UTILIZATION OF SCHOLARLY JOURNAL ARTICLES IN THE TEACHING AND LEARNING OF TEACHER EDUCATION COURSES

Given the abrupt shift to online learning when schools closed down due to the COVID-19 pandemic, this chapter provides insights gained during the transition. The purpose of this chapter is to explore the use of flipped learning in teacher education courses as the courses transitioned to a virtual model. The authors discuss their participation in virtual professional learning communities (VPLCs) as well as efforts to engage students in VPLCs. This chapter offers perspectives of both instructors and students as well as insights gained while teaching in a teacher education program and while teaching at a Nicaraguan university. A primary focus within the chapter is the use of various technologies and the collaboration among colleagues in and out of the United States to instruct teachers candidates and practicing teachers from primary level through higher education programs. Practical guidance is offered to those looking to begin or further the virtual teaching and learning.

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Developing a Rural Teacher Education Curriculum Package

The Rural Educator ◽

10.35608/ruraled.v33i2.417 ◽

2018 ◽

Vol 33 (2) ◽

Author(s):

Simone White ◽

Jodie Kline

Keyword(s):

Teacher Education ◽

Teaching And Learning ◽

Teacher Educators ◽

Rural Students ◽

Classroom Teaching ◽

Journal Articles ◽

Education Curriculum ◽

James Cook ◽

Film Clips ◽

Rural Teacher

This paper documents the development of a new website (www.rrrtec.net.au) specifically designed to better equip teacher educators to prepare graduates to teach in rural and regional communities. The two year study (2009-2011) that informed the website’s creation included three data sources: A literature review of research into rural teacher education, a survey of pre-service students who had completed a rural practicum and interviews with teacher educators about the current strategies they used to raise awareness and understanding of the needs of rural students, their families, and communities. An analysis of the data revealed that teacher educators need to focus more on developing graduates to be not only ‘classroom ready’ but also ‘school and community ready’. This analysis provided the framework for the creation of a set of curriculum modules and resources including journal articles, film clips, websites and books that teacher educators could readily and publicly access and use in their own classroom teaching. AcknowledgmentsThe RRRTEC project has been supported by the Australian Teaching and Learning Council (ALTC).The RRRTEC TeamThe RRRTEC project team consisted of Professor Simone White (Monash University), Dr Jodie Kline as Research Fellow (Deakin University), Dr Wendy Hastings (Charles Sturt University) and Dr Graeme Lock (Edith Cowan University). The RRRTEC curriculum writing team consisted of Professor Simone White (Monash University), Dr Wendy Hastings (Charles Sturt University), Dr Elaine Sharplin (University of Western Australia), Dr Pauline Taylor (James Cook University) and Dr Jan Page (Charles Sturt University).

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Putting Multiliteracies into Practice in Teacher Education

Teacher Education Programs and Online Learning Tools - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-1906-7.ch013 ◽

2013 ◽

pp. 244-263 ◽

Cited By ~ 2

Author(s):

D. Bruce Taylor ◽

Lindsay Sheronick Yearta

Keyword(s):

Teacher Education ◽

Web 2.0 ◽

Teaching And Learning ◽

Communication Technologies ◽

Information Communication Technologies ◽

Information Communication ◽

Web 2.0 Tools ◽

Graduate Teacher Education ◽

Education Courses ◽

New London

While technology has always played a role in teaching and learning, with the advent of Information Communication Technologies (ICTs), schools have struggled to keep pace with Web 2.0 tools available for teaching and learning. Multiliteracies, a term coined by scholars who published under the name The New London Group in 1996, has helped provide a theoretical foundation for applying new texts and tools to teaching and learning; however, much of the scholarship around Multiliteracies remains in the academic and theoretical domain. The authors suggest a pedagogic framework or metastructure for applying Multiliteracies to teacher education and by extension to P-12 classrooms. They document Web 2.0 tools and discuss how they have used them in undergraduate and graduate teacher education courses.

