Journal articles on the topic 'Preservice teacher role identity framework'
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1
Sherfinski, Melissa, Sharon Hayes, Jing Zhang, and Mariam Jalalifard. "“Do it all but don’t kill us”: (Re)positioning teacher educators and preservice teachers amidst edTPA and the teacher strike in West Virginia." education policy analysis archives 27 (December 2, 2019): 151. http://dx.doi.org/10.14507/epaa.27.4327.
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We explore how two “happenings” representing different political, social, historical and economic influences converge to shape the narratives of preservice teachers and teacher educators in West Virginia. These happenings are the 2017-2018 edTPA roll out and the teacher strike of February 2018. We use the framework of sensemaking to explore preservice teacher and teacher educator identity/agency using a phenomenological analysis of narratives accessed through narrative portfolios, artifacts, and interviews with pre-service teachers, mentors (supervising teachers), and teacher educators. We found that the confluence of these political moments reinforced a neoliberal orientation for both preservice teachers and teacher educators, positioning preservice teachers to expect teacher educators to intensively support the edTPA and ensure their success while silencing the collective history and moral imperative of protest. Preservice teachers and some mentors reframed the edTPA as a pathway to increased teacher pay/meritocracy by linking it with the National Boards, yet there were pockets of resistance within this among both preservice teachers and teacher educators. These findings are important for informing educational policy and practice around both corporate involvement in assessment/accountability policy and preservice teachers’ and teacher educators’ roles in protest at this moment when both are expanding simultaneously.
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Graue, Elizabeth. "Theorizing and Describing Preservice Teachers’ Images of Families and Schooling." Teachers College Record: The Voice of Scholarship in Education 107, no. 1 (January 2005): 157–85. http://dx.doi.org/10.1177/016146810510700112.
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This article examines how prospective teachers just beginning a professional education program think about working with parents. Through interviews with students in an elementary teacher education program, I explore how biography shapes dispositions toward families by setting expectations for the roles and the activities of participants. Merging cognitive, cultural, and narrative frameworks for teacher development, I suggest that prospective teachers must cross-traditionally consider cultural boundaries of race/class/gender but are also challenged as they move from being a child and student in family and school to the professional position of teacher. I argue that the role of teacher education is to manage the identity work necessary to integrate the tools of biography and the process of learning to relate to others in a new role.
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Rushton, Elizabeth A. C. "Building Teacher Identity in Environmental and Sustainability Education: The Perspectives of Preservice Secondary School Geography Teachers." Sustainability 13, no. 9 (May 10, 2021): 5321. http://dx.doi.org/10.3390/su13095321.
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Geography teachers have an important role within environmental education and, in England, are developing their professional identities at a time when environmental education is contested. This study considers the experiences of five trainee secondary school geography teachers who are all part of a university-based teacher education programme rooted in an environmental justice approach. Data is drawn from three interviews with each of five individuals over the course of their training (15 interviews in total) and participants’ written reflections. Findings include (1) teachers draw on a range of approaches to implement Environmental and Sustainability Education (ESE), (2) teachers share and value their own and their students’ stories of and personal connections with the environment and (3) teachers seek to enable young people to bring about change to their lives and communities. The contested nature of foregrounding ESE in the geography classroom is noted, as are the tensions and emotional load that teachers experience when seeking to develop their professional identity. Reflections are shared regarding the ways in which PGCE programmes provide teachers with opportunities to build ESE identities, in particular the role of semi-structured, reflexive interviews in providing an important space for identity work that could be usefully considered within the broader context of the newly implemented Early Career Teacher framework for England.
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Fotopoulou, Vasiliki. "Preservice Student-Teachers’ Perceptions of Themselves as Teachers- Experience from Teaching Practicum." European Journal of Multidisciplinary Studies 6, no. 2 (June 10, 2017): 330. http://dx.doi.org/10.26417/ejms.v6i2.p330-330.
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The importance and significance of the role of pre-service teachers’ education in building up their identity formation is well-recognized. This work investigates one dimension of this complex formation: how pre-service teachers perceive themselves as teachers in a pre-service teacher education compulsory course of teaching practice in Greece. An experience report from a teaching practicum is presented based on a qualitative analysis of anonymous questionnaires (N=144). Our analysis reveals that student-teachers are engaged in a process of transformation which encompasses from the academic preparation to the teaching reality. We identify three interconnected stages in this transformation process: i) first contact (e.g., choice and field of their studies, relation between theory and practice), ii) familiarization (e.g., get in touch with teaching activity, with the space and the operation of kindergarten, collaboration with teachers), and iii) function (e.g., interaction with pupils, acquiring experience, acting as teachers). According to the data analysis, preservice teachers tend to attribute greater importance to specific elements of each stage. More specifically, the choice and field of their studies as well as the teaching activity (planning, implementation and feedback) were underlined as very important elements in the second and third stage respectively, while a great number of preservice students highlighted the interaction with students in the classroom as well as their act and operation as teachers in the third stage. Summing up, our findings indicate that pre-service teachers perceive themselves as teachers through four-correlated to each other in a bidirectional manner- issues: the academic framework, the teaching activity, themselves acting as teachers, and the students. Furthermore, the aforementioned four issues point out that pre-service teachers’ perceptions are not stable but are subjected to a transformative process that take place during their teaching practice. Accordingly, the findings of this study could provide a conceptual framework that incorporates pre-service teachers’ perceptions and examine teachers’ identity formation from this specific perspective of pre-service studies.
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Hebard, Heather. "Finding Possibility in Pitfalls: The Role of Permeable Methods Pedagogy in Preservice Teacher Learning." Teachers College Record: The Voice of Scholarship in Education 118, no. 7 (July 2016): 1–42. http://dx.doi.org/10.1177/016146811611800703.
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Background/Context Tensions between university-based teacher preparation courses and field placements have long been identified as an obstacle to novices’ uptake of promising instructional practices. This tension is particularly salient for writing instruction, which continues to receive inadequate attention in K–12 classrooms. More scholarship is needed to develop a theory and practice of methods education that accounts for these tensions. Purpose This study investigated how opportunities to learn to teach writing in preservice preparation mediated teacher candidates’ learning. The investigation's aim was to add to our knowledge of how teachers learn and the factors that impact this learning to offer implications for improving teacher education. Participants and Settings Participants included literacy methods course instructors from two post-baccalaureate, university-based, K–8 teacher certification programs and participating candidates enrolled in these courses (N = 20). Settings included methods course meetings and participating candidates’ field placements. Research Design This comparative case study examined opportunities to learn and preservice teachers’ uptake of pedagogical tools across two programs. A cultural–historical theoretical lens helped to identify consequential differences in the nature of activity in preservice teachers’ methods courses and field placement experiences. Data included instructor interviews, methods course observations, teacher candidate focus groups, and field placement observations. Patterns of field and course activity in each program were identified and linked to patterns of appropriation within and across the two cohorts. Findings In one program, methods course activity included opportunities to make sense of the approaches to teaching writing that teacher candidates encountered across past and current experiences. The instructor leveraged points of tension and alignment across settings, prompting teacher candidates to consider affordances and variations of pedagogical tools for particular contexts and goals. This permeable setting supported candidates to develop habits of thinking about pedagogical tools, habits that facilitated uptake of integrated instructional frameworks. In the other program, methods activity focused almost exclusively on the tools and tasks presented in that setting. This circumscribed approach did not support sense-making across settings, which was refected in the fragmented nature of teacher candidates’ pedagogical tool uptake. Conclusions Findings challenge the notion that contradictions in teacher education are necessarily problematic, suggesting instead that they might be leveraged as entry points for sense-making. In addition, permeability is identified as a useful design principle for supporting learning across settings. Finally, a framework of pedagogical tools for subject-matter teaching may provide novices with a strong starting point for teaching and a scaffold for further learning. “I felt at the beginning of the school year that writing was not going to be a strong point for me…. Maybe part of it was the way [my cooperating teacher] modeled it for me; it was just free flowing, kind of … jumping from thing to thing [each day]…. It wasn't like the way [our methods instructor] had modeled for us … [using] four-week units.” –Sheri, teacher candidate, Madrona University
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Blair, Elizabeth E., and Sherry L. Deckman. "“Distressing” Situations and Differentiated Interventions: Preservice Teachers’ Imagined Futures with Trans and Gender-Creative Students." Teachers College Record: The Voice of Scholarship in Education 122, no. 7 (July 2020): 1–38. http://dx.doi.org/10.1177/016146812012200704.
