scholarly journals The Promise and Limits of Service Learning for Aspiring Teachers

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Mary Louise Gomez
Keyword(s):  
Teacher Education ◽  
Social Class ◽  
Service Learning ◽  
Low Income ◽  
Teacher Educators ◽  
Teacher Education Programs ◽  
Community Centers ◽  
Education Programs ◽  
Language Background ◽  
Low Income Families

This text explores how service learning may offer aspiring teachers’ (those not yet admitted to teacher education programs) opportunities to interact with and support the learning of children from low-income families of color. The article shows the potential of service to impact how aspiring teachers talk and think and what they can do in community centers serving children living in challenging circumstances. It also critiques their understandings of who they are with regard to race, social class, and language background when conducting service learning. Implications for teachers and teacher educators’ practices when mentoring university students conducting service in communities of which they are not a part are offered.

scholarly journals Client Analysis in Teacher Education: What Some Canadian and South African Teachers Identify as their Professional Development Needs

2001 ◽  
Vol 18 (2) ◽  
pp. 78 ◽  
Author(s):  
Ruth Epstein
Keyword(s):  
Professional Development ◽  
South Africa ◽  
Teacher Education ◽  
South African ◽  
Teacher Educators ◽  
Language Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Professional Development Needs ◽  
Teachers Professional Development

The client analysis conducted in this study explores the professional development needs of11 language teachers, five in South Africa and six in Canada. The study employs a questionnaire and interviews to discover how each teacher's background and context affects his or her perceived professional development needs. Interviews show that teacher educators cannot necessarily predict teachers' professional development needs based on their backgrounds and contexts alone. A variety of inputs from recipients over an extended time is desirable and would yield more accurate predictability of an individual's professional development needs. This would result in teacher education programs that more accurately meet a teacher's real needs.

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.

Developing Critical Dispositions in Teacher Education Programs

2019 ◽  
pp. 106-124
Author(s):  
Jarrett D. Moore
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Teacher Preparation Programs ◽  
Teacher Education Programs ◽  
American Education ◽  
Education Programs ◽  
Preparation Programs ◽  
Self Reflection ◽  
Purpose Of Education

This chapter advocates for the (re)framing of critical thinking from a skill to a disposition and proposes a framework whereby teacher education programs can create space for pre-service teachers to develop a critical disposition. By studying the context of American education and schooling and their corporate interest, pre-service teachers along with teacher educators can start to unravel the discourse and power inherent in American education. Understanding how these concepts lead to hegemony can begin the process of creating a counterhegemonic movement among American educators that includes the reclaiming of the purpose of education, raising pertinent epistemological question, and practicing critical self-reflection. The final part of the new framework for developing critical dispositions is a reintroduction of broader theoretical concerns into teacher preparation programs.

The Value of Service-Learning in L2 Teacher Preparation

2018 ◽  
pp. 103-124 ◽  
Author(s):  
Kristen M. Lindahl ◽  
Zuzana Tomas ◽  
Raichle Farrelly ◽  
Anna Krulatz
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Teacher Preparation ◽  
Student Engagement ◽  
Service Learning ◽  
Teaching Profession ◽  
Teacher Education Programs ◽  
Community Collaboration ◽  
Education Programs ◽  
Course Content

Service-learning (SL) constitutes a particularly effective vehicle for engaging pre-service teachers with ELs during their university-level coursework, mostly due to the nature of SL that addresses the potential cultural and linguistic mismatch between teachers and learners in today's school systems by encouraging future educators to engage with the communities of their students long before they enter the teaching profession. This chapter describes four cases that demonstrate how second language (L2) teacher education programs utilize service-learning (SL) to engage pre-service teachers in diverse cultural and linguistic contexts through the lens of pedagogy of particularity. Each case presents four consistent key principles of service-learning: course content, community collaboration, integrated assignments that guide student engagement, and reflective practices that culminate the SL experience.

