Journal articles on the topic 'Practice-based teacher education'
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Daniels, Julia R., and Manka Varghese. "Troubling Practice: Exploring the Relationship Between Whiteness and Practice-Based Teacher Education in Considering a Raciolinguicized Teacher Subjectivity." Educational Researcher 49, no. 1 (September 24, 2019): 56–63. http://dx.doi.org/10.3102/0013189x19879450.
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In this essay, we argue that teacher education is increasingly marginalizing the relevance of teacher subjectivity and recentering Whiteness, especially in its uptake of practice-based teacher education. Whereas teacher subjectivity has been pushed to the margins of recent conversations about teacher education—and has therefore narrowed our understanding of the ideological and practical affordances and constraints of practice-based teacher education—we show that it must be centered in teacher education and understood as fundamental to all teachers’ embodied practice. We draw from literature exploring critical Whiteness studies, raciolinguistics, poststructural understandings of teacher subjectivity, the experiences of teachers of Color and practice-based teacher education. By showing how a raciolinguicized teacher subjectivity has been marginalized, we simultaneously argue for the centrality of the role of subjectivity in shaping teaching and, therefore, in defining critical dimensions of what and how novice teachers need to learn.
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Scruggs, Thomas E., Margo A. Mastropieri, Sheri L. Berkeley, and Lisa Marshak. "Mnemonic Strategies: Evidence-Based Practice and Practice-Based Evidence." Intervention in School and Clinic 46, no. 2 (October 22, 2010): 79–86. http://dx.doi.org/10.1177/1053451210374985.
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This article presents information on using mnemonic strategies to enhance learning and memory of students with mild disabilities. Different types of mnemonic strategies are described, including the keyword method, the pegword method, and letter strategies. Following this, a number of teachers describe their own applications of mnemonic strategies with students with learning disabilities, mild mental retardation, and emotional/behavioral disabilities. Content areas include elementary life science, secondary social studies and anatomy, elementary social studies, elementary reading vocabulary, and secondary SAT vocabulary. Finally, a middle school social studies teacher describes lessons learned from her extended experience with mnemonic strategies. A discussion of the theoretical foundations and empirical research support of mnemonic strategies also is provided.
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Temiz, Tugba, and Mustafa Sami Topcu. "Preservice teachers’ teacher efficacy beliefs and constructivist-based teaching practice." European Journal of Psychology of Education 28, no. 4 (February 1, 2013): 1435–52. http://dx.doi.org/10.1007/s10212-013-0174-5.
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Kavanagh, Sarah Schneider, and Katie A. Danielson. "Practicing Justice, Justifying Practice: Toward Critical Practice Teacher Education." American Educational Research Journal 57, no. 1 (May 14, 2019): 69–105. http://dx.doi.org/10.3102/0002831219848691.
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Arguments for social justice teacher education and arguments for practice-based teacher education are often seen as incongruous. Drawing on sociocultural theory and theories of justice, our study interrogates this underresearched assumption. We conducted video analyses of teacher education coursework and novice teachers’ K–6 classroom instruction, together with novices’ written reflections on videos. Data were collected during a university-based, accelerated teacher credentialing program. Analyses of videos of teacher education coursework revealed that while teacher educators frequently represented, decomposed, and approximated teaching practice, they rarely did so when discussing social justice issues. In a mirror-image finding, analyses of videos of (and reflections on) novices’ subsequent K–6 teaching revealed that novices rarely identified instructional decisions during which they attended to social justice issues.
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Miller, Dianne, and Sampson Twum. "The Experiences of Selected Teachers in Implementing Place-Based Education." in education 23, no. 1 (June 7, 2017): 92–108. http://dx.doi.org/10.37119/ojs2017.v23i1.282.
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This study explores the experiences of selected teachers undertaking place-based education (PBE) in a prairie region, the challenges they encounter, and their understanding of the knowledge and skills required to implement PBE. PBE is defined and described. Five individual teachers and one teaching team of two who practice PBE are interviewed. The findings are reported thematically and implications for teacher education are discussed. The varied practice of these teachers is instructive for educators interested in holistic, inquiry-based methodologies rooted in local settings and points to directions for teacher education programs to take in implementation.Keywords: Place-based education; outdoor learning; community engagement; experiential learning; curriculum outcomes; assessment; teacher education; deschooling
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Dart, Lisa, and Pat Drake. "School‐based Teacher Training: a conservative practice?" Journal of Education for Teaching 19, no. 2 (January 1993): 175–89. http://dx.doi.org/10.1080/0260747930190205.
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Forzani, Francesca M. "Understanding “Core Practices” and “Practice-Based” Teacher Education." Journal of Teacher Education 65, no. 4 (May 5, 2014): 357–68. http://dx.doi.org/10.1177/0022487114533800.
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Casey, Ashley, and Tim Fletcher. "Trading Places: From Physical Education Teachers to Teacher Educators." Journal of Teaching in Physical Education 31, no. 4 (October 2012): 362–80. http://dx.doi.org/10.1123/jtpe.31.4.362.
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Recently, there has been an increase in research on becoming teacher educators, yet little is known about becoming physical education teacher educators (PETE). Responding to concerns about the current state of doctoral PETE programs and inadequate preparation of novice teacher educators, this paper explores our transition from high school teaching to university-based PETE. Employing self-study methodologies we used ourselves as data gathering tools to improve our understandings of self and practice. Our analysis showed that we struggled with the transition from teacher to teacher educator, primarily in navigating the different pedagogies required in teacher education. Based on our high school and PETE experiences, we drew on different sources to shape our respective pedagogies of teacher education. Future PETEs may benefit from structured learning about teaching teachers where they can discover and explore teacher education theory and practice, or be provided with opportunities to observe experienced colleagues and engage in discussion about PETE programming and practice with mentors.
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Fyall, Glenn, and Michael W. Metzler. "Aligning Critical Physical Education Teacher Education and Models-Based Practice." Physical Educator 76, no. 1 (2019): 24–56. http://dx.doi.org/10.18666/tpe-2019-v76-i1-8370.
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Barahona, Malba, and Kristin J. Davin. "A Practice-Based Approach to Foreign Language Teacher Preparation: A Cross-Continental Collaboration." Profile: Issues in Teachers' Professional Development 23, no. 1 (January 5, 2021): 181–96. http://dx.doi.org/10.15446/profile.v23n1.85326.
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The international trend towards a practice-based approach in teacher education has permeated foreign language teacher education and English language teaching. A practice-based approach is based on the understanding that teachers learn to teach a language by engaging in “actual” teaching rather than “talking” about teaching. We report on the implementation of a practice-based approach in two different contexts: an initial English teacher education program in Chile and an initial foreign language teacher education program in the United States. We provide practical recommendations and areas of caution for future enactments. The findings demonstrate that incorporating a practice-based approach into the university classroom offers a useful affordance for examining and illuminating the complexities of foreign language teaching practice across contexts.
