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Статті в журналах з теми "Preservice teacher role identity framework"
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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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Дисертації з теми "Preservice teacher role identity framework"
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Ullom, Carine E. "Developing Preservice Teacher Global Citizen Identity| The Role of Globally Networked Learning." Thesis, Fielding Graduate University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10688833.
Повний текст джерелаАнотація:
The purpose of this study was to determine if a Structured Online Intercultural Learning (SOIL) experience represented a viable form of global experiential learning (GEL) that can yield beneficial effects in student transformation of the kind that are reported to result from “traditional” GEL (involving mobility). Specifically, this study investigated the influence of a sustained cross-cultural learning experience, made possible by online communications technologies, on preservice teachers’ global citizen identity development (their self-in-the world).
The research approach was inspired by design-based research and employed a parallel mixed-methods design, incorporating two quantitative assessment instruments (the Global Perspectives Inventory [GPI] and the Beliefs, Events, and Values Inventory [BEVI]) and a plethora of student-generated artifacts (the qualitative data). Twenty-six preservice teachers from the US and Macedonia learned together in a globally networked learning environment (GLNE) for 8 weeks. The findings showed that, although the participants were, in most cases, not able to articulate with certainty any perceived changes to their sense of self-in-the-world, both the qualitative and the quantitative data indicated that the experience did indeed result in at least modest positive changes for most of the participants.
The primary themes that emerged from the qualitative data related to self-in-the-world, were “knowledge acquisition,” “intercultural sensitivity development,” and “personal growth/self-improvement.” The quantitative data showed that U.S. students’ ideas of the attributes of a global citizen shifted positively following the intervention and that students in both groups strengthened their agreement with the statement “I see myself as a global citizen” at Time 2. Further, students reported that the real-time, small group cross-cultural conversations (via video conference), which were required by the course that served as the intervention in the study, were the most meaningful aspect of the experience. Finally, nearly half of the participants indicated that, as a result of their experiences in this course, they planned to incorporate global citizen education in their future teaching practice.
These results suggest that teacher educators should consider embedding globally networked learning experiences into teacher education curriculum and that preservice teachers should not only experience globally networked learning as students, but should also be encouraged to develop lesson plans involving globally networked learning for their future classrooms.
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Sexton, Steven S. "Teacher Coginition: The effects of prior experience on becoming a teacher." University of Sydney, 2007. http://hdl.handle.net/2123/1864.
Повний текст джерелаАнотація:
Doctor of Philosophy (PhD)Teachers are unique when compared to most other professionals, as pre-service teachers spend more than a decade observing teachers in practice before entering their own professional training. This study investigated teacher candidates at the earliest point of their teacher training, entry into a teacher certification program, at the University of Sydney and University of Auckland in 2005. Specifically, this study sought to address how prior experiences informed the teacher role identity of male primary, female secondary and non-traditional student teachers. These three teacher candidate groups emerged from a previous study (Sexton, 2002) which explored post-graduate teacher candidates’ beliefs with the most vivid and articulate prior experiences. The study used a mixed-model research design to explore the research question, How do pre-service teacher candidates interpret prior teacher experiences as to the type of teacher they do and do not want to become? 354 entry-level teacher candidates were surveyed using both closed item and open-ended responses. From these participants, 35 were then interviewed before their course commencement and then again after their first teaching practicum. The study showed that there were differences as to how prior teachers informed the teacher role identity of entry-level student teachers. Male primary candidates were more influenced by their positive primary experiences of role model teachers. Female secondary participants remembered those secondary teachers who encouraged the development of critical thinking and they now wish to emulate this in their practice. Non-traditional student teachers remembered a wider range of educational experiences and entered into their teaching program to make a difference in both their and their students’ lives. The study highlights how in-service teachers play an important role in not only who will become teachers but also what subjects and school level future teachers will teach.
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Young, Kenneth David. "Perspectives of preservice teachers on the roles of secondary school teachers in Queensland: an interpretivist study." Thesis, 2017. http://hdl.handle.net/2440/110915.
Повний текст джерелаАнотація:
This thesis examines the perspectives of one cohort of secondary school preservice
teachers regarding the roles of secondary school teachers as they explained their
professional world both before and following a school based supervised
professional experience.
A total of thirty-five participants (twenty-nine females and six males), aged
between 21 and 48 years old, were involved in the study. All participants were
enrolled in nationally accredited Initial Teacher Education (ITE) programs which
led to qualifications to teach into secondary schooling curriculum areas. The
participants were variously enrolled in the following programs: the Combined
Degree Bachelor of Education/Bachelor of Science, the Combined Bachelor of
Education/Bachelor of Arts, and the Combined Bachelor of Education/Bachelor of
Business or the Graduate Diploma in Education (Secondary).
