scholarly journals A COLLABORATIVE SHARING OF STORIES ON A JOURNEY TOWARD RECONCILIATION: “BELONGING TO THIS PLACE AND TIME”

2019 ◽  
Vol 53 (2) ◽  
Author(s):  
Kauʻi Keliipio ◽  
Kimberly Perry ◽  
Colleen Elderton
Keyword(s):  
Teacher Education ◽  
First Nations ◽  
Education Program ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Professional Relationships ◽  
Truth And Reconciliation ◽  
Inuit People

This paper emerges from the particular field experiences of three “settler” colleagues working in a teacher education program, each of whom found that their personal and professional relationships with First Nations, Metís, and Inuit people had a positive and constructive bearing on how they responded to provincial mandates and the Truth and Reconciliation Commission’s Calls to Action.

In Sync

2016 ◽  
pp. 152-171
Author(s):  
Yolanda Lyght Dunston
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Student Surveys ◽  
Technical Problems ◽  
Teaching Online ◽  
Human Element ◽  
Key Factor ◽  
Levels Of Support

This chapter explores the concept of student involvement in distance education, and whether or not it is possible for HBCUs to provide an online learning environment that upholds their traditional ideals of a close and personalized educational experience, particularly in a teacher education program that requires field experiences. Based on responses from 269 student surveys, the key factor appears to be the extent to which instructors recognize that online students are individuals with genuine concerns that deserve similar attention as their classmates on campus. This includes being flexible, assisting students who are not as skilled at setting and/or maintaining a pace, establishing and maintaining lines of communication, providing transparency with course grading, being prepared and organized, making themselves available, providing multiple levels of support and interaction, and dealing effectively with technical problems. Faculty at HBCUs should remember that teaching online is still teaching, and be careful not to remove the human element from the process.

Elementary Preservice Teachers and Questioning Strategies in Mathematics

2019 ◽  
pp. 60-65
Author(s):  
Sandra Browning
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Inservice Teachers ◽  
Questioning Strategies ◽  
Elementary Preservice Teachers ◽  
The Relationship ◽  
Cognitive Rigor

Research has demonstrated an interest in the relationship between teachers’ questioning strategies and children’s ability to reason and learn (Baroody & Ginsburg, 1990; Buschman, 2001; Fennema, Franke, Carpenter & Carey, 1993). Helping preservice teachers develop effective questioning strategies is an important component of a teacher education program. This session describes an exploration designed to determine if EC-6 preservice teachers can (a) recognize effective questioning strategies when observing inservice teachers and (b) use Hess’s Cognitive Rigor Matrix to analyze the level and effectiveness of their own questioning strategies during field experiences.

Preparing Urban Educators to Address Diversity and Equity through Field-Based Teacher Education

2016 ◽  
pp. 437-461 ◽  
Author(s):  
Adam S. Kennedy ◽  
Amy J. Heineke
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Education Program ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Iterative Design ◽  
Design And Implementation ◽  
Urban Educators ◽  
Urban Contexts

This chapter presents a case for field-based teacher preparation through mutually beneficial community partnerships in diverse urban contexts. Such models are a response to calls for change in teacher education, as well as to current policies and research on the central role of field experiences. Extant research is shared on partnerships as a key context for developing programs with depth, effectiveness, and sustainability. Next, information is presented about the development and implementation of one field-based teacher education program designed around mutually beneficial partnerships to prepare effective urban educators. Key themes and practices are demonstrated through data-based vignettes of collaborative field experiences with urban educators. These cases involve unique preparation experiences, stakeholders, and roles, but also serve as illustrations of the ways in which partnerships aimed at achieving mutual benefit must undergo continuous evaluation and redesign. Recommendations for iterative design and implementation of field-based models are offered.

Preparing Urban Educators to Address Diversity and Equity through Field-Based Teacher Education

2020 ◽  
pp. 757-781
Author(s):  
Adam S. Kennedy ◽  
Amy J. Heineke
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Education Program ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Iterative Design ◽  
Design And Implementation ◽  
Urban Educators ◽  
Urban Contexts

This chapter presents a case for field-based teacher preparation through mutually beneficial community partnerships in diverse urban contexts. Such models are a response to calls for change in teacher education, as well as to current policies and research on the central role of field experiences. Extant research is shared on partnerships as a key context for developing programs with depth, effectiveness, and sustainability. Next, information is presented about the development and implementation of one field-based teacher education program designed around mutually beneficial partnerships to prepare effective urban educators. Key themes and practices are demonstrated through data-based vignettes of collaborative field experiences with urban educators. These cases involve unique preparation experiences, stakeholders, and roles, but also serve as illustrations of the ways in which partnerships aimed at achieving mutual benefit must undergo continuous evaluation and redesign. Recommendations for iterative design and implementation of field-based models are offered.

scholarly journals Practicum in Early Childhood Education: Student Teachers’ Perspective

2021 ◽  
Vol 13 (1Sup1) ◽  
Author(s):  
Daniela Maria Cretu
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Preschool Education ◽  
Initial Teacher Education ◽  
Professional Relationships ◽  
Central Component ◽  
Education Student ◽  
Practicum Experience

Practicum is a central component of initial teacher education programs. Most teacher education studies focus on practicum in primary and secondary school, while the practicum in kindergartens has received less attention in international literature. The goal of this study is to explore student teachers’ perceptions of practicum experience in kindergarten, within the context of an initial teacher education program. A total of 42 final year student teachers enrolled in the Pedagogy of Primary and Preschool Education program at a Romanian university participated in the study. They completed a questionnaire about their final practicum experience in kindergarten, concerning the benefits of the practicum, the difficulties encountered, and the ways of coping with them. The main benefits reported by the participants were: professional relationships, planning and practicing teaching, professional and personal skill development, and insights into the preschool education system. Difficulties included: implementing instruction, class management and self-concerns issues. The student teachers relied on internal resources, but also on external resources (the preschool mentor teachers, the student teacher supervisor and the colleagues) for overcoming the difficulties encountered during practicum. Based on their testimonies, we suggest possible improvements to the teacher education program.

Sign in / Sign up

Export Citation Format

Share Document