Best Practices in Teacher Preparation for Inclusive Education

Research regarding best practice for preparing both special education and general education teachers for inclusion has been sparse in the US. The purpose of this chapter is to systematically review and summarize research regarding teacher preparation for inclusion. A thorough search uncovered 35 relevant studies. Themes that emerged from analysis of this research of best practices for teacher preparation for inclusive education included content for inclusion infused in teacher education courses, attention early and often to attitudes and dispositions toward inclusion, opportunities for collaboration and co-teaching, strong university-school partnerships, and collaboration to teacher education faculty.

Translating High-leverage Practices to Remote Environments

Given the global pandemic, educators at all levels have had to transition their teaching practices to remote environments. Teacher education faculty have had to consider not only how to shift their own teaching, but alsohow to prepare teacher candidates for their future teaching roles which may include instruction in a range ofmodalities (face-to-face, remote-synchronous, remote-asynchronous, hybrid). In this article, we propose thathigh-leverage practices (HLPs) can serve as a solid foundation for teacher preparation regardless of modality and offer five tips for how teacher educators can prepare candidates to use HLPs across modalities. A vignette which highlights two HLPs (i.e., establishing a consistent, organized, and respectful learning environment; and using strategies to promote active student engagement) is included to illustrate implementation of the tips.

The Effect of Learning Facilities and Family Environment on Motivation to Learn of Prospective Elementary Teacher Education on Online Learning

This research purpose determines the effect of learning facilities and family environment on motivation to learn of prospective elementary teacher education, Faculty of Teacher Training and Education, Universitas Riau on online learning. The research method used is descriptive quantitative. The data used are primary data obtained directly from filling out a questionnaire by prospective elementary teacher education Class 2018, 2019, and 2020 students totaling 180 students. The results showed that there was a positive and significant effect of learning facilities and family environment on motivation to learn of prospective elementary teacher education in learning during, with the results of testing with the F test that obtained an F value of 21.272 with a significance value of F of 0.000 or a sig F value of <0.05. The multiple regression test results show that the coefficient of determination (R2) is 0.440 or 44%.

Social and Material Status of Teachers from The Perspective of Teacher Education Students

The social status and position of teachers have changed throughout history and is conditioned by the development of human society. In the developed world, the teacher is a highly positioned member of society, part of the intellectual elite and a positive model of behavior. We are witnesses that the period of media development, the inflow of information, the collapse of previous value systems, led to a change in the evaluation and position of teachers in Serbia and the surrounding countries. Teachers are experiencing one of the most difficult periods. They are usually poorly paid, insufficiently valued, unmotivated. The paper describes positive examples of the attitude of social systems in the world towards teachers, where teachers are still part of the elite and where, thanks to a positive and encouraging attitude towards educators, societies experience prosperity in economic, cultural, material and other aspects of development. In this way, the assumption is confirmed that a society that invests in education and teaching staff, is profitable in the long run and has positive results in development. Also, the paper presents the results of research conducted by surveying students of the Teacher Education Faculty in Belgrade, in which we wanted to find out the attitudes, motives, and views of students about the position of teachers in society, and the projections of their future occupation. The results of the research show that students are motivated to work as teachers and that they like working with children and young people, but at the same time, they are aware of the unfavorable position of teachers in society and hope that this position can be improved by raising to make the public aware of the importance of teaching at the earliest age of students and stricter criteria when enrolling and selecting future teachers at faculties and schools.

Model digitalnog reflektivnog portfolija za strani jezik struke

In the conditions of online teaching and working in digital environment, digital portfolio is one of important tools in the process of improving the quality of teaching and the implementation of the student-oriented model of university teaching. The aim of this paper is to create a model of a reflective digital portfolio for foreign languages for specific purposes at the Teacher Education Faculty, University of Belgrade, with the aim of raising the level of language and digital literacy in the conditions of hybrid and online teaching. In addition to the modeling method, a case study was used which included students attending the academic course of Educational Technology at the Teacher Education Faculty, with a focus on interdisciplinary connections with foreign languages for specific purposes. The paper discusses the theoretical starting points, the possibilities and challenges of using a digital portfolio teaching foreign languages for specific purposes. The review and analysis concluded that a hybrid model is a starting model for an efficient digital portfolio development, and that the digital portfolio can be successfully used in both formative and summative evaluation of student achievement, with horizontal and vertical interdisciplinary connections playing a key role.