This qualitative study adopted an approach that focussed on the
perspectives of the research participants, and how their social reality regarding the
roles of teachers in Queensland secondary schools’ is constructed. Through the
interpretivist paradigm of symbolic interactionism, and reflecting the key
principles of grounded theory methodology, the data collection drew on research
frameworks and methods proposed by Crotty (1998), O’Donoghue (2007), Punch
(2000) and Seidman (2006), and involved undertaking semi-structured interviews
with participants. Additionally, the project was positioned within an historical
socio-political perspective of both schooling and teacher education in Queensland.
This approach, drawing heavily on the works of Britzman (1986), Furlong (2012),
Lortie (1975), Weber & Mitchell (1995) and Zemke (2007) and provided a
longitudinal examination of the precursor influences that collaboratively
contributed to the formation of contemporary perspectives of preservice teachers in
Queensland.
The various qualitative analysis processes proposed by Strauss and Corbin
(1990) underpinned the interpretation of the data. These coding processes are
foundational to the grounded theory aligned methodology that informs this study.
Following a process of open coding and line-by-line coding of the data, four main
themes emerged from the data. From these themes, three core propositions were
derived. These propositions are:
● It was the perspective of preservice teachers that the role of the secondary
school teacher incorporates a fundamental capacity to develop and maintain
positive professional relationships with young people both inside and outside
of the classroom context.
● It was the perspective of preservice teachers that the role of the secondary
school teacher incorporates a fundamental capacity to possess subject area
knowledge and a capacity to teach effectively and with enthusiasm.
● It was the perspective of preservice teachers that the role of the secondary
school teacher incorporates a fundamental capacity to possess altruistic
motivations for working with young people.
Referencing earlier work undertaken by Cross & Ndofirepi (2015), Sumara &
Luce-Kaplar (1996) and Wright & Tuska (1968), in conjunction with the three
core propositions identified within the data, a model was developed and referred to
as the Preservice Teacher Role Identity Framework. This framework highlights the
changing perspectives that preservice teachers report as they progress through their
initial teacher education.Thesis (Ph.D.) -- University of Adelaide, School of Education, 2017
Частини книг з теми "Preservice teacher role identity framework"
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Vijayavarathan-R, Kalpana, and Edda Óskarsdóttir. "‘Analysis of Policies Supporting Teachers to Tackle Linguistic and Cultural Diversity and Facilitate Inclusion from the Perspectives of Iceland and the Faroe Islands’." In Springer Polar Sciences, 179–96. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_12.
Повний текст джерелаАнотація:
AbstractIn today’s fast changing multicultural societies, governments and organisations must use their agency to ensure the contribution and inclusion of all cultures and ethnicities. A key factor for enabling this is ensuring education plays a leading role in facilitating the creation of an inclusive society. In this context, the education of teachers must be a priority given the reach and impact teachers have on a society. Therefore, teacher education with its role in preparing pre-service teachers for teaching in a multicultural setting is uniquely placed to enable focus on and engender a foundation for enabling inclusivity, equality and social justice in education. The purpose of this chapter is to discuss the policy framework needed for preparing preservice teachers to work with learners from diverse linguistic and cultural backgrounds. The aim is to gain knowledge and understanding of how the concepts of inclusion and culturally responsive pedagogy are reflected in teacher education policy in the island nations of Iceland and the Faroe Islands.
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Keller, Tina Marie. "“The World is So Much Bigger”." In Research Anthology on Religious Impacts on Society, 211–30. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3435-9.ch010.
Повний текст джерелаАнотація:
Opportunities to experience diverse religious traditions while traveling abroad can create invitations to explore the role of religion in identity. This becomes important as teacher educators prepare preservice teachers for classrooms of increasing religious diversity. This study examined the impact of a two-week experience in Israel for three preservice teachers before, immediately after, and one year after the trip. The data suggests that purposeful inclusions of religious experiences, sites, and more importantly personal encounters with individuals of a variety of faiths can create occasions to reflect upon the role of religion in identity. The preservice teachers in this study, while each possessing unique perspectives, spoke to the impact of this experience upon their teaching in the classroom. The chapter concludes with suggested recommendations on how to incorporate religion while planning a trip with preservice teachers.
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Keller, Tina Marie. "“The World is So Much Bigger”." In Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers, 275–94. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1057-4.ch016.