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Matsumoto-Royo, Kiomi, Maria Soledad Ramírez-Montoya, and Paulette Conget. "Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0." Future Internet 13, no. 11 (November 19, 2021): 292. http://dx.doi.org/10.3390/fi13110292.
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Education 4.0 prepares new generations to develop the skills required to perform in a technological, dynamic, and unpredictable world. The main barrier to implementing Education 4.0 in schools is that teachers have not been trained for it. Given the advances and new resources of the technological field, teacher preparation will be insufficient if it focuses on technological skills but does not incorporate the necessary dispositions for lifelong learning. Universities have the ethical imperative to update teacher education so teachers can become lifelong learners. The objective of this study was to understand whether practice-based curricula offer opportunities to promote lifelong learning tendencies. We used a sequential explanatory method. Quantitative and qualitative instruments were applied to pre-service teachers (survey: n = 231, semi-structured interviews: n = 8), and causal and descriptive approaches were supported by a structural equation model and constant comparative method, respectively. Data triangulation confirmed and added depth to the relationship found. Practice opportunities provided by teacher educators in learning activities and assessment tasks promote curiosity, motivation, perseverance, and self-learning regulation, when they are (i) systematic; (ii) relevant to the classroom work; (iii) presented with clear instructions and effective rubrics; (iv) accompanied with feedback focused on the task, soliciting reflection, and performed by peers and teacher educators in a trustworthy environment. This research may be of value to universities looking to renew their Education 4.0 programs because it shows that practice-based curricula not only transform pre-service teachers into teaching experts but also into lifelong learners.
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Björk, Marie. "Transforming a practice-based problem into research questions." International Journal for Lesson and Learning Studies 8, no. 3 (July 8, 2019): 244–55. http://dx.doi.org/10.1108/ijlls-08-2018-0059.
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Purpose This paper describes and discusses aspects that affect research questions in a practice-based research study, where learning study is used as a framework. The purpose of this paper is to contribute to understanding of the process where teachers and a researcher collaborate in transforming practical teaching problems into research questions. Design/methodology/approach A case study is conducted. Data consist of field notes, logbooks, manuscripts and conference papers from two learning studies conducted in grade 4 by three teachers and one researcher, and notes from meetings in a subject-teacher group at the school. The analysis focuses on how the research questions emerge and change in relation to discussions among teachers and in the research group of teaching, previous research and learning theory. Findings Questions about students’ discernment of the structure in the base-ten system emerged in learning study 1 and in the subject-teacher group. Discussions of previous research and the didactical theory learning activity transformed the research questions in learning study 2, into focusing students’ theoretical knowledge, examining general structures in the base system, using learning models as tools. Conditions for identification of specific teaching problems and alternative theory in a learning study are discussed. Originality/value The explicit example where research questions are transformed can be used in further discussions and methodological questions regarding formulation of research questions in educational research. Discussions, specifically of transforming research questions, when learning study is used may be promoted.
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Peercy, Megan Madigan, Manka Varghese, and Nancy Dubetz. "Critically Examining Practice‐Based Teacher Education for Teachers of Language Minoritized Youth." TESOL Quarterly 53, no. 4 (August 27, 2019): 1173–85. http://dx.doi.org/10.1002/tesq.533.
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Turan, Serife, and Shirley M. Matteson. "Middle School Mathematics Classrooms Practice Based on 5E Instructional Model." International Journal of Education in Mathematics, Science and Technology 9, no. 1 (December 13, 2020): 22–39. http://dx.doi.org/10.46328/ijemst.1041.
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The 5E instructional model is known for increasing student engagement and participation in the learning process. While viewing the video recorded lessons of middle school mathematics teachers, the researchers noticed teachers had a difficult time implementing the 5E model with fidelity. This case study explored the extent to which mathematics teachers used the 5E instructional model in their classrooms through analyzing video recorded lessons. The findings illustrate that the challenges of the teacher varied. They had difficulty finding activities related to the phases and moving away from a teacher-centered approach to a student-centered approach were identified as challenges of the teachers. The findings of this study inform educators about the difficulty’s teachers have in implementing the 5E model with fidelity. Also, the researchers elaborate on what phases need to be addressed specifically when teachers are provided professional development regarding lesson instruction.
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Boylan, Colin. "Practice Teaching in a Distance Education Centre." Australian and International Journal of Rural Education 6, no. 1 (March 1, 1996): 37–41. http://dx.doi.org/10.47381/aijre.v6i1.406.
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Practice teaching is an integtal component of pre-service teacher education courses. Watson, Halton, Grundy and Squires (1986) clearly demonstrated that most New South Wales teacher education students came from metropolitan backgtounds, received their university tuition in a city based institution and completed their practice teaching in city schools. However, Watson, et al (1986) claimed that most of the city trained teachers were reluctant to accept a teaching appointment outside of the city. Under these conditions, long term solutions to the problem of high rural teacher turnover were unlikely to eventuate.
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Karlsson, Göran, and Pernilla Nilsson. "A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice." International Journal of Web-Based Learning and Teaching Technologies 14, no. 3 (July 2019): 39–54. http://dx.doi.org/10.4018/ijwltt.2019070104.
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Self-reflection based on the analysis of one's own teaching performance has proven to be a powerful method for developing student teachers´ professional knowledge. The aim of this study was to investigate how a web-based guiding framework involving the use of a pedagogical tool for planning and reflection in conjunction with annotated video recorded lessons, written reflections, and a teacher educator's feedback, might provide a beneficial method for student teacher self-reflection. The study included 56 student teachers performing their in-service training in science teaching. The student teachers completed a questionnaire where they had to respond to statements about their experiences of the framework. The results indicate that a guiding framework that includes analysis of video-recorded teaching is essential for a self-reflective process to become effective. Further development of the framework might be to enable student teachers to participate in synchronous discussions with peers and teacher educators about their video-recorded lesson.
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Kang, Hosun, and Mark Windschitl. "How Does Practice-Based Teacher Preparation Influence Novices’ First-Year Instruction?" Teachers College Record: The Voice of Scholarship in Education 120, no. 8 (August 2018): 1–44. http://dx.doi.org/10.1177/016146811812000803.