Metodika nastave likovne kulture – izazovi i mogućnosti u vreme pandemije

In the introduction of this paper, the concept of Methodology of teaching visual arts at the Teacher Education Faculty in Belgrade will be presented, as well as the challenges we faced as teachers of this subject due to the new epidemiological situation caused by coronavirus (SARS-Cov-2). The changes that have taken place in a global field, changed the way of life, communication, and schooling at all levels, have influenced us to adapt our teaching at the faculty to current epidemiological measures and possibilities in order to better prepare students for successful teaching of visual arts. This research aims to examine the students' attitudes about their experience during the methodological practice at the end of the fourth year of undergraduate studies, to determine the extent to which we managed to educate them for efficient realization of visual arts classes. Students of Teacher Education Faculty in Belgrade, who realized the final methodical practice following the current epidemiological measures participated in this examination. The results of the research will provide guidelines for future reflections and improvements in the conception of our subject.

The Role of Emotional Intelligence and Resilience in Physical Education Teacher Education Faculty Perceived Mattering

Purpose: Grounded in occupational socialization theory, the purpose of this study was to test a conceptual framework for understanding the role of emotional intelligence and resilience in the development of perceived mattering among U.S. physical education teacher education faculty using structural equation modeling. Method: The sample included 286 U.S. faculty members (151 females and 135 males), and the data were collected through an online survey that included instruments to measure key study variables. The primary analyses used structural equation modeling to evaluate relationships hypothesized in the conceptual model. Results: While not all hypothesized relationships in the model were significant, generally, the results confirmed the hypothesized relationships among the study variables, suggesting that resilience mediates the relationship between emotional intelligence and perceived mattering. Discussion: Socioemotional skills, such as emotional intelligence, appear important for helping physical education teacher education faculty members perceive resiliency and mattering in their work. Accordingly, these skills should be considered for doctoral education and faculty development programs.

Chapter 5: Physical Education Teacher Education Faculty: A Focus on Social Justice

Neglecting to adapt physical education programs, or resisting and worse ignoring the changing needs of students has created an environment where the reproduction of inequities prevails. An examination of the role physical education teacher education faculty in the physical education system begins with consideration of eight key factors that influence their performance: (a) society, (b) higher education institutions, (c) PK–12 schools, (d) PK–12 and preservice student teachers (PST) students, (e) the purpose of physical education, (f) kinesiology, (g) professional associations, and (h) personal life circumstances. The authors draw attention to lessons learned and future directions tied to these eight influences. A critical reflection on social identity and how it influences practice is provided with suggestions on how to begin this work. Undertaking a program equity audit is discussed as a tool to highlight areas within physical education teacher education programs that influence socially just and equitable practice. Engaging in self-study (either individually, collaboratively, or programmatically) is suggested as a means to explore pedagogical practices or programmatic decisions that promote socially just and equitable physical education teacher education and physical education. Attention to policy engagement at the local, state, and national levels is noted as a potentially powerful contribution to change.

Mogućnosti i izazovi nastave dramske umetnosti u izmenjenom društvenom kontekstu

The subject of the paper are the possibilities and challenges of teaching drama in a changed social context. In the social context changed by the application of the agenda of globalism in Serbian education, the teaching of drama for preschool teachers begins to lose quality at university. Due to the specific nature of drama as art, online teaching of this subject is not possible. Research of teaching the subject Drama and Movement at the Teacher Education Faculty in Belgrade was shown that teaching was limited to lectures and theoretical exercises during the state of emergency, and that practical exercises were necessary after its abolition. An insurmountable challenge was the protection measures against the corona virus, as a result of which it was impossible to hold exercises of puppet animation and puppet directing, ie to prepare puppet shows (except monodramas). High engagement of professor was necessary for the quality of teaching.