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Background/Context Teachers can help ensure trans and gender-creative students’ opportunity for, and equal access to, education, yet the field of educational research has just begun to explore how teachers understand trans and gender-creative students’ experiences and negotiate their responsibilities to protect these students’ rights. Purpose/Objective/Research Question/Focus of Study This article aims to address this essential gap by exploring preservice teachers (PSTs’) understandings of, and preparation for, creating supportive educational contexts for trans and gender-creative students, guided by the following research question: How do PSTs construct their responsibilities as future teachers to support trans and gender-creative students? Ultimately, this study aims to inform the development of effective teacher education curricula and related policy on trans and gender-creative identities. Participants Participants were 183 undergraduate preservice teachers enrolled in 10 sections of an educational equity course. Research Design We conducted a qualitative, inductive, thematic online discourse analysis. Using a queer, social justice teacher education framework, we qualitatively analyzed 549 online PST-authored posts. Findings/Results Three themes emerged: (1) PSTs voiced discomfort negotiating conflicting values and roles in supporting trans and gender-creative students, and PSTs suggested (2) individualized, differentiated interventions, and (3) community education approaches to promote comfort for trans and gender-creative students—strategies that may reinscribe normative, institutionalized views of gender identity. Conclusions/Recommendations Findings suggest the pressing need for innovative teacher education on gender identity and fluidity: PSTs need more opportunities to learn about supporting trans and gender-creative students, to critically consider constructs of gender and sexuality, and to explore how systemic gender oppression intersects with other forms of oppression through schooling practices.
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Clements, Peter. "Constructing Identity through Practice: Preservice Teachers’ Narratives of Practicum." JALT Postconference Publication 2019, no. 1 (August 31, 2020): 1. http://dx.doi.org/10.37546/jaltpcp2019-01.
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As a follow-up to a study of the published accounts of preservice teachers (PSTs) in Japan, I conducted interviews with three PSTs before and after their final teaching practicum. The narrative framework and themes generated in the previous study served as a guide to examining the settings, times, and people that the PSTs suggested were significant to their practicum experience. The results complicate and extend the previous findings, providing insight into how the PSTs dealt with stress and negative episodes as well as how their identities as teachers developed through practice. The PSTs’ relationships with their students were key in this regard, while mentoring teachers tended to play an evaluative and disciplinary role that was less central to development. This has implications for how teachers who work with PSTs can productively intervene to promote reflective growth. 本研究は、先に行われた実習生の感想文を分析した結果に基づく調査である。教育実習の前後に3人の実習生へインタビューを行い、前回のナラティヴ枠組やテーマを使い、実習期間を通して実習生にとっての重大な場所・時間・人々を調べた。結果は前回の結果より詳細であり、特に実習生がストレスや困ったことをどのように対処したか、また教師としてのアイデンティティが実践を通じてどのように発達したかについての洞察ができる。教師としてのアイデンティティの発達には、実習生において生徒との関係が非常に重要であり、指導教諭はむしろあまり重要ではない評価的な役割であった。この結果は実習生の成長を促す指導方法に重要な示唆となる。
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West, Joyce, Rinelle Evans, and Joyce Jordaan. "Measuring preservice teachers' ethnocentrism: A South African case study." Journal of Education, no. 85 (December 31, 2021): 1–25. http://dx.doi.org/10.17159/2520-9868/i85a09.
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High degrees of ethnocentrism indicate intolerance towards that which is not one's own. When displayed by teachers towards learners, such attitudes may have detrimental effects on learner performance and hinder transformation in South African classrooms. Using Vygotskian sociocultural theory of human learning as a theoretical framework, this quantitative case study reports on the outcome of the electronically administered Generalised Ethnocentrism survey that measured 1,164 preservice teachers' ethnocentrism at a private higher education institution. Apart from providing biographical data, respondents answered 22 statements on a 5-point Likert-type scale about their beliefs pertaining to their own and others' culture, customs, and values. Results showed that preservice teachers manifest varying degrees of ethnocentrism but that those who attended multicultural schools scored significantly lower on the ethnocentrism scale than those who attended mono-ethnic schools. Respondents in the last stretch of their studies also obtained lower scores on the GENE scale than first and second years. This would suggest that greater exposure to social diversity and interaction across cultures plays a fundamental role in shaping ethnocentric beliefs and attitudes. An unexpected finding was that the instrument did not provide similar results as found in several studies, thus creating misgivings about its applicability in a context in which a minority ethnic grouping no longer held power. Policy makers and teacher educators should consider interventions to create more explicit and purposeful opportunities for preservice teachers to gain multicultural exposure and develop cultural competence. Assisting prospective teachers to identify their own ethnocentrism and knowing how to counter the many prevailing ideologies that promote, however inadvertently, ethnocentrism would prepare them for the realities of their future classroom and equip them to act as agents of change.
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Pawlak, Mirosław. "Editorial." Studies in Second Language Learning and Teaching 9, no. 2 (July 1, 2019): 259–61. http://dx.doi.org/10.14746/ssllt.2019.9.2.1.
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The second 2019 issue of SSLLT brings together six papers, all of which report empirical studies dealing with different aspects of teaching and learning additional languages in various contexts, and it also includes two book reviews. In the first contribution, Alastair Henry combines Hermans’ (2008) concept of the dialogical self with the tenets of complex dynamic systems theories (Hiver & Al-Hoorie, 2016) to investigate the developing professional identity of a preservice teacher of English during the practicum in a school in western Sweden. Using a combination of intra-personal data in the form of semi-structured interviews conducted before and after the practicum as well as inter-personal data in the form of forum postings and a stimulated recall discussion of a lesson taught by the participant, Henry shows that the construction of teacher identity entails interaction between present experiences and the imagined self. In the subsequent paper, Anne Huhtala, Anta Kursiša and Marjo Vesalainen seek to identify the motives driving 51 Finnish university students to learn foreign languages other than English, in this case French, German and Swedish, adopting as a theoretical framework Dörnyei’s (2009) theory of the L2 motivational self-system. Qualitative analysis of the narrative reflections written by the participants revealed that although the initial decisions to engage in language learning may be driven by social pressure, or the ought-to self, in the course of time it is the ideal self and the L2 learning experience that start to play the dominant role.
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Izadinia, Mahsa. "Preservice teachers’ professional identity development and the role of mentor teachers." International Journal of Mentoring and Coaching in Education 5, no. 2 (June 6, 2016): 127–43. http://dx.doi.org/10.1108/ijmce-01-2016-0004.
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Purpose – The purpose of this paper is to examine changes in eight preservice teachers’ professional identity and the factors contributing to such changes during a four-week block practicum. Design/methodology/approach – A qualitative case study design was used and the data were gathered through semi-structured interviews with preservice teachers and their mentors, reflective journals and observation checklists. Thematic analysis was used to interpret the data. Findings – The findings showed high levels of confidence and development of teacher voice by the end of their four-week block practicum. The findings also suggested that positive mentoring relationships contributed to changes in the preservice teachers’ teacher identity. Research limitations/implications – Despite focussing on a relatively small number of preservice secondary teachers during the first four-week practicum of a single teacher education program at a Western Australian University, this research highlights the need to maintain constructive mentoring relationships with preservice teachers to provide positive influences on their professional identity. In order to facilitate this, preservice teacher education programs should provide thorough training for mentor teachers. Originality/value – This work highlighted the crucial role of mentor teachers in creating positive impacts on preservice teachers’ professional identity, such as development of their confidence and teacher voice. This paper provides useful insights for researchers, mentor teachers, and preservice teacher education policy developers.
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Tucker, Olivia Gail. "Preservice Music Teacher Occupational Identity Development in an Early Field Experience." Journal of Music Teacher Education 30, no. 1 (June 24, 2020): 39–52. http://dx.doi.org/10.1177/1057083720935852.
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Occupational identity development is an important, complex component of music teacher education. Preservice teachers may experience dissonance between and/or integration of their musician and teacher identities, and scholars have found early field experiences to be important in undergraduates’ transitions into the teacher role. The purpose of this instrumental case study was to examine the occupational socialization and identity development of preservice music teachers in an early field teaching experience with a focus on preservice teacher and P–12 student interactions. I conducted observations, interviews, and a demographic survey during a semester-long early field experience. Findings centered around (a) the dynamic nature of preservice teachers’ identities; (b) the importance of peers, music teacher educators, and students to preservice participants as they engaged in the process of becoming music teachers, and (c) the momentary embodiment of music teacher and student roles. I connect these findings to prior research and suggest implications.
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Amaral-da-Cunha, Mariana, Amândio Graça, Paula Batista, and Ann MacPhail. "Giving birth to a supervisory identity built upon pedagogical perspectives on teaching: The case of a novice physical education cooperating teacher." European Physical Education Review 26, no. 2 (July 1, 2019): 353–74. http://dx.doi.org/10.1177/1356336x19857181.