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Background/Context Teacher preparation suffers from a lack of evidence that guides the design of learning experiences to produce well-prepared beginners. An increasing number of teacher educators are experimenting with practice-embedded approaches to prepare novices for ambitious instruction. This study examines the role of core instructional practices introduced during preparatory experiences in shaping novices’ first-year teaching. Research design Employing a mixed-methods approach, we compare the first-year teaching of two groups of individuals with secondary science certification, one of which comprises graduates from a practice-embedded preparation program, and the other graduates from programs that did not feature practice-embedded preparation. A total of 116 science lessons taught by 41 first-year teachers were analyzed, focusing on the quality of student opportunities to learn (OTL) observed during the lessons. Research questions This study sought answers to two research questions: 1) What are the characteristics of students’ OTL from first-year teachers, one group of whom learned a set of core instructional practices during their preparation program and the other group of whom were not exposed to core practices? 2) Who provides opportunities for students to engage in meaningful disciplinary practices as outlined in the Next Generation Science Standards, during the first year of teaching, if any? How did they create such opportunities? Findings Independent-sample t-tests showed that there are significant mean differences between the two groups (t=3.1∼8.9; p <.001), on four metrics associated with their students’ opportunities to learn. In-depth qualitative case studies reveal two ways that core practices shape instruction in new teachers’ classrooms: (a) they support novices in formulating an actionable curricular vision as advocated by the science education community, and (b) they appear to help novices notice, attend to, and build upon students’ ideas in classrooms with the use of strategies and tools recommended by the program. Conclusions/Recommendations A focus on a set of strategic and intentional practices, designed to help teachers achieve rigorous and equitable learning goals, has potential as a curricular frame for teacher preparation. But the emphasis should be placed on the vision and pedagogical goals that underlie the core practices, rather than the ungrounded use of strategies or tools themselves.
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Ur, Penny. "Theory and practice in language teacher education." Language Teaching 52, no. 4 (May 8, 2019): 450–59. http://dx.doi.org/10.1017/s0261444819000090.
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We often hear language teachers say ‘Don't confuse me with theories, just give me practical ideas I can take into the classroom’. Many teacher educators and researchers, on the other hand, believe that (research-based) theory is more important, and should be used and implemented by practitioners. This paper will propose an approach to the use of theory and practice in teacher education that may help to resolve this dissonance. After some preliminary definitions and clarification of some common confusions, it is suggested that theory and practice in the context of language teaching are not polar opposites, but points on a continuum: any statement or guideline about teaching can be, more or less, practical or theoretical. The rest of the paper will focus on the questions how the various types of published theories or teacher theorizing can contribute to professional expertise, what is the place of practical tips or recipes, and how all these can be used or combined in teacher education courses to bring about optimal learning by novice teachers, or increased expertise on the part of the more experienced ones.
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Kavanagh, Sarah Schneider, Mike Metz, Mary Hauser, Brad Fogo, Megan Westwood Taylor, and Janet Carlson. "Practicing Responsiveness: Using Approximations of Teaching to Develop Teachers’ Responsiveness to Students’ Ideas." Journal of Teacher Education 71, no. 1 (April 18, 2019): 94–107. http://dx.doi.org/10.1177/0022487119841884.
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As practice-based teacher education (PBTE) has become more prevalent, debates about its contribution have emerged. Critics of PBTE question whether emphasizing practice will support a technocratic approach to teacher education rather than promoting instruction that is responsive to students’ ideas. This qualitative case study was motivated by an interest in understanding whether and in what ways practice-based approaches to teacher learning can support teachers in practicing responsiveness as opposed to practicing decontextualized moves. To this end, we investigated how early-career teachers in a practice-based professional development program were supported to approximate teaching practices. We focused on the extent to which approximations of practice supported teachers to hone their skill at being responsive to students’ ideas. Findings revealed characteristics of approximations of practice that support teachers in developing their capacity to enact responsive instruction. These findings have implications for program design, teacher educator pedagogy, and future research.
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Zeichner, Ken. "The Turn Once Again Toward Practice-Based Teacher Education." Journal of Teacher Education 63, no. 5 (October 17, 2012): 376–82. http://dx.doi.org/10.1177/0022487112445789.
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Weinberger, Alfred, Jean-Luc Patry, and Sieglinde Weyringer. "Improving Professional Practice through Practice-Based Research: VaKE (Values and Knowledge Education) in University-Based Teacher Education." Vocations and Learning 9, no. 1 (October 31, 2015): 63–84. http://dx.doi.org/10.1007/s12186-015-9141-4.
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Vranjesevic, Jelena. "The main challenges in teacher education for diversity." Zbornik Instituta za pedagoska istrazivanja 46, no. 2 (2014): 473–85. http://dx.doi.org/10.2298/zipi1402473v.
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This paper explores the main challenges in teacher education for diversity: the dominant regimes of truth in society that reinforce existing stereotypes/prejudices, the gap between pre-service and in-service teacher education and professional development, the fragmentation of teacher education system, the competences of teacher educators and lack of research and research-based practice when it comes to education for diversity. The paper discusses the impacts of these challenges on teacher professional role as well as the support needed to overcome some of them. The changes need to be made in two domains: the teacher education curriculum that should reflect the idea of teachers as autonomous professionals who initiate and create their own practice, and the education system that needs to support and encourage the autonomy and initiative of teachers and in which teachers could be visible as active participants/leaders in the process of change.
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Johnson, Lindy L., and Grace MyHyun Kim. "Experimenting with game-based learning in preservice teacher education." English Teaching: Practice & Critique 20, no. 1 (January 27, 2021): 78–93. http://dx.doi.org/10.1108/etpc-10-2019-0125.
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Purpose The purpose of this study is to examine the use of game-based learning for approximations of practice within a critical, project-based (CPB) clinical experience for preservice teachers (PSTs). Within the clinical experience, secondary English Language Arts PSTs practiced modeling argumentative thinking through playing a board game, Race to the White House, with ninth-grade students. Design/methodology/approach Data collection took place at a public high school in the mid-Atlantic region of the USA. A variety of data was collected including written reflections by PSTs about their experiences leading the game play, audio recordings of the small group game play and a transcript of a whole-class 30-min post-game discussion with the PSTs and classroom teacher. To analyze the data, patterns of discourse were identified. Findings The game-based learning activity provided an accessible structure for PSTs to model their own argumentative thinking, presented opportunities for PSTs to elicit and interpret students’ thinking to support students’ practice in constructing an argument and created a playful context for PSTs to encourage students to produce arguments and critique the argumentation work of others. Research limitations/implications Game-based learning within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to help PSTs practice engaging with students in different ways than a traditional teacher-to-student dynamic. Originality/value Game design and game play within CPB clinical experiences has the potential to bring students, PSTs, inservice teachers and teacher educators together to experiment with how to make teaching and learning a more social and collaborative process.
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Mouza, Chrystalla. "Does Research-Based Professional Development Make a Difference? A Longitudinal Investigation of Teacher Learning in Technology Integration." Teachers College Record: The Voice of Scholarship in Education 111, no. 5 (May 2009): 1195–241. http://dx.doi.org/10.1177/016146810911100502.
