preservice teachers
Recently Published Documents





2022 ◽  
Vol 16 (1) ◽  
pp. 1-21
Gilberto Lara

This qualitative study of three Latino male preservice teachers in a bilingual education preparation program centers on the use of testimonio as a methodology to give voice to the complex experiences of young Latinos as they navigate their way through career choices and college. While work on male teachers has historically focused on white men and more recently black men, Latinos represent a very large ethnic population in the United States with varied histories, cultural practices, and linguistic practices. While caring has been conflated as a practice of female teachers, the young men in this study illustrate an ethic of care that is more complex than that of affect. Their care is directly tied to their willingness to pay forward their learning and experiences to other Latino children by way of teaching in bilingual programs. The findings of this research illustrate the complex terrain that these young men navigate as they decide on a career in a historically white and female profession. This study offers implications for in-service teachers and their role in cultivating the next generation of male teachers. For universities and colleges of education, this study offers insight into the institutional challenges and support systems these Latino men must circumnavigate.

Wendy Nielsen ◽  
Annette Turney ◽  
Helen Georgiou ◽  
Pauline Jones

AbstractThe construction of dynamic multimedia products requires the selection and integration of a range of semiotic resources. As an assessment task for preservice teachers, this construction process is complex but has significant potential for learning. To investigate how weaving together multiple representations in such tasks enables learners to develop conceptual understanding, the paper presents an indicative case study of a 2nd-year preservice primary (K-6) teacher who created a digital explanation on the topic of ‘transparency’ for stage 3 children (ages 11–12). We focus on data gathered during the 3-h construction process including artefacts such as images, online searches, websites accessed and paper records used for planning; the digital explanation as product; audio and video capture of the construction process and pre- and post-construction interviews. Using multimodal analysis, we examine these data to understand how meanings are negotiated as the maker moves iteratively among multiple representations and through semiotic choices within these representations to explain the science concept. The analyses illustrate the complexity of the construction process while providing insight into the creator’s decision-making and to her developing semiotic and conceptual understandings. These findings allow us to build on the concept of cumulative semiotic progression (Hoban & Nielsen, Research in Science Education, 35, 1101-1119, 2013) by explicating the role of iterative reasoning in the production of pedagogic multimedia.

2022 ◽  
Mustapha Chmarkh

This review examined English as a Second Language (ESL) and English as a Foreign Language (EFL) preservice teacher cognition studies spanning a 17-year period (2005 to 2021). The main objective was to explore the nature and development of preservice ESL and EFL teacher cognitions as they relate to their teacher-education coursework and teaching practice. Findings indicate that preservice ESL/EFL teacher cognitions are complex, multifaceted, recursive, and frequently related to their experiences as language learners. Although studies included in this review were conducted in different international contexts, the findings were consistent: there is a need for supportive and comprehensive preservice-teacher preparation that accounts for three factors. (1) Valuing preservice teachers’ beliefs as language learners, (2) facilitating preservice teachers’ negotiation of newer beliefs resulting from teacher education coursework, and (3) preparing them to negotiate tensions in their interactions with their mentors in field placements. This paper concludes by discussing pedagogical implications for teacher education programs.

Sign in / Sign up

Export Citation Format

Share Document