Повний текст джерелаАнотація:
Opportunities to experience diverse religious traditions while traveling abroad can create invitations to explore the role of religion in identity. This becomes important as teacher educators prepare preservice teachers for classrooms of increasing religious diversity. This study examined the impact of a two-week experience in Israel for three preservice teachers before, immediately after, and one year after the trip. The data suggests that purposeful inclusions of religious experiences, sites, and more importantly personal encounters with individuals of a variety of faiths can create occasions to reflect upon the role of religion in identity. The preservice teachers in this study, while each possessing unique perspectives, spoke to the impact of this experience upon their teaching in the classroom. The chapter concludes with suggested recommendations on how to incorporate religion while planning a trip with preservice teachers.
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Williams, York. "Building a Conceptual Framework for Culturally Inclusive Collaboration for Urban Practitioners." In Research Anthology on Racial Equity, Identity, and Privilege, 310–24. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4507-5.ch017.
Повний текст джерелаАнотація:
Special education teacher preparation is one of the most critical areas of teacher preparation in higher education. The field is even more complicated depending on the environment in which it takes shape given urban, high-needs, suburban, and rural school communities. Equally important in today's teacher preparation paradigm is supplying pre-service teachers with the pedagogical skills necessary to meet the needs of their 21st century learners, especially those students from culturally and linguistically diverse (CLD) backgrounds and who attend urban schools. This chapter attempts to construct a practitioner friendly framework to examine inextricable linkages between teacher preparation and the role higher education institutions play in providing pre-service special education teachers the requisite skills necessary to become successful urban educators/practitioners. Teacher preparation programs can better support new teacher retention through CRT and family diversity training.
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Zepeda, Efren O. Miranda, and Judith Flores Carmona. "Social Justice Education With and for Pre-Service Teachers in the Borderlands." In Integrating Social Justice Education in Teacher Preparation Programs, 225–43. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5098-4.ch011.
Повний текст джерелаАнотація:
Diversity in contemporary classrooms (across class, race, gender, and other social identity groups) is here to stay. Social justice education is a viable alternative to reach out to all participants with equity towards construction of democracy. In this chapter, the authors share about their co-teaching experience in a required Multicultural Education course for pre-service teachers where a social justice framework guided their work. They expand on the course objectives and their social justice aims. They describe how their praxis was conducive to building community in the classroom and being with each other. They expose and explore, however, a misalignment between theory and praxis surrounding social justice education when preservice teachers transition from teacher preparation programs to their own classrooms as practicing teachers. They describe through the concrete experience of one of the authors how practicing teachers are faced with different particular variables that may hinder the full realization of a social justice approach to education.
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Lund, Anne Bonnevie, and Anna Järnerot. "En gryende læreridentitet." In Studenten skal bli lærer, 45–63. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.98.ch2.
Повний текст джерелаАнотація:
This article is based on a study of the reflection notes written by 62 first term preservice teachers. These reflection notes revolve around how they understand their future professional roles, their concepts of the “good teacher”, and to what degree they feel qualified to become competent professionals. The data was analysed through open coding and constant comparative method. The participants show insight into important aspects of the teaching role. They have their own ideas, visions, and place importance on their own professional attainment. A significant majority of the preservice teachers found their duties to be more complex and demanding than anticipated. In particular, the intense need for involvement and the amount of unforeseen issues that arose came as a surprise to many. The participants display high expectations of themselves in terms of classroom management, but at the same time seem to have faith in their abilities to meet these expectations. At an early stage in their education, we can see a dawning teacher identity among the participants.
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Lund, Anne Bonnevie, Anna Järnerot, and Nicole Veelo. "Det første møtets sødme? Lærerstudenters første møte med praksisfeltet." In Studenten skal bli lærer, 25–43. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.98.ch1.
Повний текст джерелаАнотація:
This article reports on a qualitative study on the experiences of 126 newly educated preservice teachers from their first encounter with the field of practice, consisting of one week of observations occurring within the first weeks of their studies. The objective of the study was to elucidate the way in which the students’ understanding of the teacher role was altered by this experience, and how their emerging identities as teacher students were affected. The study was conducted through an online open-ended questionnaire and two focus group interviews which were analyzed using Grounded Theory and a constant comparative method. Results indicate that the students primarily focus their attention on the execution of class management, that is, the performance-aspect of the teacher role. Additionally, many students discovered that there is so much more to leading a class than what they had thought or experienced as pupils themselves. Although the development of a teacher identity takes time, the study shows that this development can start early. Observation practice is valuable in this regard. It also gives students relevance and meaning, and is a major influence on their motivation and further commitment.
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Bloom, Lisa, and Sharon Dole. "Virtual School of the Smokies." In Handbook of Research on Transnational Higher Education, 674–89. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4458-8.ch034.