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Background/Context Although there is a growing body of literature on the characteristics of effective professional development, there is little direct evidence on the extent to which these characteristics influence teacher learning and practice. In particular, few studies exist to date that demonstrate the impact of technology-focused professional development on teacher learning and practice. Even fewer studies have examined teacher learning for more than a year to understand the sustainability and growth of professional development gains. Purpose The purpose of this study is to examine the long-term impact of research-based professional development on teacher learning and practice with respect to technology. Analysis is based on data collected from 7 urban teachers 2 years after their participation in a yearlong, technology-focused professional development program. Follow-up data are compared with data collected by the author during the teachers’ participation in professional development to (1) investigate the sustainability and growth of teachers’ learning, (2) identify the conditions that facilitated or hindered teachers’ capacity to further develop their thinking, knowledge, and practice with regard to technology, and (3) map the trajectory of teachers’ learning over a 3-year period. Research Design The study employed a qualitative multiple case study design. Data were collected from multiple sources that included teacher interviews, surveys, classroom observations, and collection of artifacts. Two outcomes were defined as critical measures of long-term learning: sustainability and growth. Findings/Results Results indicated that participation in research-based professional development fostered sustained changes in teachers’ educational technology knowledge, ability to design and implement technology-supported experiences for students, and beliefs toward teaching and learning with technology. In two cases, these changes became the basis for continual learning and led to ongoing professional growth. Further, findings revealed three factors that influenced teacher learning over time: (1) student characteristics, (2) access to resources, and (3) social support and opportunities for collaboration with peers. Conclusions/Recommendations Findings of the study suggest that participation in professional development that is grounded in the currently accepted best practices can impact teacher learning and practice. They also offer insights into the process by which teachers modify their knowledge, practices, and beliefs and the conditions that influence learning over time. Further, they provide new lenses for analyzing teacher learning that suggest looking more closely into the interactive relationship between practices and beliefs, as well as the ways in which classroom experience influences continual learning and change.
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Newman-Thomas, Cathy, Cindy Ann Smith, Xinting Zhao, Caroline I. Kethley, Herbert J. Rieth, Elizabeth A. Swanson, and Yusung Heo. "Technology-Based Practice to Teach Preservice Teachers to Assess Oral Reading Fluency." Journal of Special Education Technology 27, no. 1 (March 2012): 15–32. http://dx.doi.org/10.1177/016264341202700102.
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Technology is used widely in teacher education for a variety of purposes, including skill development. Recent research on technology in teacher education is investigating the potential of technology to provide high-quality learning experiences that include authentic practice outside of class time to increase the efficiency of teacher education goals. This study investigated the feasibility and utility of technology to teach preservice teachers to accurately assess oral reading fluency (ORF), an important skill for monitoring growth in reading. In this study, in-class practice with peers was compared to web-based audio and video practice conditions. All groups (N = 18) made significant improvements on a test of knowledge about reading fluency and for skills in their accuracy in scoring ORF probes. On a measure of self-efficacy for teaching and assessing ORF, unlike their peers in the audio and video conditions who made statistically significant change, the in-class practice group did not become more confident following instruction. However, they made similar gains in skills and knowledge, suggesting that technology-based practice conditions may be a more effective method for increasing self-efficacy. This study has implications for teacher education practice, supporting the use of technology to deliver effective skills practice for developing accuracy in scoring ORF, a common curriculum-based measure of reading competency.
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Thorsen, Kirsten Elisabeth. "Practice Teachers’ Role in Teacher Education – Individual Practices across Educational Curricula." Acta Didactica Norge 10, no. 2 (April 15, 2016): 179–92. http://dx.doi.org/10.5617/adno.2417.
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Praksislærere har en sentral rolle i lærerutdanning. Forskning peker imidlertid på at både tilfeldigheter og uklarheter er knyttet til utøvelse av rollen. Forskningsprosjektet “Teachers` Professional Qualifications” (TPQ), undersøker intensjoner med den nye lærerutdanningsreformen i Norge i et bredt perspektiv. Denne artikkelen undersøker hvordan praksislærere oppfatter sin rolle og sine oppgaver på bakgrunn av at reformen har ambisjoner om praksislærere som likeverdige samarbeidspartnere i lærerutdanning. Studien har utgangspunkt i en spørreundersøkelse med 45 praksislærere i tillegg til dybdeintervju med åtte andre.Resultatene viser at det som kjennetegner rollen som praksislærer, først og fremst er lang erfaring som lærer. I tillegg viser resultatene at generelle læreroppgaver har mer oppmerksomhet i praksisperioder enn det som er mål i lærerutdanningsprogrammet. På den måten legitimerer praksislærere sin rolle ut av en lærerutdanningskontekst. Studien bekrefter også det internasjonal forskning viser: behovet for å involvere praksislærere i felles prosesser for å utvikle sammenhenger mellom teoristudier og praksisopplæring i lærerutdanning.Fire år etter implementering av lærerutdanningsreformen i Norge er det grunn til å stille spørsmål ved i hvilken grad intensjonene i reformen har blitt realisert. Diskusjonen er i hovedsak knyttet til profesjonalisering av praksislærerrollen og praksislærere som likeverdige samarbeidspartnere i lærerutdanning.Nøkkelord: lærerutdanning, lærerutdannere, praksislærere, forholdet teori-praksisAbstractPractice teachers have a central role in teacher education. However, research indicates randomness and obscurity in performing this role. The research project “Teachers’ Professional Qualifications” (TPQ) examines objectives regarding the new Teacher Education Reform in Norway from 2010 in a broad perspective. As the reform places high demands on practice teachers as equal participants in teacher education, this article examines how they perceive their roles and tasks with respect to the intentions. The study is based on a survey of 45 practice teachers and in-depth interviews with eight others.The main results reveal that the role of practice teachers as mentors is based on significant experience as school teachers and that general teacher activities are more focused than the claims of the educational programs. Practice teachers seem to legitimate their role outside of the context of teacher education. The study also seems to confirm what international research strongly indicates: the need to involve and cooperate with practice teachers to increase coherence in theoretical studies and school practice.Four years after the implementation of the reform, there are reasons to question the degree to which the reform intentions have been realized. The discussion is related, in particular, to the professionalization of the role of the practice teachers and their role as cooperating participants in teacher education. Keywords: teacher education, teacher educators, practice teachers, theory-practice relationship
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Fink Chorzempa, Barbara, Michael D. Smith, and Jane M. Sileo. "Practice-Based Evidence: A Model for Helping Educators Make Evidence-Based Decisions." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 1 (April 12, 2018): 82–92. http://dx.doi.org/10.1177/0888406418767254.