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Teaching perspectives in initial teacher education are useful analytical tools for exploring the development of professional identity and the supervisory practices of cooperating teachers working with preservice teachers on school placement. A case study design was employed with an experienced physical education teacher newly appointed as a cooperating teacher to a cohort of three physical education preservice teachers to examine how his professional identity was challenged by the demands of the new role as a mentor. Data were collected throughout a one-year school placement and included three semi-structured interviews and the cooperating teacher’s weekly journal entries. Analysis was informed by grounded theory coding procedures. Open codes were collapsed into three metaphorical axial themes: (a) the chameleon, (b) a tailor-made cooperating teacher, and (c) the liaison of relations. To perform his new role as a cooperating teacher and surpass the emergent supervisory challenges in developing a pedagogical relationship with his first cohort of preservice teachers, the cooperating teacher called upon his educational perspectives on teaching physical education built on constructive, collaborative and inquiry premises, but ended up practising teaching perspectives echoing an apprenticeship model due to the preservice teachers’ personal characteristics.
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Kang, Hyun Jung, and Dan Battey. "Contextualizing the Identity Development of Preservice Elementary Mathematics Teachers in Methods Courses and Mentor Teacher Support." Journal of Education and Development 1, no. 1 (November 16, 2017): 24. http://dx.doi.org/10.20849/jed.v1i1.248.
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Drawing on a situative perspective, this study explores how preservice elementary teachers develop themselves as teachers of mathematics and critical experiences in their identity development, in particular, from teacher education coursework through their student teaching experiences. Through two cases, this study reveals that mentor relationships were critical in shaping preservice teachers’ identities as mathematics teachers and in building their initial mathematics teaching practices. Findings suggest that successful mentoring is necessary, and this generally requires sharing common goals, receiving feedback, and having opportunities to practice knowledge, skills, and identities on the part of beginning teachers. This study adds to the field of teacher education research by focusing on prospective teachers’ identity constructions in relation to their communities of practice, and also by emphasizing the role of mentors in preservice teachers’ identity development.
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Zygmunt, Eva, Kristin Cipollone, Susan Tancock, Jon Clausen, Patricia Clark, and Winnie Mucherah. "Loving Out Loud: Community Mentors, Teacher Candidates, and Transformational Learning Through a Pedagogy of Care and Connection." Journal of Teacher Education 69, no. 2 (February 16, 2018): 127–39. http://dx.doi.org/10.1177/0022487117751640.
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Although there has been significant research examining the practice of culturally responsive teaching, little empirical work to date has examined the role that community-engaged, teacher preparation models play in shaping prospective teachers’ orientation toward cultural responsiveness. This study of 60 preservice teacher candidates enrolled in a program of community-engaged teacher preparation at a midsized Midwestern public university specifically examined the ways in which caring relationships between preservice teachers and volunteer community mentors scaffolded candidates’ contextualized understanding of culture, community, and identity of children and families. Findings provide evidence that as candidates experience authentic caring within the space of supportive relationships, they emerge equipped to care in more authentic, culturally responsive ways for their students.
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Agee, Jane. "Negotiating a Teaching Identity: An African American Teacher's Struggle to Teach in Test-Driven Contexts." Teachers College Record: The Voice of Scholarship in Education 106, no. 4 (April 2004): 747–74. http://dx.doi.org/10.1177/016146810410600405.
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This case study examines the experiences of a young African American English teacher over 3 years as she tried to teach multicultural literature. The study began in her senior year of college when she was enrolled in a progressive undergraduate preservice program in English education and continued through her first 2 years as a high school English teacher. In the university program, she expressed a desire to teach multicultural literature, to use constructivist approaches to teaching that built on students’ personal experiences, and to broaden students’ understanding of racial and cultural differences. Yet in her preservice teaching as well as in her first 2 years as a teacher, she found her goals difficult to implement. Her envisioned identity as a teacher who would help students to understand and celebrate racial diversity began to unravel as she struggled with the demands of school policies, mandated assessments, and racial bias. Teacher identity, as described here, is a discursive space where an imagined role is negotiated among possible roles. In this case, a young African American teacher found her imagined teacher identity thwarted by state mandates, mainstream constructions of a teacher role, and ideologies of curriculum and assessment. Her story speaks to the gap between progressive teacher education programs and the demands of mandated, high-stakes tests on schools and teachers. One result of mandated tests is their tendency to silence diverse points of view, a factor that may further contribute to the lack of teachers of color in American schools.
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Chang, Sharon, Carmen Martínez-Roldán, and María E. Torres-Guzmán. "Struggling to-be or not-to-be a bilingual teacher: Identity formation in a Change Laboratory intervention." Methodological Innovations 13, no. 2 (May 2020): 205979912092169. http://dx.doi.org/10.1177/2059799120921696.
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While the methodology of formative intervention research has long been established, the aspect of new instrumentality of Change Laboratory is fragmentally documented. Therefore, in this study, we modified two major Change Laboratory mediating tools used in bilingual student-teaching seminars, namely the disturbance diary and four-field model. These two empirically investigated Change Laboratory tools have mediated transformative agency within the collective movement toward identity formation as the Change Laboratory participants (bilingual preservice teachers) conveyed their dilemma of to-be or not-to-be a bilingual teacher. We provide evidence on the relationship between the bilingual preservice teachers’ identity formation and their participation in the Change Laboratory intervention. The analysis made salient the role of two new Change Laboratory mediating tools, the adapted disturbance diary and individually generated four-field models, for the bilingual preservice teachers’ collective transformation in bilingual teaching. It also crystallized the importance of deepening the bilingual preservice teachers’ analysis of multiple languages and pedagogy as understood in the new bilingual teaching model in the Change Laboratory intervention.
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Pavlou, Victoria. "Reflective visual journals as a means for promoting generalist preservice teachers’ professional identity in art education." International Journal of Education Through Art 17, no. 2 (June 1, 2021): 253–70. http://dx.doi.org/10.1386/eta_00064_1.
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In many countries, the subject of art in primary education is entrusted to generalist teachers rather than art specialists. This article explores ways of promoting in-depth learning in art education courses while simultaneously gaining an understanding of how preservice generalists develop their professional identities. This study focuses on the journey of five senior B.Ed. in primary education students from Frederick University in Cyprus, who were invited to engage with reflective practices through visual journaling on art, education and on art integration with social issues. The findings suggest that reflective visual journals can be used to promote generalist preservice teachers’ autonomy and self-reliance in their art making and art responding as well as in the design of art units for their future pupils. The implications of the study open up possibilities for teacher education as it recognizes the role of visual journaling in enhancing different forms of knowledge, acknowledging feelings of both tension and pleasure, promoting perceptions of self-efficacy and supporting inquiry. Overall, such efforts allow preservice teachers to transition from student to teacher identity.
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Piper, Rebekah E. "The Power of Interactive Multicultural Read-Alouds with Elementary-Aged Children." Education Sciences 9, no. 2 (June 18, 2019): 141. http://dx.doi.org/10.3390/educsci9020141.
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Racial identity development in young children is influenced by interactions with teachers and curriculum in schools. This article, using the framework of critical race theory, critical literacy, and critical pedagogy, explores how three elementary-aged Black children view their own identity development. Specifically, observing how children interact with Movement-Oriented Civil Rights-Themed Children’s Literature (MO-CRiTLit) in the context of a non-traditional summer literacy program, Freedom Schools, to influence their Black identity. Professional development and preservice teacher preparation are needed to support teachers as they navigate through learning about pedagogical practices that increase student engagement.
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Jensen, Amber. "Fostering preservice teacher agency in 21st century writing instruction." English Teaching: Practice & Critique 18, no. 3 (October 14, 2019): 298–311. http://dx.doi.org/10.1108/etpc-12-2018-0129.
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Purpose This paper aims to recommend that English educators engage preservice teachers (PSTs) in thinking and acting agentively in twenty-first century writing instruction by prompting them to examine and (re)construct discourses around identity, beliefs and teaching contexts. It explores metacognitive interventions that supported one PST to assume agency to implement twenty-first century writing pedagogies that challenged institutional and curricular norms. Design/methodology/approach A case study design was used to explore how one PST enacted agency in teaching twenty-first century writing during student teaching. Data were collected from five stimulated recall interviews that prompted metacognition over a four-month internship semester. Emerging themes were analyzed using content analysis. Findings During interviews, the PST constructed narratives about herself, her beliefs and her teaching context in ways that catalyzed her agency to enact twenty-first century writing pedagogies in planning for instruction, framing learning with her students and negotiating with her colleagues. The PST perceived metacognitive intervention as a supportive framework for activating her agency to both “see” and “sell” (Nowacek, 2011) possibilities for implementing twenty-first century writing instruction in her first teaching context. Originality/value While most existing literature on teacher agency focuses on practicing teachers, this paper focuses on activating agency during teacher preparation. It draws upon theories of regulative discourse (Mills, 2015), transfer (Nowacek, 2011) and metacognition as constructs for agency to identify how English educators can prepare PSTs as agents for change.
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Struck, Maggie, and Stephanie Rollag Yoon. "Shifting preservice teachers’ beliefs: toward critical connected learning." International Journal of Information and Learning Technology 36, no. 5 (November 4, 2019): 410–22. http://dx.doi.org/10.1108/ijilt-06-2018-0066.