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The Use of Course Management Systems in Pre-Service Teacher Education

Handbook of Research on Blended Learning Pedagogies and Professional Development in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-5557-5.ch011 ◽

2018 ◽

pp. 196-213

Author(s):

Damian Maher

Keyword(s):

Teacher Education ◽

Social Presence ◽

Teaching And Learning ◽

Management Systems ◽

Course Management Systems ◽

Course Management ◽

The World ◽

Pre Service Teacher Education ◽

Pre Service Teacher ◽

Education Courses

Course management systems (CMSs) have now become firmly embedded into pre-service teacher education courses in many universities around the world to support teaching and learning. This chapter investigates some of the features of CMSs and how they are being used. In investigating the use of CMSs, some of the theories/models that underpin online and blended learning including social presence, community of practice (CoP), and constructivism are investigated. Some of the key themes that are discussed in this chapter include blended and flipped learning and the use of analytics. Contemporary spaces such as Facebook and Google Classroom are also investigated.

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“EDG 6931 Writes Back!” Black Studies as Emancipatory Resistance to Neoliberal Tyranny in Teacher Education

Culture Studies &#x2194 Critical Methodologies ◽

10.1177/1532708617706116 ◽

2017 ◽

Vol 17 (3) ◽

pp. 269-276 ◽

Cited By ~ 2

Author(s):

Melanie M. Acosta

Keyword(s):

Teacher Education ◽

Teaching And Learning ◽

Black Studies ◽

Learning To Teach ◽

Learning Spaces ◽

Student Work ◽

Critical Knowledge ◽

Emancipatory Learning ◽

Emancipatory Pedagogy ◽

Education Courses

Academics have a responsibility to raise human consciousness and make connections to those elements of power and politics often hidden from public view, yet the strong arm of neoliberalism has tightened its grip on the structure, and scope of higher education and this includes the moral rigor of teacher education courses. Therefore, emancipatory learning spaces are critical to the development of competent and conscious educators. This article presents one example of the transformative possibilities in learning to teach that emerges from the emancipatory pedagogy of Critical Studyin’. The article includes student work from one course assignment as an example of Critical Studyin’ in action to highlight the kinds of critical knowledge students can acquire when learning to teach is situated as a morally engaged endeavor. The article concludes with implications for teaching and learning to teach in neoliberal times.

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Using Technology to Support a New Pedagogy of Mathematics Teacher Education

Journal of Special Education Technology ◽

10.1177/016264349401200307 ◽

1994 ◽

Vol 12 (3) ◽

pp. 276-289 ◽

Cited By ~ 12

Author(s):

Magdalene Lampert ◽

Ruth Heaton ◽

Deborah Ball

Keyword(s):

Teacher Education ◽

Prospective Teachers ◽

Mathematics Teaching ◽

Teaching And Learning ◽

Preservice Teacher Education ◽

Mathematics Teacher Education ◽

Good Practice ◽

Inquiry Learning ◽

Innovative Teaching ◽

Education Courses

Teacher education courses that deliver knowledge about how to change mathematics teaching to prospective teachers are ineffective in challenging their traditional ideas about how to teach. There are few models of good practice for novices to observe and examine. By making multiple images of innovative teaching and learning available for study, hypermedia technology has the potential to represent the complexities of actual work in classrooms in situations where novices can develop images of the kind of practice that reformers espouse. The authors have been designing and experimenting with hypermedia tools in preservice teacher education that involve prospective teachers in this kind of inquiry learning about mathematics teaching. Information about classroom lessons and reflections on these lessons have been assembled to provide an environment in which prospective teachers can pose questions and use data to understand teaching and learning. A course in which such cases were used as the focus of teacher education is described.