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Within their teacher preparation courses and field experiences, preservice teachers are introduced to numerous instructional practices, not all of which are considered research-based. For this reason, instruction in how to evaluate the effectiveness of one’s practices is essential, but it is often a lacking component of initial certification programs. In this article, a flexible, problem-solving model for collecting and reflecting on practice-based evidence (PBE) is described. The model, utilized in a graduate program in Special Education, was designed to assist teacher candidates in evaluating the effectiveness of the practices they implement to optimize students’ learning outcomes. Implications for practice in the K-12 environment are also provided.
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Ballenger, Cynthia. "Teaching and Practice." Harvard Educational Review 62, no. 2 (July 1, 1992): 199–209. http://dx.doi.org/10.17763/haer.62.2.n8232u2300765186.
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Teachers often learn techniques to manage the behaviors of the children in their classrooms with the assumption that those techniques are universal, rather than culturally based. In this article,Cynthia Ballenger shares her process of coming to understand the cultural assumptions that lie at the heart of effectively managing her class of four-year-old Haitian children. Through multiple"conversations" with a teacher-researcher group, with Haitian teachers and parents in a daycare center, and through her work with Haitian teachers in a child development class, Ballenger learns about Haitian cultural ways and queries the assumptions that shape her own experience as a North American teacher. Her story demonstrates a model of teacher reflection on both theory and practice that can illuminate the practices of other teachers who encounter children of differing cultural, racial, or class backgrounds.
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Basckin, Caroline, Iva Strnadová, and Therese M. Cumming. "Teacher beliefs about evidence-based practice: A systematic review." International Journal of Educational Research 106 (2021): 101727. http://dx.doi.org/10.1016/j.ijer.2020.101727.
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Parkison, Paul T. "Field-based preservice teacher research: Facilitating reflective professional practice." Teaching and Teacher Education 25, no. 6 (August 2009): 798–804. http://dx.doi.org/10.1016/j.tate.2008.11.017.
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Basckin, Caroline, Iva Strnadová, and Therese M. Cumming. "Teacher beliefs about evidence-based practice: A systematic review." International Journal of Educational Research 106 (2021): 101727. http://dx.doi.org/10.1016/j.ijer.2020.101727.
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Jones, Cherese Farrah, and CJ Rouw. "Values-Based Physical Education and Teacher Education in South Africa." African Journal of Teacher Education 11, no. 1 (July 20, 2022): 218–45. http://dx.doi.org/10.21083/ajote.v11i1.6716.
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This qualitative research presents PE (Physical Education) teacher training workshops (TTW) which were developed and evaluated through the teachers’ feedback and reflections. Its goal was to create a PE programme enriched with the values of Olympism and Ubuntuism based on the idea that values-based education offers an investment in individual and societal improvement by implementing a values framework. Participatory action research was used to determine how data was collected, analysed, and presented on an ongoing, cyclical basis. The theoretical perspectives of the experiential learning theory and the cooperative learning theory were applied to teaching PE during the in-service physical education TTW. Ten PE teachers from five schools in the Tshwane District of South Africa participated as they best informed the research question and enhanced their understanding of the phenomenon under study. The TTW assisted in building and supporting PE pedagogical knowledge as teachers critically reflected on the diversity and inclusivity of their PE class context. An examination of the wide variety of teaching strategies, specifically used during teachable moments, that were employed throughout this study could be linked to the clarification of the values of Olympism and Ubuntuism. This research developed material for PE, which underpins the set of values of Olympism and Ubuntuism as core values that were modeled by teachers and guided their work. The TTW in a values-based PE programme builds and supports the teachers’ pedagogical knowledge to plan, deliver and access quality PE. Participatory action research and its reflective practice positively influenced the teachers' PE practice as it assisted the researchers and the participating teachers in a collective, self-reflective, inquiry.
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Ward, Phillip, Yung-Ju Chen, Kelsey Higginson, and Xiuye Xie. "Teaching Rehearsals and Repeated Teaching: Practice-based Physical Education Teacher Education Pedagogies." Journal of Physical Education, Recreation & Dance 89, no. 6 (July 23, 2018): 20–25. http://dx.doi.org/10.1080/07303084.2018.1476937.
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Philip, Thomas M. "Principled Improvisation to Support Novice Teacher Learning." Teachers College Record: The Voice of Scholarship in Education 121, no. 6 (June 2019): 1–32. http://dx.doi.org/10.1177/016146811912100607.
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Background A significant body of scholarship has highlighted the importance of improvisation in teaching, particularly the interactional and responsive creativity that is required for teachers to co-construct meaning with students. However, recent efforts inside and outside university-based teacher education have pushed against novice teacher learning through improvisation, preferring to focus on the “practicing” of identifiable components or discrete techniques of teaching. Purpose Based on an expansive view of practice, I argue that improvisation is inextricably connected to practice and illustrate that the marginalization of improvisation limits opportunities for novice teachers to learn the relational aspects of teaching. I develop the concept of principled improvisation: improvisation that is purposefully oriented toward justice and that accentuates each moment of teaching as political, ethical, and consequential. I describe the design of a learning environment for preservice teachers that was organized around principled improvisation and demonstrate its unique affordances for particular forms of novice teacher learning. Research Design Based on a close reading of novice teachers’ weekly reflections and audio recordings and field notes from the whole-class discussions, I highlight five examples of practice guided by principled improvisation that span a diversity of participants, contexts, and scale. These illustrative cases are not meant to systematically characterize all instances of practice guided by principled improvisation in the course; rather, they are meant to be invitations to grapple with new pedagogical and learning possibilities (and limitations) that emerge when teacher education is organized around principled improvisation. In particular, I explore how learning to listen played prominently in teacher practice guided by principled improvisation and examine how the opportunity to narrate, re-narrate, and re-envision experiences allowed novice teachers to learn and collectively build place-relevant theory. Conclusions The opportunities to learn to recognize emotion, listen, see race in place, consider political expression, and make sense of power across scales were significant aspects of the relational work of teachers that were learned by organizing novice teacher learning around principled improvisation. These forms of learning could not have taken place if the experiences of the novice teacher were only organized around the rehearsal of components of teaching. It required teaching in a complex space that connects self and interactions in place to larger structures and ideologies in society.
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Ntim, Stephen Kwabena. "Transforming Teaching and Learning for Quality Teacher Education in Ghana: Perspectives from Selected Teacher Trainees and Stakeholders in Teacher Education." International Journal of Education 9, no. 3 (September 27, 2017): 149. http://dx.doi.org/10.5296/ije.v9i3.11686.