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Purpose The purpose of this paper is to explore how preservice teacher’s beliefs change over time in a literacy methods elementary licensure course that encourages critical literacy and connects learning. The authors were interested in the interplay among identity, agency and structure within this process and how this connected with other literature on teacher beliefs and technology use. Design/methodology/approach Utilizing data from a larger ethnographic study and mediated discourse analysis (Scollon and Scollon, 2004), this paper follows preservice teacher’s use of digital tools and beliefs about using digital tools in the classroom over a semester-long hybrid course. Findings Findings show changes in preservice teacher’s beliefs about technology use, interest-driven learning and her own agency. These changes were influenced by the framework of the course and course practices. Research limitations/implications This research study offers practical ways to support preservice teachers’ implementation of digital tools with an emphasis on equity. Ultimately, preservice teachers’ experience shapes the opportunities students have with digital tools in schools. Practical implications Recognizing the competing discourses and pressures preservice teachers’ experience, the results of this study offer tools to support preservice teachers’ agency through the implementation of connected learning principles and critical literacy theories in preservice education courses, leading to the potential to expand equity in school settings. Originality/value While there is research around connected learning in classrooms, there is limited research on a connected learning framework in preservice education programs. Additionally, this paper brings a new perspective on how pairing an emphasis of equity to a connected learning framework supports teachers’ implementation of digital tools.
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Werbińska, Dorota. "Professional identity of a French language teacher in Poland: constancy vs. change, sameness vs. difference, agency." Glottodidactica. An International Journal of Applied Linguistics 49, no. 1 (June 30, 2022): 217–40. http://dx.doi.org/10.14746/gl.2022.49.1.13.
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Studies conducted on teacher identity have mostly focused on preservice language teachers. By contrast, this study looks at the professional identity of a veteran teacher of French as a foreign language in Poland. It describes a two-stage biographic study in which the narratives obtained are subjected to semantic deconstruction with the application of Bamberg’s (2010) model of identity. To this end, the author investigates: 1) what is constant and what changes in the participant’s professional career in terms of the emotions she experiences, 2) what are the similarities and differences between the teachers she refers to and herself, 3) what is the role of agency in the participant’s professional decisions. Through the analysis, the Author seeks to find out with what content Bamberg’s identity pillars may be filled, what teacher emotions and feelings can be inferred from what is said, and what insights can be gained into the identity of a French language teacher in Poland.
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Moosa, Moeniera, and Tanya Bekker. "Initial Teacher Education students' conceptualisation of inclusive education." Journal of Education, no. 85 (December 31, 2021): 1–20. http://dx.doi.org/10.17159/2520-9868/i85a03.
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Policy and legislative frameworks in South Africa mandate inclusive education that, given the contextual realities of classrooms, requires teachers to be responsive to diversity. There is, however, an identified gap between policy ideals and enactment that is exacerbated by a lack of conceptual clarity regarding the nature of inclusive education and practice that is still viewed by many as being limited to considerations of special needs rather than broader considerations of diversity as well. Initial Teacher Education (ITE) has a role to play in challenging and disrupting teacher thinking to support conceptualisations of inclusive education that position teachers' responsiveness to diversity. We used the Inclusive Pedagogical Approach in Action (IPAA) Framework (Florian & Spratt, 2013) since it focuses on inclusive pedagogy as a way of thinking about and practising inclusion to support the learning of all. We conducted the qualitative research at a public urban university in Johannesburg, South Africa with 200 third-year preservice teachers. We analysed the data by considering preservice teachers' reflections on adapting content knowledge, their thinking about learner needs, and their selection of teaching and learning strategies. Findings indicate that preservice teachers were engaging with the theoretical foundations of inclusive education; they demonstrated awareness about issues of diversity but struggled to establish learners' diverse needs and how to address these in practice. This study suggests that preservice teachers' conceptualisations of inclusive education must be given consideration and that they require robust training on how to enact inclusive pedagogy. We recommend continued support for preservice teachers in building their capacity to enhance responsiveness in inclusive practice through ITE programmes and further research.
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Karp, Grace Goc, and Marianne L. Woods. "Preservice Teachers’ Perceptions about Assessment and Its Implementation." Journal of Teaching in Physical Education 27, no. 3 (July 2008): 327–46. http://dx.doi.org/10.1123/jtpe.27.3.327.
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Examining how preservice teachers (PTs) perceive and implement assessment may provide clues as to how we can refocus the way future teachers use assessment. A conceptual framework addressing PT beliefs and how they change was applied in this study to examine PTs’ (N = 17) beliefs and understanding of the role of assessment and evaluation on student learning and instruction while implementing a high school physical education program. PTs experienced and discussed the role of needs assessment, assessment-focused instruction, and authentic and alternative assessments in relation to student learning and instruction using a teaching for understanding framework (Wiggins, 1998). Data gathered included surveys and interviews documenting PTs’ previously held beliefs and conceptions; current perceptions of the assessment concepts used during the course and in their units; analysis of assessments used in unit plans; and PTs’ perceptions of assessment and student learning during and after the unit taught. PTs planned and implemented alternative/authentic as well as traditional assessments in three out of four units. PTs’ beliefs about student learning and assessment were varied. Despite ultimate lack of teacher authority, PTs felt that doing these assessments affected their beliefs about assessment. Some PTs accommodated new information about authentic assessment and expanded their understanding, whereas other PTs either resisted or assimilated this new knowledge into existing belief structures. The results indicate that shaping critical and authentic assessment experiences in teacher preparation deserves increased attention and deliberate planning throughout PETE programs if shifts in beliefs are to be made.
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Wetzel, Melissa, James V. Hoffman, Beth Maloch, Saba Khan Vlach, Laura A. Taylor, Natalie Sue Svrcek, Samuel Dejulio, Ashley Martinez, and Haylee Lavender. "Coaching elementary preservice teachers." International Journal of Mentoring and Coaching in Education 7, no. 4 (December 3, 2018): 357–72. http://dx.doi.org/10.1108/ijmce-12-2017-0074.
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Purpose The purpose of this paper is to disrupt traditional, separate roles in preservice teacher (PT) education, moving toward hybrid mentoring spaces, which is practice-based and a collaborative model of supporting PTs into teaching. Design/methodology/approach Design-based research was collaboratively enacted by a research team. The authors focused analysis on video-recorded collaborative coaching conferences, as well as shared discussions of those conferences between researchers, cooperating teachers (CTs) and field supervisors (FSs). At each of three iterations of coaching conversations, changes were made to the practice of collaborative coaching, allowing the research/design team to reflect upon practices and deepen the understanding of the development of design principles. Findings Three design principles of collaborative coaching grew through this research – a need for shared understanding and valuing of a coaching model amongst participants to guide decision making; a partnership between CTs and FSs in centering the PTs’ reflection on problems of practice, including the need for CTs and FSs to continually reflect on how their shifting roles toward this goal; and a relational framework including transparent communication. The authors extend these principles through two narrative vignettes and a framework that focuses on hybrid spaces for coaching. Research limitations/implications The research questions and design did not inquire into the relationship between collaborative coaching and PTs’ teaching practices. Practical implications Each narrative serves as a coaching model of how PTs, CTs and FSs, or triads, worked toward resolving practical challenges in coaching to better support PTs. The authors provide practical tools for teacher preparation programs to build collaborative relationships with teachers and schools. Originality/value Placing the PT into an active, leadership role in reflection on practice disrupts expert-novice and other binaries that may not serve programs that seek to prepare reflective practitioners. Previous studies have identified tensions when mentoring is not a collective process, but few studies have explored models that disrupt the two activity systems that often operate separately.
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Doyle, Audrey, Marie Conroy Johnson, Enda Donlon, Elaine McDonald, and PJ Sexton. "The Role of the Teacher as Assessor: Developing Student Teachers’ Assessment Identity." Australian Journal of Teacher Education 46, no. 12 (December 2021): 52–68. http://dx.doi.org/10.14221/ajte.2021v46n12.4.
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The closure of schools across the globe due to the Covid-19 pandemic had the potential to have a catastrophic impact on a fundamental pillar of initial teacher education: school placement. This paper maps a new “site” of professional practice for “school placement” called “Teacher Online Programme” (TOP) using Xu and Brown’s (2016) conceptual framework of teacher assessment literacy in practice. Its main focus lies in the integration of the assessment baseline knowledge into the programme under the seven elements proposed by the framework. A case study methodology informed the approach taken. Data was collected and analysed in three phases: the Teaching Online Programme Year 3 (TOP3) initiative; Student-teacher and Tutor Questionnaires and Student-teacher and Tutor focus group interviews. The findings highlight the complex and multifaceted process of building teacher assessment identity which nests in the larger purposes for education. They encourage an emergentist and collaborative approach to assessment knowledge and view working in communities of practice as a threshold for creativity and innovation.
