International Portal of Teacher Education

Articles of the week

In teacher education, it is imperative that course design, method of instruction, and classroom procedures align with the content.
One way to achieve this may be to “flip” the classroom. While flipped classrooms have received considerable attention in recent years, much remains unknown about their effect on basic psychological needs or learning outcomes of preservice teachers.
The purpose of the present study was to address this gap by utilizing a quasi-experimental design to examine differences in motivation and objective learning outcomes after controlling for socioeconomic status (SES) and grade point average (GPA) between traditional and flipped sections of a foundational educational course (N = 263).
Results revealed that preservice teachers in the traditional section had significantly higher scores on two of the motivation outcomes (e.g., intrinsic and identified regulation), but that preservice teachers in the flipped sections had significantly higher scores on several indices of objective learning outcomes.
Implications for teacher education are discussed.
Traditionally, classroom teachers have been asked to “cooperate” during student teaching, providing advice to imitate and emotional support to meet immediate needs.
Based on theories of educative experience, educative mentoring focuses on growth, continuity, and inquiry.
The purpose of this study was to understand what educative practices look like through the eyes of 10 mentor teachers who participated in six mentor study groups across a school year.
The authors report on mentor’s talk about and enactment of three practices: coplanning, observing and debriefing, and analyzing student work.
Although the authors introduced and gave name to particular mentoring practices, the mentors’ interpretations of what these look like when done in educative ways helped them craft the definitions they present in their findings.
The findings of this study highlight that mentors benefit from professional learning that is focused on concrete practices with opportunities to develop over time in educative ways.
In the post-COVID context, individuals, communities and cultures are learning to change their ways of living in response to the challenges that the Anthropocene poses for human security and the biosphere. In this artice Alex Lautensach claims that only if teachers are adequately empowered can curricula be sufficiently repurposed towards Deep Adaptation and its agenda of resilience, relinquishment and restoration.
The author suggests that teachers must learn to critically analyse their curriculum, including its hidden and null elements.
The agenda for this transformative education are subsumed under six overarching aims: redefine progress as achieving sustainability; replace anthropocentrism with ecocentrism; remedy skill gaps; reorient education towards the future; eliminate parochialism from education; and empower learners to take action.
Teachers will need to develop multicultural skills and non-violent ideals, transcending possible boundaries and predispositions imposed by their own native cultural environment.