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This survey measured the perspectives of teacher trainees, classrooms teachers and stakeholders in teacher education regarding factors that could enhance teaching and quality teacher education in Ghana. Findings from the survey indicate that teachers’ content knowledge was considered appreciable, but more emphasis needed to be paid to cultivating critical and inquiry skills among Ghanaian teachers. Additionally, efforts were to be made in teacher education towards a more constructivists approach to teaching, with focus on student-centered teaching and attention to student diversity, as well as enhancing teacher professional development, especially in the area of academic research. Implications for policy and practice suggested among others, are that teacher education in Ghana needs a more professional development that is both data-based and standard driven, as well as collaboratively developed, as criteria to assess teacher quality and possible certification.
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Grossman, Pam, Elham Kazemi, Sarah Schneider Kavanagh, Megan Franke, and Elizabeth Dutro. "Learning to facilitate discussions: Collaborations in practice-based teacher education." Teaching and Teacher Education 81 (May 2019): 97–99. http://dx.doi.org/10.1016/j.tate.2019.02.002.
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McLeskey, James, Bonnie Billingsley, and Deborah Ziegler. "Using High-Leverage Practices in Teacher Preparation to Reduce the Research-to-Practice Gap in Inclusive Settings." Australasian Journal of Special and Inclusive Education 42, no. 01 (April 26, 2018): 3–16. http://dx.doi.org/10.1017/jsi.2018.3.
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Although researchers have developed evidence-based practices and identified other effective practices that show promise for improving outcomes for students with disabilities, these practices are all too frequently not used in inclusive classrooms. Some have posited that this research-to-practice gap may result because teachers lack confidence in these practices and do not find them feasible for use in their classrooms. More recently, researchers have begun to examine whether teacher education may contribute to this research-to-practice gap. We contend that teacher preparation is an important contributor to the research-to-practice gap, and discuss how teacher preparation might be changed to better prepare teachers to use effective practices in inclusive classrooms. Primary changes that are needed include identifying a set of high-leverage practices that serve as the core curriculum of teacher education and using a practice-based approach to systematically prepare future teachers to use these practices.
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Webber, Geoff, and Dianne Miller. "Progressive Pedagogies and Teacher Education: A Review of the Literature." Articles 51, no. 3 (May 2, 2017): 1061–79. http://dx.doi.org/10.7202/1039628ar.
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Few studies take up the question of how to teach pre-service or current teachers to practice integrated, interdisciplinary, and inquiry-based methodologies. In this literature review, scholarly research is explored to examine approaches to teacher education based in progressivism. Place- and community-based education is considered as an important approach for heightened student engagement in relation to social justice, rural revitalization, and Indigenous knowledges. Characteristics of strong teacher education programs are also examined. This broad investigation lays the foundation for a deeper inquiry into the organization and development of teacher education programs. Conclusions point to recommendations for teacher education programs with recognition of the potential for critical place-based education within the field of teacher education.
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Van Boxtel, Joanne M. "Seeing Is Believing: Innovating the Clinical Practice Experience for Education Specialist Teacher Candidates With Video-Based Remote Supervision." Rural Special Education Quarterly 36, no. 4 (October 16, 2017): 180–90. http://dx.doi.org/10.1177/8756870517737313.
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A call to implement 21st-century change drivers within teacher preparation is evidenced within policy and research. The use of technology-enhanced methods of supervision where virtual observations of pre-service or in-service teachers are performed by university supervisors or mentors has an established and growing research base that demonstrates improvements in pre- and in-service teacher competencies, as well as programmatic benefits, such as time and cost savings and the ability to supervise remotely. To answer this call, the researcher investigated the strategic implementation of an asynchronous video-based remote supervision model within a university-based teacher preparation program from the perspective of education specialist teacher candidates and their cooperating teachers. Results suggest a video-based remote supervision method is feasible and equally effective or preferred over traditional face-to-face observations by teacher candidates and cooperating teachers for self-reflection, professional growth, and convenience. Time and cost savings resulting from reduced travel for the supervisor are analyzed and discussed. The model and methods presented in this study may be replicated to enable strategic scaling of video-based remote supervision within other teacher preparation programs, particularly those serving candidates in remote or rural areas.
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Kang, Jingoo, and Tuula Keinonen. "EXAMINING FACTORS AFFECTING IMPLEMENTATION OF INQUIRY-BASED LEARNING IN FINLAND AND SOUTH KOREA." Problems of Education in the 21st Century 74, no. 1 (December 25, 2016): 31–48. http://dx.doi.org/10.33225/pec/16.74.34.
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Using inquiry has become a universal factor in science education, but teachers often face challenges in implementing inquiry-based learning (IBL) because of, for instance, teachers’ low confidence in conducting inquiry or insufficient school resources. Much research has been conducted to identify the barriers that impede inquiry practice. However, most studies have employed small-scale qualitative methods from a single-country sample, and, thus, the effects of each factor on conducting inquiry in different educational systems have yet to be measured in one statistical model. Accordingly, this research was aimed to explore the extent to which various teacher- and school-factors have respectively affected teachers’ implementation of inquiry-based learning at lower secondary schools. To examine this issue, samples of 496 Finnish teachers in 135 lower secondary schools and 184 Korean teachers in 147 lower secondary schools were selected from the TIMSS 2011 science data set. The findings reveal that teachers’ confidence in teaching science and their collaboration to improve science teaching were strongly associated with facilitating inquiry in both countries, and these two factors’ positive effects on the implementation were partially derived from inquiry-related professional development in the Finnish sample. In addition, class size and school resources were also significantly related to inquiry practice in Finland, and the teachers’ education levels were negatively correlated with the frequency of inquiry practice in Korea. However, in both countries, the teachers’ emphasis on exams was indicated as a non-significant factor in predicting inquiry frequency. The results have implications in respect of the roles of professional development and school environment in increasing IBL practice in school science. Key words: inquiry-based learning, teacher collaboration, teacher confidence.
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Murugaiah, Puvaneswary, Thang Siew Ming, Hazita Azman, and Radha Nambiar. "Is Presence of Community of Practice Dimensions Sufficient for Community-Based Teacher Professional Development?" International Journal of Web-Based Learning and Teaching Technologies 8, no. 1 (January 2013): 32–45. http://dx.doi.org/10.4018/jwltt.2013010103.
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Professional development programmes that include teacher collaboration can help teachers meet their professional needs and control their professional lives. They can voice their needs and expectations to peers who share similar experiences. Moreover, teachers can discover new teaching roles and opportunities, develop new skills and find motivation in being a member of a group (Burbank & Kauchak, 2003; Hawkes, 2000). With the affordances provided by Web technologies, the potentiality of online communities of practice (CoPs) as a means of improving teacher professional development has become a reality and is gaining popularity. The Online Continuing Professional Development for Teachers (e-CPDelT) project aimed to develop three online CoPs; that is, English, Mathematics and Science communities among twenty Malaysian Smart school teachers. This paper examined the key CoP dimensions, as expounded in Wenger’s (1998) framework, and investigated whether their presence is sufficient for successful CoP among teachers in the English cohort. The findings revealed that although the key CoP dimensions were present, there were several factors inhibiting their participation in the community-based cohort. It can be implied that it is crucial to consider these factors in developing teacher online CoPs in Malaysia.