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Pugach, Marleen C., Joyce Gomez-Najarro, and Ananya M. Matewos. "A Review of Identity in Research on Social Justice in Teacher Education: What Role for Intersectionality?" Journal of Teacher Education 70, no. 3 (March 13, 2018): 206–18. http://dx.doi.org/10.1177/0022487118760567.
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This review examines the past 25 years of empirical research on social justice in teacher education, focusing on the question of how researchers in the field, who demonstrate a long-standing aspirational commitment to preparing new teachers for diversity and equity, address students’ and teacher candidates’ multiple social markers of identity, and in particular the complexity of their identities. Using the framework of intersectionality, we illustrate how teacher education researchers position student and teacher candidate identities and their complexity. Findings indicate that identity is typically addressed in a unidimensional manner, with little acknowledgment of students’ or teacher candidates’ complex, multiple, and intersecting identities. We conclude our analysis by exploring the potential of intersectionality as a framework for identity considerations when preparing equity-minded new teachers who are committed to social justice.
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Wang, Di, and Lawrence Jun Zhang. "Sustainability as a Goal in Teaching Workforce Retention: Exploring the Role of Teacher Identity Construction in Preservice Teachers’ Job Motivation." Sustainability 13, no. 5 (March 3, 2021): 2698. http://dx.doi.org/10.3390/su13052698.
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With the rapid increase in the number of students learning Chinese as a second or foreign language (CSL/CFL), there is a great demand for Chinese language teachers. Although many teacher preparation programmes have been established, only a few graduates from these programmes enter the profession of Chinese language teaching. This has caused instability of the teaching team and has threatened the sustainability of Chinese language education. To explore the reasons why graduates leave this area and the role of professional identity construction in preservice Chinese teachers’ job motivation, this longitudinal qualitative study investigates the job motivation of three student-teachers as a goal of sustainability in teaching force retention. This study was conducted during the participating teachers’ teaching practicum as part of a master’s degree programme in China. By interviewing the three participants and analysing their self-reflective journals, we found that their job motivations changed considerably during the course of their training. Indeed, their professional identity construction did not determine their career choice. Extrinsic factors, such as income and permanent residence, seemed to significantly affect their motivation of entering the profession. Such findings are important, as they help us gain a better understanding of why preservice CSL/CFL teachers choose other careers upon completing teacher education. These results are especially pertinent to those working in Chinese contexts.
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Jung, Jiyoon, Ya-Huei Lu, and Ai-Chu Elisha Ding. "How Do Prompts Shape Preservice Teachers’ Reflections? A Case Study in an Online Technology Integration Class." Journal of Teacher Education 73, no. 3 (November 10, 2021): 301–13. http://dx.doi.org/10.1177/00224871211056936.
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To investigate how prompts shape preservice teachers’ reflections, we examined, in this exploratory case study, the written reflections responding to three types of prompts (standard-based, concept-based, and task-based) of 21 preservice teachers in an online technology integration class. We analyzed these reflections at the sentence level (total 1,503 comments), both quantitatively and qualitatively, using a framework comprising descriptive, rationalistic, and anticipatory dimensions to understand the compositions of reflections generated from each type of prompt and the kinds of teacher abilities demonstrated in each dimension. We found quantitative patterns between prompt types and the reflections generated and emergent themes in each dimension of reflection relating to teacher abilities. We conclude by discussing three prompt design features that appeared to have played an important role in shaping the reflections and suggesting implications and future research directions.
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McKinnon, David H., Lena Danaia, and James Deehan. "The Design Of Preservice Primary Teacher Education Science Subjects: The Emergence Of An Interactive Educational Design Model." Journal of Astronomy & Earth Sciences Education (JAESE) 4, no. 1 (June 6, 2017): 1. http://dx.doi.org/10.19030/jaese.v4i1.9972.
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Over the past 20 years there have been numerous calls in Australia and beyond for extensive educational reforms to preservice teacher education in the sciences. Recommendations for science teacher education programs to integrate curriculum, instruction and assessment are at the forefront of such reforms. In this paper, we describe our scholarly action–research approach to the teaching of science and science–method subjects to Australian preservice primary-school teachers in the state of New South Wales. We present an interactive educational design model founded on a solid theoretical literature base that incorporates Pedagogical Content Knowledge as an integrative mediating framework and which drives students’ interactions with the elements of the design model. The results from our mixed-methods study suggest that the approaches adopted through two extended vignettes show significant increases in preservice teachers’ competence and confidence. Together, the qualitative and extensive quantitative data suggest participants obtain a newly developed sense of enthusiasm for science and an understanding of the role that it can play in the primary- school curriculum. The data provide strong evidence that the approaches being called for in some of the earlier reforms and most recently by Bybee (2014) are effective
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Chen, Chia-Cheng, and Chao-Hsiang Hung. "Plan and Then Act: The Moderated Moderation Effects of Profession Identity and Action Control for Students at Arts Universities during the Career Development Process." Healthcare 10, no. 10 (October 3, 2022): 1938. http://dx.doi.org/10.3390/healthcare10101938.
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Preservice teachers at universities of arts have more than 10 years of professional training before admission, but in their senior year, they face the pressure of the graduation exhibition and performances and the teacher certification examination at the same time. This process is dissimilar to that for preservice teachers at general universities. Such a difference, however, has not been taken seriously in the past. In order to avoid burnout, preservice teachers at universities of arts, when they are under the pressure of limited time, may choose to identify with the departments they are more familiar with for their future careers, rather than identifying with their educational program, in order to increase hope for their career and reduce the chance of burnout. In addition, we believe that the use of action control/state control would also show different adaptation situations in the face of pressure. Therefore, this study focuses on the role of profession identity and action control as moderating variables in the process of becoming preservice teachers at arts universities. We recruited 304 art-major preservice teachers to establish a path model to explore their future time perspective and grit, detecting how the mediation of career decision self-efficacy affects learning burnout and career hope. Secondly, we inspected the moderating effect of profession identity and action control on learning burnout and career hope. We found that profession identity moderates the relationships between future time perspective and career decision self-efficacy as well as between career decision self-efficacy and learning burnout, all of which exhibited ordinal interactions. Furthermore, preservice teachers with high decision-making efficacy had lower burnout than those with low efficacy, but the high-efficacy advantage in preservice teachers under state control in reducing burnout would disappear. Lastly, although professional identification was important, action control regulated the relationship between career decision self-efficacy and learning burnout with ordinal interaction; that is, action control could effectively reduce their learning burnout.
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Shanks, Neil. "Economics (Only) Now: the Temporal Limitations of Economics as Part of A Critical Social Studies Pedagogy." Education Sciences 9, no. 1 (February 9, 2019): 36. http://dx.doi.org/10.3390/educsci9010036.
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This study speaks to the limited literature on economics way that preservice teachers in an urban teaching program conceptualize the function of economics within social studies. Utilizing case study methods and a theoretical framework that intersects critical pedagogy as part of a broader, critical, social studies pedagogy. Specifically, it seeks to understand the pedagogical tenets of social analysis with the idea of a counter-hegemonic stance, the study offers insight into the role of economics as part of a broadly critical social studies teacher education program. The results indicate that preservice teachers’ purpose for teaching social studies and the function of economics were aligned in the mission to critically analyze society. However, preservice teachers’ purposes for social studies extended beyond the function of economics into the past, and informed active citizenship for future action. These results show that economics can be a significant part of a social studies education practice that seeks to analyze society, understand the past, and take action for a better future. Unfortunately, limited familiarity and content knowledge inhibit a broader application of the function of economics. Social studies teacher education must purposefully integrate economics content into the exploration of the past and a discussion of future action for justice in order to combat prevailing content knowledge issues in preservice teachers and to help them reconcile their purpose for teaching social studies through economics.
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Popov, Evgeniy. "The Social Functions of a rural Teacher (on the Example of the Altai Territory and the Altai Republic)." Sociological Journal 27, no. 4 (December 29, 2021): 169–88. http://dx.doi.org/10.19181/socjour.2021.27.4.8650.
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This article aims to evaluate the social duties of rural teachers, and is linked to an attempt to identify internal non-economic resources to help solve pressing issues associated with village life (including the problems of alienation of fellow villagers, the spread of alcoholism, unemployment, etc.). We set out to test the hypothesis that a rural teacher serves as an active participant in village life. This work is based on the methodological resources of village sociology, sociology of education, as well as approaches formed within the framework of problems associated with social well-being and quality of life. The results obtained from a study based on a semi-structured interview conducted in rural areas of the Altai Territory and the Altai Republic (N = 124) allowed for determining both the social functions of teachers and how they’re linked to the specifics of the profession. In addition the article analyzes the role of the village teacher in ensuring the resilience of the villagers. Resilience has been found to be associated with values and norms rooted in village areas (family, health, work, etc.), and often the village teacher is involved in preserving these values and norms. They provide support and assistance in solving a specific social problem (raising children, overcoming difficult life situations, socializing adults and children, etc.). The issue of active participation of teachers in the integration of the village community is also raised. We were able to identify which activities initiated by the village teacher are aimed at consolidating the villagers and their participation in the diverse life of their native village. All participants of the study stated that the integration of the village community is a necessity in this day and age. Such a function of teachers as interacting with authorities and public organizations was also identified. The example of the Altai Territory and the Altai Republic shows that village teachers as a professional group actively participate in solving the village’s problems, acquiring the status of a defender of the village.
