scholarly journals Exploring Diversity and Nurturing Generativity Through in situ Teacher Education

2019 ◽  
Vol 29 (1) ◽  
Author(s):  
Leyton Schnellert ◽  
Donna Kozak
Keyword(s):  
Teacher Education ◽  
Language Arts ◽  
Teacher Candidates ◽  
Discursive Space ◽  
Education Data ◽  
Bachelor Of Education ◽  
Critical Case Study ◽  
Education Coursework

This critical case study (Grosvenor & Pataki, 2017; Merriam, 2009) examines how taking up diversity and plurality within in situ literacy and language arts courses in a Bachelor of Education program created a critical discursive space within mainstream teacher education. Data in this research included interviews with teacher candidates and course assignments. Findings suggest that teacher candidates learned to seek and value diverse students’ funds of knowledge, grappled with inclusive practices, and developed equity-oriented pedagogy within in situ teacher education coursework. Through this project we contribute to the rising recognition that in situ teacher education through a lens of diversity can generate curriculum drawing from the literacies and lifeworld experiences of all learners (Grant & Agosto, 2008; Moll, 2014).

scholarly journals Integrating Education for Sustainability in Preservice Teacher Education: A Case Study From a Regional Australian University

2013 ◽  
Vol 29 (2) ◽  
pp. 152-164 ◽  
Author(s):  
Reece Mills ◽  
Louisa Tomas
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Teacher Educators ◽  
Preservice Teacher Education ◽  
School Level ◽  
Education For Sustainability ◽  
Structured Interviews ◽  
Enabling Factors ◽  
Bachelor Of Education

AbstractEducation for Sustainability (EfS) has been prioritised in the School of Education at James Cook University (JCU), Townsville, Australia. This article presents a case study that explores the ways in which teacher educators integrate EfS in their teaching in the Bachelor of Education (BEd) (Primary) at JCU, and their perceptions of enablers and constraints. Two key findings arose from the analysis of semi-structured interviews conducted with four subject coordinators, and their subject outlines: (1) teacher educators at JCU integrate EfS in different ways through their choice of assessment, content and/or pedagogy; and (2) constraints operating at the school level, namely teacher educators’ perceptions and understanding of EfS, were perceived to be salient challenges to the integration of EfS in the program. Vision, leadership and funding at the university level were also identified as enabling factors that warrant further investigation. Findings contribute to existing literature regarding the integration of EfS in preservice teacher education, and serve to inform practice at JCU and universities more broadly.

scholarly journals Centering Voices: Weaving Indigenous Perspectives in Teacher Education

2021 ◽  
Vol 21 (3) ◽  
pp. 115-141
Author(s):  
Laryssa Gorecki ◽  
Carol Doyle-Jones
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Classroom Practice ◽  
Research Question ◽  
Ways Of Knowing ◽  
Truth And Reconciliation Commission ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Bachelor Of Education ◽  
Indigenous Perspectives

The value of weaving Indigenous perspectives into the mainstream curricula of Ontario teacher education programs is gaining prominence (Bell & Brant, 2015; Nardozi, Restoule, Broad, Steele, & James, 2014; Tanaka, 2016). Since the Truth and Reconciliation Commission of Canada’s Calls to Action (2015),  efforts are being made across Ontario to “educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms” (TRC #62, p. 7). Despite growing efforts within teacher preparation programs, many settler teacher candidates are still anxious (Kanu, 2011; Morcom & Freeman, 2019); they fear practicing inadvertent cultural appropriation, and/or offending or misinforming their students and colleagues. To address these concerns, we posed the research question: What impact would Indigenous guest speakers and workshop leaders have on helping Settler teacher candidates navigate Indigenous content in a culturally appropriate and respectful manner? Using an action research framework, we explored how Indigenous ways of knowing impacted the attitudes of teacher candidates in a Bachelor of Education program. The data we collected suggests that by listening to and learning from Indigenous teachings, teacher candidates can attain a deeper understanding of relationality (Wilson, 2008) as it applies to Indigenous ways ofknowing. While certain questions remained, pre-service teachers had an increased knowledge of Indigenous content, and felt more comfortable integrating Indigenous perspectives into their classroom practice.  

