrooms. Suggestions are made regarding ways teacher educators can differentiate placements for interns and teacher candidates.

Developing Technological Pedagogical Content Knowledge in Elementary Education Programs

2018 ◽  
pp. 1512-1541
Author(s):  
Drew Polly ◽  
Ian C. Binns ◽  
S. Michael Putman ◽  
Tracy Rock ◽  
Amy J. Good
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Content

The digital age requires teacher education programs to constantly evaluate and revise their programs and courses, particularly with reference to guiding teacher candidates towards integrating current and emerging technologies. This designed-based research study demonstrates how state-wide mandates to revise teacher education programs were used in promoting subsequent revisions influencing the course components and teacher candidates' development of Technological Pedagogical Content Knowledge (TPACK). Cases of four undergraduate elementary education courses and the advanced licensure elementary education program are described. The cross case analysis reveals the subsequent influence on the program for improving the TPACK preparation of the teacher candidates. The chapter concludes with implications for teacher educators and leaders of teacher education programs.

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