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Karsenti, Thierry, Gabriel Dumouchel, and Simon Collin. "The Eportfolio as Support for the Professional Development of Preservice Teachers: a Theoretical and Practical Overview." INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 12, no. 5 (January 30, 2014): 3486–95. http://dx.doi.org/10.24297/ijct.v12i5.2919.
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The portfolio is rapidly gaining attention in initial teacher training programs. It serves multiple uses and ends in the professional development and reflective practice of preservice teachers, and the technical advances of Web 2.0 will only increase the potential for learning opportunities. From now on, portfolio content that was formerly private territory can be generously shared. Against this background, this article provides an overview of the portfolio’s role in initial teacher training programs. The four main functions of the portfolio are addressed, followed by the advantages of the eportfolio over the paper portfolio. A working conceptual framework is then proposed for eportfolio use to support professional development in the Web 2.0 age. To provide a practical application for initial teacher training, we conclude with a presentation of Eduportfolio, an eportfolio that effectively taps the potential of Web 2.0.
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Allan, Sharon L. "Borderlands of Possibility: Exploring the Construction of Professional Identity With Intern Teachers." in education 23, no. 1 (June 7, 2017): 2–25. http://dx.doi.org/10.37119/ojs2017.v23i1.316.
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Students enrolled in Bachelor of Education degree programs engage in academic study and field experiences that both validate and challenge their existing understandings of who they are and who they are becoming: their professional identity. This interpretive case study explored the ways in which four intern teachers constructed professional understandings during the 15 weeks of their culminating field experience: a borderland space. Ecologically defined as an ecotone, this time in between—of being a student and becoming a teacher—is a zone of transition, a crossroads of being and becoming. Using a series of conversational interviews where the researcher and the participants explored the experience of living on the borderland, this study revealed the challenges of constructing a professional identity as well as the ways in which these intern teachers gradually assumed the subject position: teacher. Four essential aspects of this experience were distilled from the findings of this inquiry and arranged into a conceptual framework to assist teacher educators as they craft curriculum capable of engaging student teachers in the consideration of who they are becoming as teachers. By contributing to our growing understanding of the ways in which preservice teachers view themselves as emerging professionals, this inquiry suggests deeper investigation of the mentor-mentee relationship is needed in order to better support student teachers on the borderlands of their final field experience. Keywords: professional identity; borderland space; intern teachers; field experience; interpretive case study
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Leavy, Aisling, Mairéad Hourigan, and T. J. Ó Ceallaigh. "Unpacking dimensions of immersion teacher educator identity." Journal of Immersion and Content-Based Language Education 6, no. 2 (October 23, 2018): 218–43. http://dx.doi.org/10.1075/jicb.17026.lea.
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Abstract Inadequate teacher preparation for immersion programs remains a challenge. While there is a significant dearth of research on teacher development in immersion education, research focusing on immersion teacher educators (ITEs) is even more scant. Using self-study methodology, this study explores the professional learning and experiences of three teacher educators (TEs) as they construct new professional identities as ITEs as part of engagement in Lesson Study. The paper particularly focuses on two Mathematics teacher educators (MTEs) who were newcomers to the immersion education setting. A community of practice (CoP) framework was utilised to provide insights into what Vygotsky (1987) terms the twisting path of all three TEs as they engaged in the CoP. Critical moments of defending content as priority, negotiating an integrated space, and becoming immersion-responsive were revealed. CoP played a vital role in facilitating new professional identities and illuminates in multiple ways the exclusive and complex process of becoming an ITE.
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McMullen, Jaimie, Hans van der Mars, and Julie A. Jahn. "Chapter 2 Creating a Before-School Physical Activity Program: Pre-Service Physical Educators’ Experiences and Implications for PETE." Journal of Teaching in Physical Education 33, no. 4 (October 2014): 449–66. http://dx.doi.org/10.1123/jtpe.2014-0063.
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The purpose of this study is to describe the experiences of physical education teacher education (PETE) majors enrolled in an internship course that provided them with authentic experiences promoting and facilitating a before-school physical activity (PA) program and to examine the associated implications for PETE programs within the Comprehensive School Physical Activity (CSPAP) framework. In this study, five PETE majors were recruited to participate. Data were collected from several sources including participant observation, interviews, systematic observation, and document analysis. The results show that preservice physical educators struggled with PA promotion as a consequence of perceptions of early programmatic success, feelings of nervousness and influences of their existing beliefs about the role of the physical educator. Therefore, when considering the role of the physical educator relative to a CSPAP, PETE programs should consider making adjustments to their curricula to include experiences that allow preservice teachers to practice skills associated with out-of-class PA promotion.
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Roegman, Rachel, Emilie Mitescu Reagan, A. Lin Goodwin, and Julia Yu. "Support and assist: approaches to mentoring in a yearlong teacher residency." International Journal of Mentoring and Coaching in Education 5, no. 1 (March 7, 2016): 37–53. http://dx.doi.org/10.1108/ijmce-09-2015-0026.
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Purpose – The purpose of this paper is to examine mentor teachers’ approaches to mentoring preservice teachers in a yearlong teacher residency program (TRP). Design/methodology/approach – This multiple-methods study examined 15 mentor teachers’ approaches over the course of a year in an urban TRP through the lens of Wang and Odell’s (2002) framework for mentoring. Data sources included mentors’ self-assessments over three points in time across one academic year. These self-assessments included numerical ratings of practice (quantitative) as well as open-ended rationales and goal setting (qualitative). Findings – Mentors predominately provided support and technical assistance to the residents learning to teach, drawing on humanistic, and situated apprentice perspectives on mentoring. They worked to develop residents’ self-confidence and exposed residents to a range of practices and school contexts. Glimmers of a more critical constructive approach were apparent in some mentors’ discussions of reflection and collaboration. Research limitations/implications – This study informs the work of teacher education programs as they develop mentoring structures that align with program visions, expand notions of mentoring, and consider the many roles of a mentor teacher. Originality/value – Increased emphasis on clinical experiences for preservice teachers highlights the need to attend to the practices of the mentor teachers with whom they work. These mentors, as field-based teacher educators, play a critical role in teacher education, and teacher education programs need to support their professional development as mentors. Understanding mentors’ approaches to mentoring is necessary in order to provide this support.
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Anthony, Kenneth V., and Melissa Baneck. "Preservice Teachers’ Perceptions of the Pedagogical Function of Heroes and Hero Stories." International Education Studies 13, no. 12 (November 23, 2020): 1. http://dx.doi.org/10.5539/ies.v13n12p1.
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Teachers serve as gatekeepers to the implementation of curriculum in their classroom (Thornton, 2005). Their beliefs about a topic and the wider political environment can influence what they teach. To this end, our goal was to investigate whom preservice teachers identify as heroes and why, which heroes should be included in the curriculum, and how this might influence instruction of the NCSS theme Individual Development and Identity. This study was an exploratory study using the qualitative methods of an open-ended survey and focus group. We were guided by the research question: How do preservice elementary teachers conceptualize heroes? The participants were elementary preservice teachers in their final semester prior to teacher internship. We surveyed participants to determine their perceptions of heroes. We conducted a follow up focus group with five participants. The participants conceptualized heroes as serving a pedagogical function. We learned that these preservice teachers had a balanced concept of heroes and considered heroes valuable to the school curriculum. They saw heroes as role models for students to imitate. Of interest to the study of heroes in the social studies curriculum, these preservice teachers were able to overcome the barrier of the flawed hero. Rather than shifting away from teaching heroes and focusing on heroic actions as Barton and Levstik (2004) recommend, they were able to keep the curricular gate open (Thornton, 2005) to teaching heroes by developing the concept of the gray hero.
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de Laurentiis Brandão, Ana Carolina. "Visualizing EFL teacher identity (re)construction in materials design and implementation." Applied Linguistics Review 9, no. 2-3 (May 25, 2018): 249–71. http://dx.doi.org/10.1515/applirev-2016-1060.
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AbstractThis study visually explores the process of identity (re)construction experienced by a pre-service EFL teacher as she designed and implemented English activities at Brazilian state schools. The theoretical framework draws from language teacher development, and narrative concepts on professional identity, teacher knowledge and context. Visual narratives, contextualized by written and oral narratives, are analysed for their holistic-content, taking into account a critical visual approach and a narrative inquiry methodology. The pre-service EFL teacher, whose experience is the focus of this paper, developed a metaphor to describe her process of identity (re)construction: the invisible English teacher. Stories of designing and implementing her own materials, and being part of different teaching landscapes play an important role in her search for visibility as an English teacher.
