The Teacher Education Program’s Impact on Preservice Teachers’ Reflective Thinking in Pakistan

The importance of reflective thinking among teachers has long been recognized, and it remains a crucial indicator of learning and ensures teachers’ professional development. This study’s aim is to understand a teacher education program’s impact on the reflective thinking of preservice teachers in Pakistan. Utilizing a mixed-method approach, 400 teacher education candidates participated in the quantitative analysis, which involved a follow-up that included 10 semi-structured interviews by teacher education candidates. The results showed that teacher education in Pakistan is characterized by the production of more graduates but lacks the focus to develop and generate reflective practitioners in the field. This research contributes to our understanding about the importance of reflective thinking in terms of how it can improve preservice teachers’ thinking patterns and nurture teacher education. Furthermore, this study suggests that teacher-training institutions should focus on improving the quality of the trainings for students.

Expectativas laborales de los estudiantes de licenciatura en Educación Física en México (Work expectations of physical education teacher education candidates in Mexico)

El objetivo del presente estudio fue identificar las expectativas laborales de los estudiantes de la licenciatura en Educación Física de último año de formación en la Facultad de Ciencias de la Cultura Física de la Universidad Autónoma de Chihuahua, México. En una investigación descriptiva con enfoque cualitativo se estudió la opción curricular de recreación. Con la participación de 14 estudiantes (ocho mujeres y seis hombres) con edades promedio entre 21 y 22 años, a quienes se les aplicó una entrevista semiestructurada, para el análisis de datos se realizó un procedimiento deductivo. Los resultados fueron que la mayoría de los estudiantes contemplan ser empleados, sin embargo, hubo estudiantes que refirieron el autoempleo y el emprendimiento. Se identificó perspectivas laborales emergentes en el contexto local que pertenecen al perfil profesional de recreación. Se concluyó que la danza recreativa, el turismo activo y promotor recreativo en industrias son perspectivas laborales de interés de los estudiantes. Por último, las universidades formadoras de educadores físicos deben contemplar la modificación de sus planes de estudio, favoreciendo experiencias y el desarrollo de competencias que permitan la inserción laboral de los estudiantes. Abstract. The purpose of this study was to identify the work expectations of physical education teacher education candidates in their senior year of training at the Faculty of Physical Culture Sciences of the Autonomous University of Chihuahua, Mexico. In a descriptive research with a qualitative approach, the recreational curricular option was studied. With the participation of 14 students (eight women and six men) with average ages between 21 and 22 years, to whom it was conducted a semi-structured interview, a deductive procedure was carried out for data analysis. The results showed that most of the students contemplate being employed, however, there were students who reported self-employment and entrepreneurship as an option. Emerging job prospects were identified in the context that belong to the professional recreation profile. It was concluded that recreational dance, active sport tourism and recreational promoter in industries are job prospects of interest to students. Finally, the universities that train physical educators should consider modifying their study plans, favoring experiencies and skill development that allow students to enter the job market.

Storytelling and Success: How Storytelling Can be Used to Promote Diversity, Cross-Cultural Understanding, and Confidence in the Classroom

Storytelling plays an important role in preserving historical and cultural traditions. Research proves it is beneficial to utilize in the classroom setting as well. One college seeks to cultivate an interest in storytelling for teacher education candidates by having storytelling incorporated into their future classrooms. In two of the education courses, Education (EDUC) 488—Cross Cultural Education; Native American Studies, and Interdisciplinary Studies (IDS) 200—Encounter with Cultures, prospective teachers gain an appreciation of different cultures and traditions through storytelling. This article will address the personal and teaching benefits that arise from implementing storytelling into classroom curriculum.

There’s No Place Like Home: Finding Teachers in Your Backyard

The current investigation surveyed 83 preservice teacher education candidates enrolled in institutions of higher education (IHEs) to pursue licensure in special education. The purpose of the investigation was to determine why these candidates were pursuing a career as a special education teacher, when they decided, and where they saw themselves teaching in the near future. The survey yielded implications for potential K-12 and IHE initiatives to promote careers in the field of special education to individuals.

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.