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 “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 Reframing Teacher Education: Preparing Teachers for Inclusive Education

Inclusion ◽  
2014 ◽  
Vol 2 (4) ◽  
pp. 286-300 ◽  
Author(s):  
Jennifer Kurth ◽  
Jean Ann Foley
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Inclusive Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Mentor Teachers ◽  
Traditional Model ◽  
Building Capacity ◽  
Inclusive Settings ◽  
K 12

Abstract Inclusive education is increasingly common in K-12 schools, yet teacher preparation for inclusive education has been lagging. In the present study, interviews of teacher candidates, mentor teachers, university faculty, and fieldwork supervisors were completed to determine experiences of, and preparation for, inclusive education. Results indicate that teacher candidates received very mixed, and often contradictory, messages about inclusive education in their coursework and fieldwork experiences. Recommendations for building capacity for inclusive fieldwork and inclusive teacher preparation are proposed. Further, the need for teacher educators to reframe teacher preparation, from the traditional model of preparing teachers for largely segregated roles to providing the skills and techniques necessary for working and succeeding in inclusive settings, is discussed.

scholarly journals Action Research in Education: Addressing Gaps in Ethical Principles and Practices

2007 ◽  
Vol 36 (7) ◽  
pp. 401-407 ◽  
Author(s):  
Amanda L. Nolen ◽  
Jim Vander Putten
Keyword(s):  
Action Research ◽  
Teacher Educators ◽  
Ethical Issues ◽  
Professional Associations ◽  
Institutional Review Boards ◽  
Systematic Research ◽  
Institutional Review ◽  
Research In Education ◽  
K 12 ◽  
Review Boards

Action research in education has gained increasing attention in the past 20 years. It is viewed as a practical yet systematic research method that enables teachers to investigate their own teaching and their students’ learning. However, the ethical issues unique to this form of insider research have received less attention. Drawing on several professional associations’ principles for research practice, the authors identify a series of potential ethical issues inherent in action research in K–12 schools and the corresponding difficulties that action researchers encounter with the policies and procedures of institutional review boards. The authors conclude with recommendations for future practice addressed to three groups: institutional review boards, K–12 school professionals and teacher educators, and national professional and representative organizations.

Feeling and Acting like a Teacher: Reconceptualizing Teachers’ Emotional Labor

2020 ◽  
Vol 122 (5) ◽  
pp. 1-36
Author(s):  
Christy Galletta Horner ◽  
Elizabeth Levine Brown ◽  
Swati Mehta ◽  
Christina L. Scanlon
Keyword(s):  
Emotional Labor ◽  
Teacher Educators ◽  
Research Question ◽  
Well Being ◽  
Service Industries ◽  
Full Time ◽  
Display Rules ◽  
Surface Acting ◽  
K 12 ◽  
Feeling Rules

Background/Context Empirical research indicates that teachers across ages and academic contexts regularly engage in emotional labor, and this emotional labor contributes to their job satisfaction, teaching effectiveness, burnout, and emotional well-being both within and outside the classroom. However, because the initial research on emotional labor was situated in the service industries (e.g., restaurants, call centers, airlines), researchers have suggested that the emotional labor framework as it applies to teaching only provides a partial picture of teachers’ deeper and more complex emotional practice. Purpose/Objective/Research Question/Focus of Study This study aims to determine whether and how teachers’ descriptions of their own emotional practice map onto existing emotional labor constructs (emotional display rules, and deep and surface acting) and how the framework may be adapted to better support teachers’ implementation of emotional labor. Setting Participants worked in five charter schools within the same school district but in different areas of a mid-Atlantic metropolitan city. This district identifies itself as serving 4,000 students from “underserved communities” across 13 locations. Population/Participants/Subjects Full-time K–12 educators (N = 68) who worked across academic subjects (e.g., math, science, language arts) or special subjects (e.g., music, art) participated. Research Design The current study is qualitative; we employed adapted grounded theory. Data Collection and Analysis We conducted individual face-to-face semistructured interviews with participants; audio recordings were transcribed verbatim. We developed a codebook through a collaborative and iterative process, and we achieved high interrater reliability before using Dedoose to code the full corpus of data. Findings/Results There were two key findings: (1) teachers perceived feeling rules in addition to display rules, and (2) teachers described an emotional acting strategy in which they modulated the expressions of their authentic emotions, which we call modulated acting, in addition to surface and deep acting. Conclusions/Recommendations Including teachers’ perceptions of feeling rules and use of modulated acting in emotional labor research has the potential to enhance our understanding of how emotional labor relates to outcomes that are important for both teachers and their students. In addition, we urge teacher educators to include emotional labor in their curricula. Though further research is needed to build a strong literature base on ways in which teachers’ emotional labor may connect to their own and their students’ outcomes, the emotional labor constructs already have the potential to be useful for both preservice and practicing teachers.