Conceptualizing LEAD

2020 ◽  
pp. 1-23
Author(s):  
Geri Salinitri ◽  
Dana L. Pizzo ◽  
Kathleen Furlong
Keyword(s):  
Teacher Education ◽  
Service Learning ◽  
Theory And Practice ◽  
Teacher Education Programs ◽  
Learning Program ◽  
Education Programs ◽  
Closing The Achievement Gap ◽  
Vulnerable Youth ◽  
Social Inequities ◽  
Leadership Experience

At a critical point in education, teachers are the agents that can positively affect the outcomes of all learners. Preparing teachers to understand youth and the challenges they face through globalization, economic uncertainties, and social inequities must begin in Teacher Education programs. L.E.A.D. (Leadership Experience for Academic Directions) is a service-learning program designed from a need to reach marginalized and vulnerable youth, to aid in closing the achievement gap, and advocating for social justice and inclusion. This chapter highlights the conceptualization of L.E.A.D. based on research, theory, and practice.

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.

When Asked, Teachers Said…

2020 ◽  
pp. 1-29
Keyword(s):  
Professional Development ◽  
United States ◽  
Teacher Education ◽  
Teacher Educators ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Policy Makers ◽  
Racial Hierarchies ◽  
The U.S

The authors perceive that institutionalized racial hierarchies are the greatest barrier to educational equity in the United States. While P-12 teachers may express the desire to make their classrooms spaces of joy, creativity, and intellectual brilliance, it is primarily through intentional skills development that teachers succeed. The authors assert the need for greater investments by school districts and teacher education programs in professional development for in-service P-12 teachers that further empower them and, in turn, their students, to contribute to the dismantling of racism in the U.S. Teacher educators, administrators and policy makers need to position themselves as cultivators and supporters of P-12 teachers in ways that encourage and sustain their antiracist advocacy and equity work in their teaching.

Teacher Education in Australia

2017 ◽  
Author(s):  
Diane Mayer ◽  
Wayne Cotton ◽  
Alyson Simpson
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Relevant Literature ◽  
Initial Teacher Education ◽  
Sufficient Evidence ◽  
Teacher Education Programs ◽  
Current Policy ◽  
Education Programs ◽  
Policy Problem ◽  
Federal Intervention

The past decade has seen increasing federal intervention in teacher education in Australia, and like many other countries, more attention on teacher education as a policy problem. The current policy context calls for graduates from initial teacher education programs to be classroom ready and for teacher education programs to provide evidence of their effectiveness and their impact on student learning. It is suggested that teacher educators currently lack sufficient evidence and response to criticisms of effectiveness and impact. However, examination of the relevant literature and analysis of the discourses informing current policy demonstrate that it is the issue of how effectiveness is understood and framed, and what constitutes evidence of effectiveness, that needs closer examination by both teacher educators and policymakers before evidence of impact can be usefully claimed—or not.

Gender and Sexual Diversity in Teacher Education

2019 ◽  
Author(s):  
Bethy Leonardi ◽  
Sara Staley
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Educators ◽  
Local Politics ◽  
Teacher Education Programs ◽  
Support Needs ◽  
Sexual Diversity ◽  
Education Programs ◽  
Lgbtq Youth ◽  
Research And Practice

Generations of education scholars have positioned issues that affect LGBTQ youth as critical to conversations about equity, diversity, democracy, and social justice in schools. Those voices, for generations, have been relegated to the periphery of those conversations at best and have been silenced at worst. Relatedly, university-based teacher education programs have been remiss in their attention to issues of gender and sexual diversity, systematically sending teachers into the field largely unprepared to create contexts that are safe for LGBTQ youth and to affirm gender and sexual diversity. With growing attention to issues that affect LGBTQ youth, both in educational research and practice as well as in the larger sociopolitical discourse, teachers are on the front lines. They are charged with navigating the complexities of students’ identities, the contexts in which they teach, local politics, and their own deeply held beliefs—and they are often, unsurprisingly, doing so with little or no support. That support needs to start much earlier. Teacher education programs—and teacher educators—are implicated as central in changing the discourse around what counts as (non)negotiable in learning to teach. By supporting preservice teachers’ learning around gender and sexual diversity, their processes toward that end, and their engagement in queer practices, teacher educators and teacher education programs can work toward paying down the debt owed to teachers in the field and to LGBTQ students and families who have long suffered the consequences of silence.

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