Повний текст джерелаАнотація:
The rapid growth of communication on the Internet has facilitated the sharing of information within and across organizations around the world. This chapter describes how a virtual environment called the Virtual School of the Smokies serves as a support system for preservice and inservice teachers in an online program at a regional state university in Southeastern United States that enrolls students from the United States as well as other countries. Difficulties with development of community and professional identity in online teacher education programs and the role of the Virtual School in addressing these issues are discussed. The role of universal design for learning in virtual environments is also addressed. Surveys were conducted with students to ascertain which resources in the school were used most frequently and what suggestions they had for improvement.
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Horan, Deborah A., Krista M. Griffin, and María De Rosario Ramirez. "Exploring Literatura Fronteriza as Luminal Spaces for Bilingual Teachers." In Handbook of Research on Race, Culture, and Student Achievement, 267–86. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5705-4.ch014.
Повний текст джерелаАнотація:
This chapter explores the potential of multilingual resources for use with bilingual preservice teachers (BPSTs) in a translanguaging community of practice. Among these resources were 30 picture books selected for their potential as literatura fronteriza (border crossing literature) that centers people of color. Findings suggest the value of offering BPSTs a translanguaging space for exploring these resources, followed by an opportunity to see the resources used in practice and culminating in reflective interactions. For Maria, the availability of a Spanish-language teaching resource further reinforced her heritage language identity while empowering her teacher discourse. Implications elevate the role of language in culturally and linguistically sustaining practices as well as expanded ways of viewing border crossing literature as connected to social emotional learning and trauma-informed care.
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Themelis, Chryssa. "Teacher Presence in Online Discussions." In Handbook of Research on Online Discussion-Based Teaching Methods, 263–82. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3292-8.ch011.
Повний текст джерелаАнотація:
The theory of tele-proximity is an expansion of the community of inquiry model (teacher, cognitive, and social presence) that embraces videoconferencing for distance education courses. It addresses the problem of distance, high drop-out rates and campus alienation in e-learning courses, and re-examined presences. The focus of the study is to investigate the ways visual presence affects identity online. The methodology is a literature review that could help the author to keep up with state-of-the-art research, as well as to evaluate the collective evidence. The chapter aims to reflect on the tele-teacher presence, and re-frame the role, controversies, and opportunities for educators teaching online. The revised tele-teacher framework could indicate the factors affecting presence online and inform educators, instructional designers, and policymakers about the implications for teaching and learning. Future research directions and recommendations will be also discussed.
Тези доповідей конференцій з теми "Preservice teacher role identity framework"
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Beutel, Denise, and Donna Tangen. "The intercultural competence of preservice teachers: An exploratory study." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7947.
Повний текст джерелаАнотація:
This paper presents the findings of a qualitative study that explored the impact that prior intercultural experiences have in shaping preservice teachers as teachers of diversity. An online qualitative questionnaire was used to collect data from preservice teachers (n=40) enrolled in a one year graduate entry teacher education program in eastern Australia. Hammer’s (2009, 2011) Intercultural Development Continuum (IDC) was used as a framework to analyse the data. The IDC is a model of intercultural competence used to explain how people interpret cultural difference (Hammer, Bennett & Wiseman, 2003). Each of the five positions on the continuum has a distinct set of perceptions and experiences around cultural differences. In presenting the results, we draw on several cases that encompass the breadth of prior intercultural experiences of the preservice teachers. Overall, the results indicate that sustained intercultural engagement over time provides opportunity for the development of greater intercultural sensitivity. While it is advocated that teacher education is well-positioned to play a key role in developing the intercultural comptetences of future teachers, the paper highlights the challenges in providing learning opportunities that allow preservice teachers to practice new ideas, challenge old ideas and reflect on the process of becoming inclusive educators.
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DAUKILAS, Sigitas, and Rita KEIBIENĖ. "FRAMEWORK OF VOCATIONAL SCHOOL AND UNIVERSITY OF APPLIED SCIENCES TEACHER ACTIVITIES: MOTIVATIONAL FACTORS, PROFESSIONAL ROLES AND APPLICATION OF EDUCATIONAL TECHNOLOGIES IN CORRELATION WITH PERSONALITY TRAITS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.238.