How the Match Gets Made: Exploring Student Teacher Placements across Teacher Education Programs, Districts, and Schools

2021 ◽  
pp. e20200014
Author(s):  
Elise St. John ◽  
Dan Goldhaber ◽  
John Krieg ◽  
Roddy Theobald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Education Programs ◽  
K 12

Emerging research finds connections between teacher candidates’ student teaching placements and their future career paths and effectiveness. Yet relatively little is known about the factors that influence these placements and how teacher education programs (TEPs) and K-12 school systems match teacher candidates to mentor teachers. In our study of this process in Washington state, we find that TEPs and K-12 systems share overarching goals related to successful student teacher placements and developing a highly effective teacher workforce. However, distinct accountabilities and day-to-day demands also sometimes lead them to prioritize other objectives. In addition, we identified informational asymmetries, which left TEPs questioning how mentor teachers were selected, and districts and schools with limited information with which to make intentional matches between teacher candidates and mentor teachers. The findings from this study inform both practice and research in teacher education and human resources. First, they illuminate practices that appear to contribute to informational gaps and institutional disadvantages in the placement of student teachers. Additionally, they raise questions about what constitutes an effective mentor teacher and provide researchers and policymakers with better insight into the professional realities of teacher educators and K-12 educators, as well as those of district human resource (HR) coordinators, which is important given their differing accountabilities and distinctive positionings in the education of teacher candidates.

Teaching and Learning to Communicate

2013 ◽  
pp. 579-599
Author(s):  
Cynthia J. Benton ◽  
Kathleen A. Lawrence
Keyword(s):  
Preservice Teachers ◽  
Student Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Communication Competence ◽  
College Level ◽  
Education Programs ◽  
Professional Success ◽  
Evaluating Methods ◽  
K 12

Effective presentation skills and communication competence are important developmental qualities for teachers’ professional success and K-12 students’ learning. Yet identifying the definitive qualities and methods to practice and evaluate those skills has had minimal emphasis in current education programs. In addition to traditional abilities such as making clear presentations, speaking well, and articulating an argument, K-20 learners are faced with an explosion of options for accessing, organizing, and presenting information using technology. This study documents methods for college-level instruction and assessment of presentation skills, which serve as evidence of preservice teachers' readiness to demonstrate effective communication skills for K-12 student learning. The report summarized in this chapter tracks two years of creating and evaluating methods for promoting professional presentation and communication skills, and includes rubrics focused on the development and evaluation of those skills.

Teaching and Learning in the Digital Age

2019 ◽  
pp. 1-23
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Theoretical Description ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
K 12

Technological pedagogical content knowledge (TPACK) is a dynamic theoretical description of teachers' knowledge for designing, implementing, and evaluating curriculum and instruction with digital technologies. TPACK portrays the complex interaction among content knowledge, pedagogical knowledge, and technological knowledge for guiding all teachers (K-12 and higher education faculty) in the strategic thinking of when, where, and how to direct students' learning with technologies. Teacher educators' and educational researchers' acceptance of the TPACK construct mirrors the acceptance of its parent construct of pedagogical content knowledge (PCK). The importance of teachers' continued practice in integrating technologies is essential for extending and enhancing their TPACK. Connections with the knowledge-of-practice construct suggest calling TPACK TPACK-of-practice to more accurately describe the process of the knowledge development efforts for guiding inservice and preservice teachers in gaining, developing, and transforming their knowledge for teaching as new and more powerful technologies emerge for integration in education. Ultimately, the very nature of the TPACK construct describes a transformation of teachers' knowledge for teaching in the 21st century – a century reframed by robust and advanced technologies that have been integrated into the fabric of a more complex social, cultural, and educational environment.

Literacy in K-12 Teacher Education

2011 ◽  
pp. 469-492
Author(s):  
Kristina Love
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Cultural Practices ◽  
New Literacy ◽  
Cd Rom ◽  
Text Structures ◽  
Critical Areas ◽  
Complex Forms ◽  
K 12

Midway through the first decade of the new millennium, teachers are still facing considerable challenges in dealing with the complex forms of literacy that are increasingly required for success across the K-12 curriculum in Australia. Three critical areas in particular need to be addressed in teacher education in this regard: teachers’ knowledge about text structures and about how language functions as a resource in the construction of a range of spoken, written, and multi-modal genres; teachers’ understanding of language and text as critical socio-cultural practices and how these practices build disciplinary knowledge across the K-12 curriculum; and teachers’ capacity to choose models of pedagogy that allow learners to master new literacy practices, transform meanings across contexts, and reflect substantively on learning through language. In this chapter, I will outline how a video-based interactive CD-ROM entitled BUILT (Building Understandings in Literacy and Teaching) was developed for use in teacher education to address these concerns. I will conclude by signalling some of the challenges that remain for teacher educators training novice teachers to scaffold, through ICT, their K-12 students into an important range of literacies.

Adult Learners Learning Online

2010 ◽  
pp. 947-961
Author(s):  
Danilo M. Baylen
Keyword(s):  
Instructional Technology ◽  
Adult Learners ◽  
Adult Learning ◽  
Student Learning ◽  
Effective Practice ◽  
Online Experience ◽  
The Creation ◽  
K 12 ◽  
Specific Technology

This chapter presents a case study in which an onlineexperience for adult learners facilitated improved understanding of blogs and its applications to K-12 classrooms. Data were primarily derived from archived documentation provided by students as components of several completed course assignments. The case studyillustrates and examines how the online experience, specifically the creation and maintenance of a blog, supported student learning about use and application of a specific technology. The chapter discusses processes and results given the contexts of adult learning and instructional technology as well as suggests directions for effective practice.

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