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Implementing Service-Learning Programs in Physical Education; Teacher Education as Teaching and Learning Models for All the Agents Involved: A Systematic Review

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18020669 ◽

2021 ◽

Vol 18 (2) ◽

pp. 669

Author(s):

Raquel Pérez-Ordás ◽

Alberto Nuviala ◽

Alberto Grao-Cruces ◽

Antonio Fernández-Martínez

Keyword(s):

Systematic Review ◽

Teacher Education ◽

Physical Education ◽

Service Learning ◽

Teaching And Learning ◽

Physical Education Teacher ◽

Education Teacher ◽

Physical Education Teacher Education ◽

The Impact

Service-learning (SL) is the subject of a growing number of studies and is becoming increasingly popular in physical education teacher education (PETE) programs. The objective of this study was to conduct a systematic review of the implementation of SL programs with PETE students. The databases used were Web of Science, SPORTDiscus (EBSCO), and SCOPUS. Articles were selected on the basis of the following criteria: (a) published in a peer-reviewed journal; (b) covers the use of SL programs with PETE students; (c) relates to physical education or physical activity programs; (d) availability of a full-text version in English and/or Spanish. Thirty-two articles met the inclusion criteria. Two types of findings were observed: firstly, findings relating to the study characteristics and objectives and, secondly, recommendations for improvement of this type of intervention. The objectives of the different studies focused on (a) the impact of the SL methodology on PETE students’ professional, social, and personal skills; (b) its impact on the community; (c) analysis of the effectiveness and quality of the programs. All but two studies analyzed the impact of SL on PETE, while only four analyzed community participants and only three analyzed the quality of the SL program. Recommendations for improving SL programs used with PETE students included: all stakeholders, e.g., students and community participants, should be studied and coordinated; the quality of the programs should be assessed, as studying the effectiveness of SL programs could help to attain the objectives of both students and the community; mixed methods should be used; and intervention implementation periods should be extended to provide more objective, controlled measurements.

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SVM Method for Classification of Primary School Teacher Education Journal Articles

2019 International Conference on Electrical, Electronics and Information Engineering (ICEEIE) ◽

10.1109/iceeie47180.2019.8981455 ◽

2019 ◽

Author(s):

Utomo Pujianto ◽

Ilham Ari Elbaith Zaeni ◽

Ninon Oktaviani Irawan

Keyword(s):

Teacher Education ◽

Primary School ◽

School Teacher ◽

Primary School Teacher ◽

Journal Articles ◽

Education Journal ◽

Primary School Teacher Education

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Educating Perfinkers: How Cognitive Tools Support Affective Engagement in Teacher Education

The Canadian Journal for the Scholarship of Teaching and Learning ◽

10.5206/cjsotlrcacea.2021.1.10793 ◽

2021 ◽

Vol 12 (1) ◽

Author(s):

Gillian Judson ◽

Ross Powell ◽

Kelly Robinson

Keyword(s):

Teacher Education ◽

Lived Experiences ◽

Teaching And Learning ◽

Teacher Educators ◽

Cognitive Tools ◽

Affective Engagement ◽

Research Praxis ◽

Imaginative Education ◽

Relational Process

Our intention is to share our lived experiences as educators of educators employing Imaginative Education (IE) pedagogy. We aim to illuminate IE’s influence on our students’, and our own, affective alertness, and to leave readers feeling the possibility of this pedagogy for teaching and learning. Inspired by the literary and research praxis of métissage (Chambers et al., 2012; Hasebe-Ludt et al., 2009; Hasebe-Ludt et al., 2010), we offer this polyphonic text as a weaving together of our discrete and collective voices as imaginative teacher educators. Our writing reflects a relational process, one that invites us as writers and colleagues to better understand each other and our practices as IE educators (Hasebe-Ludt et al., 2009). It also allows us to share with other practitioners our struggles, questions, and triumphs as we make sense of our individual and collective praxis: how IE’s theory informs our practice, and how our practice informs our understanding of IE’s theory. This text, like IE’s philosophy, invites heterogeneous possibilities.

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