scholarly journals An Exploratory Case Study of One Early Career Teacher’s Evolving Teaching Practice in Northern Canada

2017 ◽  
Vol 52 (1) ◽  
pp. 71-92 ◽  
Author(s):  
Anne Murray-Orr ◽  
Jennifer Mitton-Kukner
Keyword(s):  
Teacher Education ◽  
Teaching Practice ◽  
Literacy Practices ◽  
Teacher Education Program ◽  
Early Career ◽  
Pedagogical Practices ◽  
First Year ◽  
Pedagogical Content ◽  
Northern Canada ◽  
Content Area Teachers

This paper focuses upon the case of one early career teacher, Don, a participant in a longitudinal study examining the transfer of learning about literacy practices from pre-service teacher education to the classrooms of secondary content area teachers. We followed Don from his B. Ed. program into his first two years of teaching in an Indigenous community in northern Canada, with a focus on how his pedagogical content knowledge and his culturally relevant pedagogical practices developed. This case traces Don’s journey from his goals and plans at the end of his teacher education program, through his feelings of uncertainty near the end of his first year of teaching, to his growing confidence in his second year of teaching.

scholarly journals Early Career Teachers’ Evolving Content-Area Literacy Practices

in education ◽  
2017 ◽  
Vol 23 (2) ◽  
pp. 71-86
Author(s):  
Anne Murray-Orr ◽  
Jennifer Mitton-Kukner
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Content Area Literacy ◽  
Early Career ◽  
Content Area ◽  
First Year ◽  
Early Career Teachers ◽  
Content Areas ◽  
Career Teachers

Becoming effective teachers is dependent upon a variety of factors intersecting with early career teachers’ beginning teaching experiences. This paper provides a glimpse into ways in which four early career secondary school teachers began to embed literacies into their teaching practices in content areas and how their approaches shifted between the final term of their teacher education program in 2013 and their first year of teaching in 2014. The authors explore three factors that may shape the practices of early career teachers, with disciplinary specialties in science, math, social studies, and other content areas, as they persist in infusing their teaching practice with literacy strategies over the first year of teaching, or alternatively discontinue using these strategies. These factors are coursework in a Literacy in the Content Areas course during their teacher education program, teaching context, and disciplinary specialty.Keywords: early-career teachers; secondary teachers; content-area literacy; disciplinary literacy; pedagogical content knowledge

A Student Teacher's Personal Pathway to Education for Sustainability

2008 ◽  
Vol 24 ◽  
pp. 23-33 ◽  
Author(s):  
Julie Kennelly ◽  
Neil Taylor ◽  
Tom Maxwell
Keyword(s):  
Teacher Education ◽  
Teacher Education Program ◽  
School Teacher ◽  
Early Career ◽  
Education For Sustainability ◽  
Primary School Teacher ◽  
Pedagogical Content ◽  
Pre Service Teacher Education ◽  
Personal Reflections ◽  
Pre Service Teacher

AbstractIncreasing attention is being given to the inclusion of Education for Sustainability in pre-service teacher education. However, there is little research to explain why and how early-career teachers include Education for Sustainability in their work, or how teacher education providers can encourage and support them to do this. Through analysis of two interviews this paper examines the way in which a pre-service primary school teacher interprets her role in Education for Sustainability. Her personal reflections on the manner in which her life experiences, including her own schooling, have influenced her intentions as teacher are explored. Her university teacher education program in Education for Sustainability and her teaching internship experience also appear to have influenced her teaching goals. The profile presented in this paper outlines her intentions and sense of identity as teacher and how that has developed and is expressed. Conclusions centre on the relevance of her reflections for education for sustainability in pre-service teacher education. In particular, her example demonstrates how the development of pedagogical content knowledge relevant to Education for Sustainability during the pre-service years can play an integral part in an individual's decision-making when teaching.

scholarly journals In search of a personal pedagogy: A Self-Study narrative on the use of Inquiry Based Learning by an early career lecturer

2020 ◽  
Vol 8 (1) ◽  
pp. 85-93
Author(s):  
Alexandra Louise Sewell
Keyword(s):  
Identity Formation ◽  
Teaching Practice ◽  
Teaching Method ◽  
Academic Identity ◽  
Research Literature ◽  
Early Career ◽  
First Year ◽  
Teaching Excellence ◽  
Inquiry Based Learning ◽  
Self Study