scholarly journals Using Blogs to Foster Inquiry, Collaboration, and Feedback in Pre-Service Teacher Education

2009 ◽  
pp. 303-318 ◽  
Author(s):  
Carol R. Rinke ◽  
Divonna M. Stebick ◽  
Lauren Schaefer ◽  
M. Evan Gaffney
Keyword(s):  
Information Technology ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Critical Case ◽  
Teacher Education Program ◽  
Face To Face ◽  
Pre Service Teacher Education ◽  
Critical Case Study ◽  
Pre Service Teacher

This chapter presents a critical case study on the use of information technology in a pre-service teacher education program. The authors integrated Weblogs (blogs) into two constructivist-oriented teacher preparation courses with the goal of helping students learn to think like a teacher through enhanced inquiry, collaboration, and feedback. The authors found that, through the use of blogs, pre-service teaching candidates grew in their abilities to reflect on their own teaching and to provide constructive comments to peers. The authors’ experience also indicated that while instructor and peer feedback via blogs was valuable, it functioned best when paired with face-to-face meetings between the instructors and students. They discussed design principles for combining online and face-to-face environments and offer possibilities for the expanded use of blogs in pre-service teacher education.

scholarly journals ICT in teacher education: Examining needs, expectations and attitudes

2009 ◽  
Vol 34 (2) ◽  
Author(s):  
Zuochen Zhang ◽  
Dragana Martinovic
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
Teacher Candidates ◽  
Social Conditions ◽  
Wide Range ◽  
Etude De Cas ◽  
Étude De Cas ◽  
Futurs Enseignants ◽  
Conditions Sociales

An exploratory case study was designed to obtain pre-service teachers’ expectations of and attitudes toward the learning and integrating of Information and Communication Technologies (ICT) into their teaching and learning. Given the diverse demographic backgrounds and social conditions of the teacher candidates, such as age, gender, English language proficiency, and previous education, a wide range of responses to the online survey and the semi-structured focus group interview questions was expected. Implementation of the sequential mixed method research design resulted in emerging themes related to participants’ social conditions that impact their perceptions and attitudes regarding the ICT and beliefs about the use of ICT in their future careers. Findings from this study are compared to earlier studies done in the same setting. Findings from this case study show unexpected consistency in teacher candidates’ comments despite changed circumstances. This study could be employed as a useful reference for the design of an ICT curriculum for Teacher Education programs. Résumé : Une étude de cas exploratoire a été conçue afin de connaître les attentes et les dispositions des futurs enseignants à l’égard de l’apprentissage et de l’intégration des technologies de l’information et de la communication (TIC) dans leur pratique d’enseignement et leur apprentissage. L’obtention d’un large éventail de réponses à l’enquête en ligne et aux questions semi-structurées du groupe de discussion était prévue compte tenu de la diversité des horizons démographiques et des conditions sociales des candidats (notamment l’âge, le sexe, le niveau de connaissance de l’anglais et la formation antérieure). L’utilisation de la méthode de recherche séquentielle mixte a conduit à l’émergence de thèmes liés aux conditions sociales des participants, conditions qui influencent leurs perceptions et leurs dispositions à l’égard des TIC ainsi que leurs opinions au sujet de l’utilisation des TIC dans leur future carrière. Les résultats de cette étude sont comparés à des études antérieures effectuées dans un cadre similaire. Les résultats de cette étude de cas révèlent une cohérence inattendue des commentaires des futurs enseignants malgré des différences circonstancielles. Cette étude pourrait être utilisée en tant qu’outil de référence utile pour la conception de cours sur les TIC à l’intérieur des programmes de formation des enseignants.

scholarly journals Beyond Schools: Community-Based Experiences as a Third Space in Teacher Education

2020 ◽  
Vol 29 (1) ◽  
pp. 53
Author(s):  
Melanie D. Janzen ◽  
Christie Petersen
Keyword(s):  
Teacher Education ◽  
Literature Review ◽  
Teacher Candidates ◽  
Third Space ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Community Based ◽  
Exploratory Case Study

Some teacher education programs have incorporated community-based experiences for teacher candidates. Based on the experiences of developing and implementing a community-based practicum in our teacher education programs, the authors conducted a small exploratory case study, aimed at examining and critically considering community-based experiences as a “third space;” an opportunity through which to challenge teacher candidates’ strongly held understandings of teaching. The purposes of this article are to share our literature review, to provide some key insights from the study findings, and to explore our lingering questions regarding the development and implementation of community-based experiences and to consider the possibilities of community-based experiences as a third space in which to disrupt teacher candidates’ assumptions about teaching.

