Improving Language Learners’ Use of Self-Regulated Writing Strategies Through Screencast Feedback

The study aims to explore the impacts of an online training scheme developed for higher education learners that integrates self-regulated learning (SRL) writing strategies into screencast feedback in line with the cyclical model of SRL (i.e., forethought, performance, and reflection on performance phases). During each phase, cognitive, metacognitive, affective and socio-interactional SRL writing strategies were introduced through screencast feedback given to the learners’ writing assignments. The participants were undergraduate English Language Teaching (ELT) students at two state universities ( n = 135) in Turkey. Following a mixed-method research design, previous to and after the 6-week training sessions, both quantitative and qualitative data was gathered and analyzed statistically. The results regarding the learners’ reported use of SRL writing strategies indicate a significant increase in the use of SRL writing strategy after the training. Also, the learners’ opinions on receiving screencast feedback and on the SRL training were considerably positive. The findings are meant to contribute to both online education and teacher education pedagogy.

Learning From Place

This chapter investigates how teacher candidates' experiences in STEAM field studies with community partners can inform work in teacher education within an integrated practicum based on curriculum of place. The overall goal of the inquiry is to better understand and articulate the particular ways in which people value place-based knowledge. Through relationships with Indigenous communities, the team of educators has a deeply held conviction that sustained deliberations on the connections between Indigenous knowledge systems and place-based thinking can provide significant opportunities for reframing education. Learning from place emphasizes a relationship with the land, something deeply respected in Indigenous communities and something absent from much of place-based education. The research explores this tension as we come to a deeper and shared understanding of co-responsibility within Treaty 7 relationships. The project seeks to close this gap by considering varying perspectives of place as it informs STEAM teacher education pedagogy.

Rewriting Teacher Education: Food, Love, and Community

In this article, we present the intertwining stories of a teacher education learning community who are (re) writing the current dehumanizing narrative of standardization, crisis mongering, and survival of the fittest ethos that continue to harm our learners, teachers, and communities. We argue that when teacher education candidates are repositioned from consumers of theory and methods to inquirers of practice, their collectively constructed knowledge not only illuminates locally significant issues but also disrupts institutional hierarchies. Drawing from narrative inquiry theory and a collaborative methodical approach, we—a professor and students—share our personal stories of learning together in a required teacher education course and practicum placement at a local high school. Bringing together conceptions of voice, human capability, and “place”, we provide a layered framework to understand pedagogical practices that operate to unravel systems of standardization and hyper-individualism. Our inquiry approach, public narration, and our democratization of knowledge serve as an example of teacher education pedagogy with a disruptive agenda.

When the Tears Just Pop Out of Your Eyes: Reconfiguring Social-Classed Literacies through a Posthuman Teacher Education Pedagogy

This chapter draws on theories of new materialisms that assume the discursive (language, ideology, emotions) and the material (physical space, material objects, bodies) are always entangled and act together to produce phenomena. We use these theoretical concepts to persuade readers that the ways we perceive, judge, and discriminate based on social-class difference are literacies that we acquire and produce across time and space. The authors argue that these literacies are acquired by the body through our material-discursive intra-actions and are often felt viscerally, even when we don't have access to language appropriate for articulating what we know. We use vignettes from teacher education courses to support a call for tending to the body, space, social-classed texts, and emotions in the design of curriculum and pedagogy aimed at approaches to teaching and learning that are sensitive to social class.