This paper presents a Self-Study of my quest for a personal pedagogy as a HE lecturer in my first year of teaching. I experimented with the application of Inquiry Based Learning as a teaching method of active learning pedagogy. The influence of the experiences of choice and implementation of Inquiry Based Learning on the development of my academic identity are explored. The paper is theoretically grounded in accounts of academic identity formation put forth by Jenkins (1996), Danielewicz and Yem (2014) and King et al. (2014). Themes of identity, arising from experiences of pedagogical choice and teaching practice, were a need for conformity versus a desire for individualism, theoretical knowledge and paradigm adherence, pragmatic constraints and student – lecturer relationship and confidence. These themes are discussed in relation to existing Inquiry Based Learning research literature. With the publication of the first Teaching Excellence Framework (TEF) published in 2017, the paper makes a timely addition to the discourse of new lecturer’s experiences and the often-challenging process of initial academic identity formation. It also offers research into the effects of Inquiry Based Learning for the lecturer, whereas the outcomes for students have been mostly examined by previous literature.   

Digital Media Literacy Practices for 5th Year Pre-Service Teachers in a PDS Model

2014 ◽  
pp. 107-127 ◽  
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Digital Media ◽  
Media Literacy ◽  
Education Program ◽  
Literacy Practices ◽  
Teacher Education Program ◽  
Definition Of ◽  
Digital Media Literacy ◽  
Media Practices

To examine digital media literacy practices in a teacher education program, this chapter first elaborates on a broader definition of literacy than reading and writing, suggesting media literacy as a more relevant teacher education curricular focus than technology integration. A five-year, dual-degree teacher education program, which uses a Professional Development School model, provides the context for digital media literacy practices. Three elective courses demonstrate how digital media can be used by pre-service teachers to engage students and model media practices in their public school placement. The courses, which were offered to pre-service teachers in their fifth year in the teacher education program, included Book Writing and Online Publishing, Project-Based Learning, and Teaching with Visuals. The chapter provides recommendations on implementing digital media practices within teacher education courses for pre-service teachers and professional development for teachers in public schools.

Developing Self- and Cultural-Awareness Through Introductory Education Courses

2017 ◽  
pp. 67-86
Author(s):  
Heather Coffey ◽  
Susan B. Harden ◽  
Erik Jon Byker ◽  
Amy J. Good ◽  
Larry B. Fisher
Keyword(s):  
Teacher Education ◽  
Cultural Awareness ◽  
Teacher Education Program ◽  
First Year ◽  
Clinical Experiences ◽  
Case Study Method ◽  
First Year Students ◽  
Urban Classrooms ◽  
Education Courses

Using case study method, this project examines the perceptions and practices related to development of self and cultural awareness among a cohort of 104 (n=104) first-year students, all aspiring to become future teachers. Over the course of one academic semester, first year students who planned to enter the teacher education program participated in readings, activities, assignments, field based observations, and discussions developed to facilitate self and cultural awareness. The findings from analyses of these artifacts indicate that pre-service teachers began to demonstrate deeper awareness of how personal opinions and biases influenced their interactions with others and the types of characteristics related to appreciating diversity (Akiba, 2011) in urban classrooms. This study has implications for engaging first year students in early field-based clinical experiences in order to develop self and cultural awareness in preparation for teaching.

Designing Meaningful Learning Environments in a Work-Integrated-Learning Course Using a DOCC Design

2016 ◽  
pp. 1-17
Author(s):  
Kathy Jordan ◽  
Jennifer Elsden-Clifton
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Learning Environments ◽  
Teacher Education Program ◽  
Space And Place ◽  
First Year ◽  
Integrated Learning ◽  
Distributed Framework ◽  
Bachelor Of Education ◽  
Work Integrated Learning

As Higher Education increasingly moving towards a plethora of blended and fully online learning, questions are raised around the space and place of Work-Integrated Learning (WIL). This chapter reports on one institution's efforts to design and deliver a WIL course in a Teacher Education program adopting an open and distributed framework. The redesigned course, Orientation to Teaching, was a first year course in a Bachelor of Education (Primary) program at RMIT University, Melbourne, Australia. The redesign of the course was underpinned by a Distributed Open Collaborative Course (DOCC) design and as the workplace also became the site of learning, the theory of effective WIL curriculum (Orrell, 2011) also informed the design. This chapter examines the complexity of DOCC design in WIL contexts and uses Khan's 8 dimensions to frame the discussion.

