scholarly journals Teacher Educator and Teachers in Training: A Case-Study Charting the Development of Professional Identities

2017 ◽  
Vol 8 (1) ◽  
Keyword(s):  
Teacher Educator ◽  
Professional Identities

Unpacking dimensions of immersion teacher educator identity

2018 ◽  
Vol 6 (2) ◽  
pp. 218-243 ◽  
Author(s):  
Aisling Leavy ◽  
Mairéad Hourigan ◽  
T. J. Ó Ceallaigh
Keyword(s):  
Teacher Development ◽  
Professional Learning ◽  
Lesson Study ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Vital Role ◽  
Professional Identities ◽  
Immersion Education ◽  
Complex Process ◽  
Study Methodology

Abstract Inadequate teacher preparation for immersion programs remains a challenge. While there is a significant dearth of research on teacher development in immersion education, research focusing on immersion teacher educators (ITEs) is even more scant. Using self-study methodology, this study explores the professional learning and experiences of three teacher educators (TEs) as they construct new professional identities as ITEs as part of engagement in Lesson Study. The paper particularly focuses on two Mathematics teacher educators (MTEs) who were newcomers to the immersion education setting. A community of practice (CoP) framework was utilised to provide insights into what Vygotsky (1987) terms the twisting path of all three TEs as they engaged in the CoP. Critical moments of defending content as priority, negotiating an integrated space, and becoming immersion-responsive were revealed. CoP played a vital role in facilitating new professional identities and illuminates in multiple ways the exclusive and complex process of becoming an ITE.

Practicing Responsiveness: Using Approximations of Teaching to Develop Teachers’ Responsiveness to Students’ Ideas

2019 ◽  
Vol 71 (1) ◽  
pp. 94-107 ◽  
Author(s):  
Sarah Schneider Kavanagh ◽  
Mike Metz ◽  
Mary Hauser ◽  
Brad Fogo ◽  
Megan Westwood Taylor ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Learning ◽  
Qualitative Case Study ◽  
Teacher Educator ◽  
Development Program ◽  
Early Career ◽  
Future Research ◽  
Early Career Teachers ◽  
Responsive Instruction

As practice-based teacher education (PBTE) has become more prevalent, debates about its contribution have emerged. Critics of PBTE question whether emphasizing practice will support a technocratic approach to teacher education rather than promoting instruction that is responsive to students’ ideas. This qualitative case study was motivated by an interest in understanding whether and in what ways practice-based approaches to teacher learning can support teachers in practicing responsiveness as opposed to practicing decontextualized moves. To this end, we investigated how early-career teachers in a practice-based professional development program were supported to approximate teaching practices. We focused on the extent to which approximations of practice supported teachers to hone their skill at being responsive to students’ ideas. Findings revealed characteristics of approximations of practice that support teachers in developing their capacity to enact responsive instruction. These findings have implications for program design, teacher educator pedagogy, and future research.

Further Comment: Pragmatizing the Imaginary: A Response to a Fictionalized Case Study of Teaching

2001 ◽  
Vol 71 (4) ◽  
pp. 734-742 ◽  
Author(s):  
Tom Barone
Keyword(s):  
Middle School ◽  
Science Teacher ◽  
Historical Perspective ◽  
Teacher Educator ◽  
School Science ◽  
Middle School Science ◽  
Harvard Educational Review ◽  
Sonata Form ◽  
Equity Issues

In the Voices Inside Schools section of its Fall 2000 issue, the Harvard Educational Review published an article entitled, "Historical Perspective as an Important Element of Teachers' Knowledge: A Sonata-Form Case Study of Equity Issues in a Chemistry Classroom." The article was coauthored by Zachary Dean Sconiers, a middle school science teacher, and Jerry Rosiek, a university-based teacher educator and research methodologist.

Towards an understanding of translanguaging in EMI teacher education classrooms

2020 ◽  
pp. 136216882096412
Author(s):  
Rui Yuan ◽  
Min Yang
Keyword(s):  
Reflective Practice ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
First Language ◽  
Teacher Educator ◽  
University Policy ◽  
Study Approach ◽  
Teaching Context ◽  
Students First

This study aims to explore a teacher educator’s perceptions and practice of translanguaging in his education classrooms as a teacher of English as a medium of instruction (EMI). Adopting a qualitative case study approach, the research revealed that the teacher educator used three translanguaging strategies (i.e. integrating academic discourse with everyday discourse, linking verbal and other semiotic resources, and using students’ first language) to create a ‘translanguaging space’ in his EMI classrooms for content teaching and learning. The findings also showed that the teacher educator’s translanguaging practice was both planned and generative, depending on his situated teaching context which presented him with various teaching opportunities and challenges (e.g. students’ resistance and university policy). The study highlights the importance of teacher educators’ reflective practice in their execution and improvement of translanguaging practice in EMI classroom settings.

scholarly journals Discurso e relações de poder na (re)construção da identidade profissional de professores de língua em uma comunidade de prática no ambiente digital

2016 ◽  
Vol 15 (1) ◽  
Author(s):  
Selma Maria Abdalla Dias Barbosa ◽  
Patrícia Fabiana Bedran
Keyword(s):  
Identity Formation ◽  
Student Teachers ◽  
Community Of Practice ◽  
Methodological Approach ◽  
Teacher Educator ◽  
Language Teachers ◽  
Teacher Formation ◽  
Construction Of Identity ◽  
Complex Process

Resumo Este artigo tem como principal objetivo abordar questões referentes a discurso e relações de poder na (re)construção da identidade profissional de professores de língua em uma Comunidade de Prática em um ambiente virtual, tendo em vista a transitoriedade, a complexidade e a dinamicidade do objeto investigado. Trata-se de uma pesquisa qualitativa de cunho etnográfico que apresentou como procedimento metodológico um estudo de caso envolvendo dois professores em formação e uma professora formadora. Os resultados evidenciam posicionamentos de poder nas interações dos participantes, o que justifica a necessidade de abordagem temática desse complexo processo de (re)construção identitária nos cursos de graduação, de forma a contribuir de maneira mais significativa com a formação reflexiva e identitária dos futuros profissionais do curso de Letras. Palavras-chave: Discurso. Poder. Comunidade de Prática. Formação de professor. Tecnologia.   Abstract This article aims to address issues of discourse and power relations in the (re) construction of the professional identity of language teachers in a community of practice in a virtual environment, considering the transience, complexity and dynamics of the investigated object. This is a qualitative ethnographic research study, which presents the methodological approach of a case study involving two student teachers and a teacher educator. The results show power positions in the interactions of the participants, which justifies the need for a thematic approach to this complex process of (re) construction of identity in undergraduate courses in order to more significantly contribute to the reflective and identity formation of future professionals in Modern Languages and Literature Courses. Keywords: Discourse. Power. Community of Practice. Teacher formation. Technology.

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