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Anderson, Michael James, and Kelly Freebody. "Developing Communities of Praxis: Bridging the theory practice divide in teacher education." Articles 47, no. 3 (March 18, 2013): 359–77. http://dx.doi.org/10.7202/1014864ar.
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Teacher education in universities is under pressure. In many new education policies there is a renewed focus on teacher quality, and therefore quality initial teacher education. In some countries this renewed focus has led to a resurgence of “alternative approaches” to teacher education such as Teach for America / Australia. One of the most persistent complaints about pre-service teacher education is that educational theory presented in these programs does not relate sufficiently to the real work of teachers. In an attempt to overcome these real or perceived divides, tertiary drama educators at the University of Sydney constructed a professional experience program based on both the community of practice model (Lave and Wenger, 1991) and Frierean notions of praxis (1972). The community of praxis approach emphasises the importance of integrating theory and practice to support the development of beginning teachers. This article outlines the development, implementation, and evaluation of this approach, including the reasoning behind its foundation and the theoretical and practical significance of such an approach for teacher-educators.
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Bansilal, Sarah, and Thelma Rosenberg. "REFLECTIONS OF SOUTH AFRICAN TEACHERS TEACHING UNDER ADVERSARIAL CONDITIONS." Problems of Education in the 21st Century 70, no. 1 (April 25, 2016): 34–44. http://dx.doi.org/10.33225/pec/16.70.34.
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Teachers often teach under difficult conditions of which they do not have oversight. In order for teacher development programmes to be responsive to teachers’ needs, it is necessary to understand the teaching contexts of their participant teachers. Accordingly the purpose of the research was to identify the problems of practice reported by 41 Mathematical Literacy teachers who teach under impoverished conditions in South Africa. The participants identified their problems of practice and focused on one problem which they tried to address during a two-week teaching intervention. They were required to generate a reflective research report based on their teaching intervention, which formed the primary data source. The findings indicate that of the 305 citations of problems, 174 were attributed to socio-economic factors, 111 to pedagogic factors and 51 to school management factors. With most of these problems being out of their locus of control, these teachers are forced to spend time dealing with the consequences of these problems, instead of focusing their energy to find ways to improve their pedagogic practice. Teacher development agencies need to consider how such teachers could be more appropriately supported. Key words: classroom practice, non-prototype classes, problems of practice, teacher learning.
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Yuan, Rui. "Promoting EMI Teacher Development in EFL Higher Education Contexts: A Teacher Educator’s Reflections." RELC Journal 51, no. 2 (November 17, 2019): 309–17. http://dx.doi.org/10.1177/0033688219878886.
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While there is a growing research interest in English as a medium of instruction (EMI) teaching and learning in university contexts, relatively limited attention has been paid to EMI teacher development. Drawing on my past and ongoing teaching and research practice as an EMI teacher educator, this Viewpoint article considers the emotional, pedagogical and social barriers faced by university EMI teachers in China. Based on a critical analysis and discussion of the barriers, this Viewpoint proposes an EMI teacher development framework, and argues for helping EMI teachers foster a sense of ownership of English as a global language, developing effective classroom language, and cultivating discipline-specific pedagogical competence in a community of practice. This framework is a point of reference for designing and implementing effective EMI teacher education programmes in English as a foreign language (EFL) higher education settings.
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Fletcher, Tim, and Ashley Casey. "The Challenges of Models-Based Practice in Physical Education Teacher Education: A Collaborative Self-Study." Journal of Teaching in Physical Education 33, no. 3 (July 2014): 403–21. http://dx.doi.org/10.1123/jtpe.2013-0109.
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There are two purposes of this study. The first is to examine our experiences as beginning teacher educators who taught using models-based practice (using the example of Cooperative Learning). The second is to consider the benefits of using collaborative self-study to foster deep understandings of teacher education practice. The findings highlight the challenges in adapting school teaching practices to the university setting, and the different types of knowledge required to teach about the “hows” and “whys” of a models-based approach. We conclude by acknowledging the benefits of systematic study of practice in helping to unpack the complexities and challenges of teaching about teaching. Our collaborative self-study enabled us to develop insights into the intertwined nature of self and practice, and the personal and professional value of our research leads us to encourage teacher educators to examine and share their challenges and understandings of teaching practice.
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Pesti, Csilla, János Gordon Győri, and Erika Kopp. "Student Teachers as Future Researchers: How do Hungarian and Austrian Initial Teacher Education Systems Address the issue of Teachers as Researchers?" Center for Educational Policy Studies Journal 8, no. 3 (September 28, 2018): 35. http://dx.doi.org/10.26529/cepsj.518.
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Even though initial teacher education is a rather short period in comparison to the other phases of a teacher’s career, it has a crucial role in shaping student teachers’ career-long activities. Many argue that everyday teaching in a classroom setting is comparable to conducting research, as teachers pursue experimenting with different strategies to teaching and learning, as they reflect on their own as well as their colleagues’ work, and as they make decisions about their future steps based on these experiences. This paper aims to reveal how the concept of teachers as researchers is addressed in initial teacher education programmes by answering two questions: How is the concept of teachers as researchers represented in these programmes? What kind of experiences do student teachers have regarding practice-oriented research? The research has a case study design with a comparative aspect, in which one Hungarian and one Austrian institution offering initial teacher education serve as the two cases. Results show that both universities have integrated research into their initial teacher education programmes, but in different ways and to different extents. An important notion is that although various courses that deal with research and/or research methodology and could contribute to the development of student teachers’ research competences could be identified, the activities of these courses are somewhat restricted to taking place within the university walls (e.g., discussion of research results), detached from practice. The study is expected to contribute to the understanding of structural similarities and differences in initial teacher education systems in the two countries that may foster or hinder the development of student teachers’ development during their school-based teaching practice, with a particular focus on those that are required to conduct practice-oriented research.
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Chua, Von Christopher Gulpric. "Going the distance: a lesson study on deriving the distance formula." International Journal for Lesson and Learning Studies 8, no. 2 (April 8, 2019): 149–59. http://dx.doi.org/10.1108/ijlls-08-2018-0052.