Support and Enrichment Experiences in Mathematics (SEE Math): Using Case Studies to Improve Mathematics Teacher Education

2021 ◽  
Vol 10 (1) ◽  
pp. 68-83 ◽  
Author(s):  
Crystal Kalinec-Craig ◽  
Emily P. Bonner ◽  
Traci Kelley
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teacher ◽  
Teacher Candidates ◽  
Elementary Mathematics ◽  
Mathematics Teacher Education ◽  
Instructional Decisions ◽  
Support Teacher

This article describes an innovation in an elementary mathematics education course called SEE Math (Support and Enrichment Experiences in Mathematics), which aims to support teacher candidates (TCs) as they learn to teach mathematics through problem solving while promoting equity during multiple experiences with a child. During this 8-week program, TCs craft and implement tasks that promote problem solving in the context of a case study of a child’s thinking while collecting and analyzing student data to support future instructional decisions. The program culminates in a mock parent–teacher conference. Data samples show how SEE Math offers TCs an opportunity to focus on the nuances of children’s strengths rather than traditional measures of achievement and skill.

scholarly journals Becoming Pedagogical: Sustaining Hearts With Living Credos

in education ◽  
2013 ◽  
Vol 19 (1) ◽  
Author(s):  
Carl Leggo ◽  
Rita L. Irwin
Keyword(s):  
Language Arts ◽  
Teacher Candidates ◽  
English Language ◽  
Curriculum And Instruction ◽  
Complex World ◽  
Human Beings ◽  
Secondary Curriculum ◽  
Complex Process ◽  
The World ◽  
Bachelor Of Education

From September to December 2009, a class of teacher candidates completed a Bachelor of Education course titled English Language Arts: Secondary Curriculum and Instruction. The instructor introduced himself at the beginning of the course as an a/r/tographer who is an artist, a researcher, and a teacher. He invited students to think about the possibilities of their being a/r/tographers, and to think about how they live in the world, as well as in their new emerging identities in the Bachelor of Education program, as artists and researchers and teachers. The teacher candidates were invited to think about how they werebecoming pedagogical, and how they could sustain their hearts in the dynamic and complex process of becoming pedagogical.They were reminded that teacher candidates are not learning a toolbox of skills and strategies for teaching; they are learning how to navigate the tangled and complex world of human beings in communities called schools.Keywords: teacher education; lifewriting; a/r/tography; credo; creativity

scholarly journals E-Learning Acceptance: Online Teaching Degree Earners and What Principals Think

2020 ◽  
Author(s):  
Christopher Applegate
Keyword(s):  
Online Education ◽  
Teacher Candidates ◽  
Online Teaching ◽  
The United States ◽  
E Learning ◽  
Critical Case Study ◽  
K 12 ◽  
Teaching Programs ◽  
Principals Perceptions

Online education continues to increase in popularity and one degree currently offered is a bachelor degree of education. Once students graduate, they will begin to seek employment. Those seeking positions in K-12 education settings do not know if they have the same opportunity to get hired as someone from a traditional degree program. Previous researchers on this topic have failed to address the issue of an online degree earner getting hired. Based on the growth of online education, it was necessary to find out if K-12 principals’ perceptions of online education programs may prevent graduates of online teacher programs from successful employment. The purpose of the qualitative critical case study was to explore how K-12 principals’ perceptions directly related to the hiring of licensed graduates with bachelor degrees from online teaching programs. The results identified numerous factors related to principals making hiring decisions of teacher candidates, however, where or how they complete their degrees is not one of them. The study became more pertinent with the arrival of Covid 19 in the United States and school districts moving to an online learning environment.

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