Повний текст джерелаАнотація:
The relevance of this research is based on the standpoint of the epistemological methodology focusing on the quality of the profession cognition. Therefore, it is presumed that the quality of vocational education is determined by the variable personality traits of teachers (extraversion, openness towards experience and innovation, consciousness, agreeableness, neuroticism). The research object of the current study is the correlation between the personality traits of university of applied sciences teachers and vocational teachers and the curriculum components. The research aims at identifying the correlation between the motives of vocational school and university of applied sciences teacher activities, educational technologies they use, professional roles and their personality traits, as well as identifying the essential differences of the mentioned variables. The quantitative and qualitative research strategies were employed allowing the researchers to perceive and assess the parameters of the correlation between the professional identity of teachers, meaningfulness in pedagogical work, motivation and educational content. The research results revealed that the social, extrinsic, introjected and identified regulation motivation in vocational schools and universities of applied sciences vary considerably; in universities of applied sciences social and identified regulation motivations manifest themselves, whereas in vocational schools a lot of demotivating factors related to the problems of vocational student identity, career prestige of a vocational teacher and external motivation, are observed. The role of vocational school and university of applied sciences teachers in the didactic process also varies: university of applied sciences lecturers identify themselves in the position of the teacher-andragogue, whereas vocational school teachers see their role as a professional (expert). Moreover, the principles of social constructivism in pedagogy and andragogy are more effective among university of applied sciences lecturers, while vocational school teachers often have to rely on the behaviouristic principles of pedagogy for educational assessment and the enhancement of student motivation.
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Aizenberg, Merav, and Gila Cohen Zilka. "E-Readiness of Preservice Kindergarten Teachers for Teaching Practices During the COVID-19 Lockdown Period [Abstract]." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4969.
Повний текст джерелаАнотація:
Aim/Purpose: This study examined the distance teaching practices that early childhood pre-service teachers chose for working with kindergarten students during the COVID-19 lockdown. Background: The spread of the coronavirus resulted in a state of emergency, lockdowns, isolations, and social distancing in Israel. As a result of the lockdown, kindergartens were closed, and learning continued distance teaching. Methodology: In this study, we examine the perception of the role of the coaching kindergarten teacher in the process of integrating and coaching students at the be-ginning of their practicum in kindergarten, during the COVID period, from the perspective of the students. The study involved 32 female preservice teachers studying at teacher training institutions in Israel. The study used the qualitative research method. Contribution: Imparting knowledge, tools, and skills for working in this environment could have led to more significant teaching during the COVID-19 lockdown period by some of the participants in the study. Findings: The data analysis revealed that preservice teachers could be divided into three categories: (a) those who adopted distance teaching (12.5%), (b) those who sent asynchronous messages (21.8%), and (c) those who initiated distance learning activities (65.6%). Participants raised three issues: (a) communication and interactions, (b) characteristics of the preservice teachers, and (c) attitudes, tools, and technological skills of the preservice teachers. The findings revealed differences in the resilience and efficacy of the preservice teachers, including creativity, endurance, independence, flexibility, and the degree of e-readiness for teaching in a digital environment. These differences affected the choice of distance teaching practices. Recommendations for Practitioners: Knowledge strengthens the sense of mental resilience; therefore, it is necessary to enhance the digital readiness of students in early education teaching programs. The process of training preservice teachers must include teaching practices in a digital environment, thereby expanding the students’ “toolbox” and increasing their e-readiness for effective integration of the digital environment. Recommendations for Researchers: The findings of the study can be applied in periods when it is not possible to meet face-to-face, with remote populations in the periphery, and in joint learning of kindergarten teachers, parents, and children within the framework of homeschooling in geographically distant areas, carried out remotely and not face to face. All the preservice teachers who participated in the study and all the parents of the children in the kindergartens had full access to the Internet and application's; therefore, the findings of the present study can be applied only to populations that have access to the Internet. For populations that have partial access, the data may be applied only partially. Impact on Society: It is important that kindergarten teachers initiate distance learning with the children and parents on an ongoing basis, not only during emergencies and crises, on various topics, for example, the online activities program focusing on the seasons of the year. Parents can write texts with their children and all kindergarten children can see them; they can document trees in various situations—the falling of leaves and blossoming—and share with all the kindergarten children and their parents in a dedicated forum; watch a show online with the all the children and their parents; send videos and allow responses on the common forum to the kindergarten staff, children, and parents. In addition, in the process of preservice teacher training, students must acquire social-emotional skills and cultivate a sense of resilience, empathy, self-efficacy, growth mindset patterns, decision-making ability, self-awareness, self-management, social awareness, interaction management, and responsibility. Future Research: The sample included 32 preservice teachers in early education, in the final year of their training, and examined the practices chosen by the preservice teachers during the first COVID-19 lockdown. Further studies, following subsequent closures, may show a better adaptation to distance teaching because of the experience gained in the meantime. Future studies should examine the distance teaching practices that teachers have used in practice during the closure periods, and what factors advanced and hindered distance learning.