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Purpose The purpose of this paper is to determine the challenges that Filipino Mathematics teachers face while developing students’ ability to derive the distance formula; allow teachers to collaboratively formulate a lesson designed to address the challenges they have identified from their own practice; and determine how successful the lesson was and how it can be improved so that other teachers dealing with similar difficulties may be able to implement it. The teacher-participants employed Lesson Study (LS) as an approach to improving pedagogical practice. Data were based on the pre- and post-lesson discussions and individual reflection papers of the teacher participants. Design/methodology/approach An action research methodology through LS approach was employed by the teacher participants. Data were based on the pre- and post-lesson discussions and individual reflection papers of the teacher participants. Findings Based on the post-lesson discussion, the teachers agreed that the process of creating a lesson that seeks to develop the students’ ability to derive formulas are crucial to building understanding of the underlying mathematical concept. Also, teachers’ participation in LS was found to have been insightful as it developed in them a greater appreciation towards establishing a professional learning community that is directed towards examining problems that concerns majority of the teachers involved. Originality/value Research in Philippine education has recently seen the increasing interest in LS as a potent pedagogical practice. Nonetheless, papers that report on LS practice in the local context remains to be lacking. This study contributes to the development of this research area and raises the need for Filipino Mathematics teachers to engage in both LS and action research to generate knowledge from their experiences.
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Mardapi, Djemari, and Tutut Herawan. "Community-Based Teacher Training: Transformation of Sustainable Teacher Empowerment Strategy in Indonesia." Journal of Teacher Education for Sustainability 21, no. 1 (June 1, 2019): 48–66. http://dx.doi.org/10.2478/jtes-2019-0004.
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Abstract Teacher empowerment is a central issue in relation to the efforts to improve the quality of education. However, teacher empowerment will remain an abstract idea if its implementation is not supported by an appropriate strategy. The demands for a quality education will be unreciprocated if teachers do not have the opportunity to empower themselves. This research aims to investigate the teacher empowerment strategy in Indonesia, which has been conducted by employing a community-based teacher training program. This study has highlighted several research questions: What is meant by community-based training program? Why is the training program needed? Who is the target of the training program? What model has been used to implement the training? What are the results of the training that has been executed? This research was conducted from November 2018 to January 2019. The research data were collected by means of documentation studies and interviews. The data analysis was carried out quantitatively and qualitatively, where the quantitative analysis was processed based on the document study data, meanwhile the qualitative analysis was performed based on the interview data. The research results showed that community-based teacher training was transformation of teacher development strategy as a follow-up on teachers’ competency test in Indonesia. The community-based teacher training succeeded in increasing the professionalism of teachers in Indonesia, particularly in terms of implementing their pedagogical and professional competencies. The training is also successful in motivating the teachers to engage themselves in continuous learning efforts through building strong teachers’ network and working collaboratively with colleagues. Quantitatively, training was proven to increase the average of teacher competency by 23.97 (on a scale of 100). The research results are expected to provide information about the best practice in teacher coaching that is conducted massively in a national scope based on the local community so that a lifelong learning culture for teachers is established to support the development of sustainable education.
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Opiyo, Rose Atieno. "Teacher Education Students’ Pedagogical Content Knowledge: Retooling the Mentorship Process Within Schools of Education in Kenya." African Journal of Teacher Education 11, no. 1 (June 30, 2022): 27–55. http://dx.doi.org/10.21083/ajote.v11i1.6771.
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The impact of globalization has brought changes to education which requires teachers to demonstrate practical pedagogical wisdom in critical features of teaching, namely: the subject matter being taught, the classroom context, and the physical and psychological characteristics of the students, that is, Pedagogical Content Knowledge (PCK). High level of Pedagogical Content Knowledge (PCK) leads to delivery of high-quality instruction in today’s highly contextualized classroom settings and has the potential of producing learners who are prepared for a competitive society. However, teachers’ lack of PCK has been identified as a pervasive problem all over the world. In Kenya, it has been highly linked to the recurrence of poor performance in local and internal competitive examinations, poor attitudes in some subjects, and lack of motivation for continuous learning among school-age children along the education continuum. Even so, the voice of student teachers and that of the school practice advisors, at the center and apex of this mentorship process in the Universities, has been largely ignored in transformative teacher education discourse. Guided by literature on transformative teacher education, student teacher mentorship, and reflective pedagogy, this paper presents the perspectives of 50 Student Teachers (STs) and 10 School Practice Advisors. STs confidence in special teaching methods courses, pedagogical content competence in teaching both independently and collaboratively, key areas of concern for PCK improvement, and practical strategies for PCK mentorship were the focus. Based on a qualitative and an interpretive research paradigm, the sentiments of 50 STs who participated in the May-August, 2017 School Practice as well as the views of 10 School Practice Advisors (SPAs) from the School Education (SEDU) of Masinde Muliro University of Science and Technology were sought. Based on four domains of Pedagogical Content Knowledge (PCK) which include Subject Matter Knowledge (SMK), Knowledge of Curriculum (KoC) and Knowledge of Learners (KoL), and Knowledge of Pedagogies (KoP), the paper provides insights for teacher educators and University Management on areas that need further improvement and strategies for developing beginning teachers’ PCK practices.
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Andrews, Dorinda J. Carter, Tashal Brown, Bernadette M. Castillo, Davena Jackson, and Vivek Vellanki. "Beyond Damage-Centered Teacher Education: Humanizing Pedagogy for Teacher Educators and Preservice Teachers." Teachers College Record: The Voice of Scholarship in Education 121, no. 6 (June 2019): 1–28. http://dx.doi.org/10.1177/016146811912100605.
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Background/Context In our best efforts to increase preservice teachers’ critical consciousness regarding the historical and contemporary inequities in the P–12 educational system and equip them to embody pedagogies and practices that counter those inequities, teacher educators often provide curricular and field experiences that reinforce the deficit mindsets that students bring to the teacher education classroom. For many social justice-oriented teacher educators, our best intentions to create humanizing experiences for future teachers can have harmful results that negatively impact preservice teachers’ ability to successfully teach culturally diverse students in a multitude of learning contexts. Purpose/Objective/Research Question/Focus of Study In this article, we propose a humanizing pedagogy for teacher education that is informed by our experiences as K–12 teachers and teacher educators in a university-based teacher preparation program. We focus on the general questions, How can university-based teacher preparation programs embody and enact a humanizing pedagogy? and What role can curriculum play in advancing a humanizing pedagogy in university-based teacher preparation programs? Research Design In this conceptual article, we theorize a humanizing pedagogy for teacher education and propose a process of becoming asset-, equity-, and social justice-oriented teachers. This humanizing pedagogy represents a strengths-based approach to teaching and learning in the teacher preparation classroom. Conclusions/Recommendations We propose core tenets of a humanizing pedagogy for teacher education that represent an individual and collective effort toward critical consciousness for preservice teachers and also for teacher educators. If university-based teacher education programs are committed to cultivating the development of asset-, equity-, and social justice-oriented preservice teachers, the commitments to critical self-reflection, resisting binaries, and enacting ontological and epistemological plurality need to be foundational to program structure, curricula alignment, and instructional practice.