Preservice Teachers' Knowledge Construction with Technology

2016 ◽  
pp. 109-125
Author(s):  
George Zhou ◽  
Judy Xu
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Lesson Study ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Methods Courses ◽  
Technology Proficiency ◽  
Pedagogical Content ◽  
Study Approach ◽  
Key Space

Today's teachers are expected to use digital technologies in their teaching. However, teacher education programs do not yet effectively develop teachers' capabilities to teach with technology. In order to search for best approaches, this chapter starts with an epistemological discussion on knowledge, and then moves to a more specific discussion about the nature of preservice teachers' learning about using technology to teach. Using the framework of Technological Pedagogical Content Knowledge, the chapter argues that methods courses of a teacher education program are the key space where preservice teachers can be trained to use technology in subject teaching. Particularly, the Microteaching Lesson Study approach in methods courses was considered an effective way for the development of technology proficiency. A small recent supports the arguments and articulates the success and challenges of the Microteaching Lesson Study approach.

scholarly journals Educating Culturally Responsive Han Teachers: Case Study of a Teacher Education Program in China

2018 ◽  
Vol 20 (2) ◽  
pp. 42 ◽  
Author(s):  
Huanshu Yuan
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
Culturally Responsive ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Education Institution ◽  
Academic Preparation ◽  
Teacher Education Institution ◽  
Teachers Perspectives

This qualitative case study examines how a teacher education institution in China prepares culturally responsive Han teachers for diverse student populations. The purpose of this study was to explore preservice Han teachers’ perspectives of, and academic preparation in, multicultural education in order to enhance institutional quality and effectively prepare culturally responsive Han teachers for multicultural and multiethnic students in China. Four major findings revealed teacher candidates’ ambiguous perceptions of diversity; the inadequate academic preparation in teaching for diversity; disparity between academic training and teaching practice; and lack of institutional commitment to preparing teachers for diversity in China.

scholarly journals Integrated School-Based Teacher Education: From Apprenticeship to a Complex Learning System

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Steve Collins ◽  
Hermia Ting
Keyword(s):  
Teacher Education ◽  
School Environment ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Learning System ◽  
Complex Learning ◽  
Educational Thought ◽  
Whole School ◽  
School Based ◽  
Physically Based

This article differentiates approaches to school-based teacher education. It contrasts the pervasive apprenticeship model, to a "naturally integrated" school-based teacher education program that we describe as a complex learning system. Rather than view teacher education as fragmented by separating educational theory (physically based on a university campus) and teaching practice (based in a school and resembling an apprenticeship), we favor an approach where all coursework is integrated with practice in a host school while maintaining close connections to the university. The latter model highlights learning as contextualized in school, focussed on the whole school, yet also informed by progressive educational thought. All participants in the school environment (not just university students) are at once both learners and teachers. Just as university-based aspects of teacher education suffer from a lack of practical relevance, we anticipate that any model of school-based teacher education will have to address the effects of context overwhelming theoretical learning, philosophical understandings, and generalization to other contexts. We claim that a complex learning system model is better able to mitigate these contextual effects. We propose an approach to address this issue through both "reduction" and "complexity".

scholarly journals The Influence of Occupational Socialization on Novice Teachers’ Practical Knowledge, Confidence and Teaching in Physical Education

2017 ◽  
Vol 6 (1) ◽  
pp. 86 ◽  
Author(s):  
Jan-Erik Romar ◽  
Alexandra Frisk
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Novice Teachers ◽  
Primary Schools ◽  
Teacher Education Program ◽  
Practical Knowledge ◽  
Pedagogical Practices ◽  
Second Phase ◽  
Occupational Socialization ◽  
Data Set

The purpose of this qualitative multiple-case study was to examine the influence of occupational socialization on three novice physical education teachers’ practical knowledge, confidence in teaching content and enacted pedagogical practices. This study involved three novice teachers who taught in Finnish primary schools. Data sources included nonparticipant lesson observations and semi-structured in-depth teacher interviews. The analysis occurred in two phases. Initially, we created a case narrative for each teacher with respect to the research questions through an inductive process that integrated the occupational socialization theory. For the second phase, a cross-case analysis was completed to provide a comprehensive and in-depth understanding of the data set. Each teacher’s occupational socialization experiences influenced their teaching confidence, planning practices and enacted pedagogical actions. In addition, the teacher education program experience extended their practical knowledge and was evident in their PE teaching. Therefore, in designing the pedagogical structure in teacher education, it is essential to consider pre-service teachers’ experiences about teaching, schooling, sport and physical education and thereby strengthen their knowledge and skills of how to teach physical education and provide students with quality learning experiences.

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