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Lee, Hea-Jin, and Leah Herner-Patnode. "Reflecting on Portfolio Development." International Journal of Online Pedagogy and Course Design 1, no. 1 (January 2011): 64–78. http://dx.doi.org/10.4018/ijopcd.2011010105.
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This study adopted portfolio assessment as a means of deepening pre-service teachers’ understanding of teaching and learning. The ultimate goal of using the portfolio was to bring the program in line with the mission of the institute, the criteria of the NCATE and INTASC, and the standards of the Ohio State License. This study discusses the challenge of implementing a year-long portfolio assessment procedure, as well as investigating how the exit portfolio assessment plays a role in facilitating pre-service teachers’ professional growth in terms of knowledge, skills, and dispositions. Results indicate that preservice teachers considered the capstone portfolio as a tool for reflection, which helped them improve critical thinking skills, self-assessment, and advancement. Also, the portfolio process helped teacher candidates develop a professional identity and promote teaching. Overall, there was growth and improvement in knowledge, skills, and dispositions toward teaching, the role of a teacher and learner, and using the web-based portfolio process.
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LIU, Xiao. "Reasons for Chinese EFL Teacher’s Role Anxiety in Teacher Identity Formation: A Comparative Analysis of Teacher Metaphors." Arab World English Journal 13, no. 4 (December 15, 2022): 38–52. http://dx.doi.org/10.24093/awej/vol13no4.3.
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Along with the development of information technology and its increasing application in foreign language teaching, English as a foreign language (EFL) teachers encounter new challenges from students and society. In the dynamic process of teacher identity formation, EFL teachers are likely to experience anxiety in role shifts. This article studies the interactions between the internal and external perceptions of Chinese English as a foreign language (EFL) teachers’ role through a comparative analysis of teacher metaphors. Metaphors written by EFL teachers represent pro-internal perceptions, and those extracted from research articles stand for pro-external perceptions. Within China’s socio-cultural context, the study aims to demonstrate the consistency and discrepancy between the internal and external perceptions of the EFL teacher’s role. Two groups of metaphors were first compared based on the conceptual themes and then categorized into four types: Learner-oriented, Social Order, Social Reform, and Cultural Transmission according to the metaphor-categorization framework. The consistency and discrepancy in teacher perception revealed by comparing two groups of teacher metaphors shed light on the possible reasons for Chinese EFL teachers’ role anxiety in identity formation.
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Ding, RuiXin, and Haeri Kim. "The meaning of teaching according to Chinese Preservice Kindergarten Teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 21 (November 15, 2022): 335–57. http://dx.doi.org/10.22251/jlcci.2022.22.21.335.
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Objectives This study aims to understand preservice kindergarten teachers’ belief systems on teaching and their recognized meaning of teaching so that they can redefine their own perceptions of teaching. Methods To this end, this study selected 90 consistently participatory students out of a total of 102 students enrolled in the childhood education program’s third term early childhood teacher education course at a 4-year college of education in the S district of Jilin province, China, and collected data through multiple methods including conducting discussions, image analysis, and kindergarten class video analysis. Results The study’s results showed that Chinese preservice kindergarten teachers’ understanding of the meaning of teaching can be broadly categorized into: two-way interaction, social responsibility and duty, problem-solving situations in daily life and directly related activities, and optimistic and harmonious emotional development and related activities. Conclusions The findings show that first, teaching is not merely a means to an end but an act pursuing goodwill in and of itself, is a practical execution that goes beyond being a tool, and is a “relative” practical execution that requires the responsibility of having the ability to react. Second, as an act that tells the learner the direction they should go in and passes on an understanding of the directionality learners ought to make judgments with, teaching is an act that requires responsibility and a sense of duty. Thus, the meaning of teaching to a teacher must expand and teachers must develop the ability to independently recognize and judge the way they teach. Third, as the act of teaching is related to problem-solving in daily life, practical knowledge must be emphasized and developed. Fourth, since the act of teaching is related to optimistic and harmonious emotional development, the perception of teaching and a positive job identity are very important. The conclusion of this study suggests that recognizing teaching morality before executing the teaching role at the preservice kindergarten teacher stage and making philosophical reflections about teaching are necessary.
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James, Sarah Margaret, Suzanne(Sue) M. Hudson, and Alexandra Lasczik. "Primary preservice teachers' perspectives of their literacy mentoring experiences during professional placement." International Journal of Mentoring and Coaching in Education 11, no. 2 (December 24, 2021): 195–212. http://dx.doi.org/10.1108/ijmce-07-2021-0080.
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PurposeBeing literate can change the lives of Australian students. Therefore, graduating effective teachers of literacy is an imperative for Australian schools. Professional experience provides an opportunity for preservice teachers to refine their skills for teaching literacy under the guidance of a mentor teacher. This study investigates from the perspective of preservice teachers, the attributes and practices primary mentor teachers demonstrate when mentoring literacy teaching during professional experience.Design/methodology/approachThis investigation utilised survey design to gather data from primary preservice teachers (n = 402) from seven Australian universities. The 34 survey items were underpinned by the Five Factor Model of Mentoring and literacy practices prescribed by the Australian curriculum. Preservice teachers self-reported their responses about their literacy mentoring experiences on a five-point Likert scale. The Five Factor Model of Mentoring provided a framework to analyse and present the data using descriptive statistics.FindingsFindings revealed 70% or more of preservice teachers agreed or strongly agreed mentor teachers had the personal attributes, shared the pedagogical knowledge, modelled best practice and provided feedback for effective literacy teaching. Conversely, only 58.7% of the participants reported their mentor teachers shared the system requirements for effective literacy teaching.Research limitations/implicationsThe preservice teachers self-reported their experiences, and although this may be their experience, it does not necessarily mean the mentor teachers did not demonstrate the attributes and practices reported, it may mean they were not identified by the preservice teachers. While there were 402 participants in this study, the viewpoints of these preservice teachers' may or may not be indicative of the entire population of preservice teachers across Australia. This study included primary preservice teachers, so the experiences of secondary and early childhood teachers have not been reported. An extended study would include secondary and early childhood contexts.Practical implicationsThis research highlighted that not all mentor teachers shared the system requirements for literacy teaching with their mentee. This finding prompts a need to undertake further research to investigate the confidence of mentor teachers in their own ability to teach literacy in the primary school. Teaching literacy is complex, and the curriculum is continually evolving. Providing professional learning in teaching literacy will position mentor teachers to better support preservice teachers during professional experience. Ultimately, the goal is to sustain high quality literacy teaching in schools to promote positive outcomes for all Australian school students.Originality/valueWhile the role of mentor teacher is well recognised, there is a dearth of research that explores the mentoring of literacy during professional experience. The preservice teachers in this study self-reported inconsistencies in mentor teachers' attributes and practices for mentoring literacy prompting a need for further professional learning in this vital learning area.
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Čiužas, Renaldas. "The Importance of Teacher Competencies to the Formation of Students National Identity." Pedagogika 109, no. 1 (March 26, 2013): 27–32. http://dx.doi.org/10.15823/p.2013.1830.
Full textAbstract:
Over the past few years the education community in Lithuania often discusses the issues concerning the education and formation of national identity of younger generation. Interest in this topic is based on facts that emigration of younger generation in Lithuania is not decreasing, that school-age children and youth feel lack of ethnic self-consciousness and national identity. Assumption that teachers play the important role in the formation of national identity for children and young people isn’t excluded.
Personal identity as self sensation begins to form in early childhood. In this process the important role performs first of all parents, then other family members and later the school.
National identity are formed continuously. The societies openness to other cultures, increase of individuals and nations international relations, lifestyle influenced by globalization, wish to learn about other cultures raise new requirements for education process in schools where national identity has important role in the teaching paradigm [2]. It is expected that schools provide not only knowledge and skills necessary for life in knowledge society, but also develop students‘ tolerance for other cultures and help them become aware of the meaning of his national cultural.
As observed by L. Duoblienė (2009), educational theorists during discussions how to change the educational process under the new circumstances proposes first of all to strengthen students media literacy as well as intercultural education that teach younger generation to resist the influence of ideologies and unconscious misrepresentations, change youth provisions. The teacher’s role in this process becomes significant.
The purpose of this article is to reveal the importance of teacher competence to the formation of students national identity.
The object of this article – teacher competence.
The scientific literature analysis was used in this article.
The article consists of two parts: the first part analyses the complexity of the concept of teacher competence, and the second part analyses the teacher competence Framework and it’s importance to the formation of students national identity. After reviewing of scientific literature the following conclusions are formulated:
The teacher in modern school play in their daily activities not only the role of traditional teacher by giving new knowledge for students. Today teacher is a consultant, an advisor, elder friend, a researcher and so on. It is difficult to list all roles of today teacher. But teachers‘ knowledge, skills, personal qualities and values affects not only students learning motivation and achievement, but also formation of their national identity.
Teacher competencies can be categorized into the three groups: general competencies, professional competencies and special competencies. The competency framework allow for teacher to become professional in particular teaching subject or sphere, enables him to organize the educational process and feel comfortable in a professional environment.
To help the teacher to know and be able to help students to form their national identity is very important teachers‘ common-cultural competence. The teacher need to be characterized by ethnic, racial and religious tolerance, to have knowledge about civil liberties, human rights and obligations, and be able to ensure it within its capabilities.
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Jennifer Walker, Marla Lohmann, Kathy Boothe, and Ruby Owiny. "Working Smarter: Using Universal Design for Learning to Spiral Curriculum in Small Special Education Preparation Programs." Journal of Special Education Preparation 2, no. 2 (September 8, 2022): 30–41. http://dx.doi.org/10.33043/josep.2.2.30-41.
Full textAbstract:
Although small teacher education preparation programs (STEPP) may struggle to implement robust program design frameworks compared to their larger preparation program peers, a collaborative design can help smaller programs with resource limitations. This collaboration can facilitate the design of effective and efficient teacher preparation programs (TPP) with a spiraled curriculum. Through scaffolding in TPPs, a spiral of support is defined as the process of learning continuous threads of information, gradually building to content mastery. These scaffolded components include case studies, role playing/modeling/feedback, and mentoring within the UDL framework. The use of case studies throughout a TPP provides a “continuum” of learning to prepare teachers to develop knowledge, skills, and practical experience within a diverse K-12 student population. Given a spiral of instruction to include role-play, modeling, feedback, and mentorship, preservice teachers can also engage in real world teaching and learning that go beyond the constraints of a classroom.
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Cohen, Julie, Ethan Hutt, Rebekah L. Berlin, Hannah M. Mathews, Jillian P. McGraw, and Jessica Gottlieb. "Sense Making and Professional Identity in the Implementation of edTPA." Journal of Teacher Education 71, no. 1 (June 19, 2018): 9–23. http://dx.doi.org/10.1177/0022487118783183.
Full textAbstract:
edTPA is designed to strengthen teacher professionalization and provide a framework for program redesign. However, using a national assessment to shift the content of local programs is challenging because of their inherent organizational complexity. In this article, we focus on this complexity, using a systems lens to analyze edTPA implementation at a large, public university. Employing a mixed-methods case study design, we survey 250 teacher educators and candidates to understand how they interpret the demands of edTPA and how their varied perspectives impact each other. We interview a stratified, purposive subset of participants to explore mechanisms underlying quantitative findings. We find substantial internal variation in edTPA implementation that translates into differential support for candidates. This variation could not be explained by duration of implementation of edTPA. Varied perspectives may stem from distinct perceptions of teacher educators’ professional roles and the role they see edTPA playing in teacher professionalization.
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Deenihan, Jeremiah T., and Ann MacPhail. "The Influence of Organizational Socialization in Preservice Teachers’ Delivery of Sport Education." Journal of Teaching in Physical Education 36, no. 4 (October 2017): 477–84. http://dx.doi.org/10.1123/jtpe.2016-0218.
Full textAbstract:
Research investigating teachers’ and preservice teachers’ (PSTs) experiences delivering Sport Education (SE) necessitates further attention (Glotova & Hastie, 2014). Research that has been conducted to date has shared varied findings, with some teachers finding it difficult to teach SE in its entirety (Curtner-Smith, Hastie, & Kinchin, 2008). This study investigated seven PSTs’ delivery of SE during their teaching placement in the final year of their physical education teacher education (PETE) program. Data were gathered through pre- and postteaching placement interviews and midteaching placement focus groups, which were analyzed using thematic coding and constant comparison (Miles & Huberman, 1994; Thomas, 2009). Occupational socialization (Lawson, 1983a, 1983b) was used as the framework to analyze the factors that influenced their learning and delivery of SE. Findings show that PSTs encountered specific difficulties related to teaching SE on teaching placement and that their cooperating teachers played a significant role in their delivery of SE.
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McLay, Katherine Frances, and Vicente Chua Reyes. "Identity and digital equity: Reflections on a university educational technology course." Australasian Journal of Educational Technology 35, no. 6 (December 28, 2019): 15–29. http://dx.doi.org/10.14742/ajet.5552.
Full textAbstract:
This inquiry explored preservice teachers (PSTs) developing learner and professional identities while participating in a university course that explicitly incorporates the use of technology into teaching. The paper posits that it is important for initial teacher education to explicitly engage with the role of technology in these developing identities to minimise the risk of digital inequity, both for PSTs’ learning and that of their future students. Two central questions are addressed: How did PSTs make sense of their identities as they took part in an educational technology course? And what challenges did they encounter in incorporating technology into their learning experiences? An exploratory case study of a group of tutors and participating students in an ongoing action research project directed at redesigned educational technology and innovation course at a higher education institution was undertaken for this inquiry. By critically interrogating students’ reflexive accounts and focus group discussions with academics teaching into the course, this inquiry has investigated and built emerging explanations in relation to identity and digital equity.
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Torres-Cladera, Gemma, Núria Simó-Gil, Laura Domingo-Peñafiel, and Vanesa Amat-Castells. "Building professional identity during pre-service teacher education." Center for Educational Policy Studies Journal 11, no. 3 (September 28, 2021): 35–54. http://dx.doi.org/10.26529/cepsj.1070.
Full textAbstract:
This article explores how university learning and the period of school placement can contribute to identity development understood as a dynamic and evolving process. From this perspective, we understand the teacher’s professional identity as an ongoing process of interpretation and re-interpretation of experiences that are shaped in professional spaces of relationship with others, where each person makes different processes of identification, representations, and attributions, creating a spiral of continuous construction or reconstruction. It is thus a phenomenon of social interaction. Data collection involved eight students, their school tutors, and university teachers within the framework of 4th-year school placements. Data analysis was organised around three dimensions of the research project: the teacher him/herself, the bond between students and the educational community, and the relationship between the school and the university. The results highlighted the need to improve the practicum, especially at the university level. Both school and university tutors are crucial in promoting and guiding dialogical processes of knowledge construction with oneself, others, and the world. However, the university has an added responsibility in this key relational process; university tutors must improve their role as mediators between students and school tutors to contribute to the development of the teaching identity in a complex and dynamic way.
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Jupp, James C., Alisa Leckie, Nolan L. Cabrera, and Jamie Utt. "Race-Evasive White Teacher Identity Studies 1990–2015: What Can We Learn from 25 Years of Research?" Teachers College Record: The Voice of Scholarship in Education 121, no. 1 (January 2019): 1–58. http://dx.doi.org/10.1177/016146811912100103.
Full textAbstract:
Background/Context With a rationale informed by the demographic imperative, the resegregation of public schools, and our positionalities as researchers, we understand both the high stakes and the complexity of capacitating White preservice and in-service teachers capable of anti-racist praxis and race-visible teaching and learning in public school classrooms. Purpose/Objective/Research Question/Focus of Study Deploying the framework of colorblind racism, we systematically reviewed race-evasive White teacher identity studies and answered the question: What can we learn from 25 years of research? Research Design In using the method called the synoptic text, we engaged electronic databases, with special emphasis on ERIC EBSCOhost. The simple and general search term “White teachers” conducted using year-by-year parameters provided the most systematic net for capturing relevant studies. In narrowing our focus, we developed the following criteria: (a) White teachers as central topic, (b) analytical emphases on colorblind racism, (c) publication in peer-reviewed journals, (d) use of qualitative and/or narrative research methodologies, and (e) publication date between 1990 and 2015. Data Collection and Analysis Our general search yielded 136 (N = 136) peer-reviewed empirical qualitative and/or narrative studies between 1990 and 2015, and after narrowing our criteria, we found 47 race-evasive White teacher identity studies (n = 47, 47/136) that we reviewed here. Each study in the document universe was abstracted by authors, added to a spreadsheet, and categorized by emergent themes. Findings/Results The following five themes emerged and developed over the last 25 years: (a) racialized silence and invisibility (9/47), (b) resistance and active reconstruction of White privilege (12/47), (c) whiteness in institutional and social contexts (8/47), (d) fertile paradoxes in new research (9/47), and (e) reflexive whiteness pedagogies (9/47). Conclusions/Recommendations We believe our literature review identifies the complex contours of White preservice and in-service teachers’ silence, resistance to, engagement in, and pedagogical grappling with racism, whiteness, and White privilege. The importance of pre-service and in-service teachers being able to engage, understand, and challenge these issues becomes critically important at our crossroads in the present, especially given the recent election that bolstered open and tacit White supremacists into power. If White teachers are to engage racism, whiteness, and White privilege, they must do so with as opposed to for their students, in a Freirean sense. If teaching for social justice is important, renewed interest and investment in White teacher identity studies and related whiteness pedagogies is key for the next 25 years.