Section archive - Instruction in Teacher Training
Page 1/97 968 items
Considering Implications for Self and Institutions in Navigating Transitions in Teacher Education Administration
Three mid-career teacher educators, each of whom involuntarily served as mid-level administrators are now in the similar position of having left those roles. Each has a different story to tell and they come from very different institutions, yet find themselves experiencing many of the same issues and frustrations. This collaborative self-study was an intentional study of and reflection on how their administrative roles impacted or changed their perspectives on teacher education in general and how it changed them each personally. The weight of the role had lasting implications for their personal and professional selves. Their reflective journals, weekly online meetings, and responses to each other’s experiences resulted in findings that can inform the work of others in similar positions or circumstances. Those findings, while both similar and distinct, reveal enough commonality that the authors, as teacher educators often placed in positions of leadership, must consider the implications for their practice, their students, their scholarship community, and themselves.
Updated: Dec. 28, 2021
Supporting reflection and reflective practice in an initial teacher education programme: an exploratory study
The importance of promoting reflection and reflective practice in teacher education programmes is widely acknowledged. This exploratory study describes how a revised B.Ed initial primary teacher education programme created a renewed focus on reflection and reflective practice to support students in becoming reflective practitioners The work on developing the new programme was a collaborative effort of staff, both at the planning and implementation stages. This paper reports on an evaluation of Year 1 of the B.Ed programme in which 440 undergraduate students and 24 staff were involved. The results were mainly positive, indicating that the changes in the programme have been largely successful in their goals. However, the results also show that further work needs to be done in this area with more in-depth research and analysis of the ongoing work being needed.
Updated: Dec. 08, 2021
Incorporating problem-based learning in a secondary school mathematics preservice teacher education course
Preservice secondary school mathematics teacher education must incorporate large amounts of material within a limited timeframe, of mathematics curricula, best teaching practices, professional learning strategies, and more. Mathematics education instructors using a mixed instruction course incorporating an initial phase of transmission and transactional teaching practices followed by a phase of problem-based learning instruction was investigated as a professional learning model for preservice teachers. This was a sequential four-phase mixed methods study. Over the phases, data was gathered via a questionnaire administered to forty-seven secondary school mathematics preservice teachers. Significant and important changes in preservice teacher beliefs and orientations were observed.
Updated: Oct. 25, 2021
Teacher educators who seek to advance social justice perspectives and promote equity-oriented dispositions often engage with challenging and controversial issues relevant to schooling, the lives of students, and the work of teachers. Addressing equity issues and controversial topics can be challenging and fraught with tensions for both students and teacher educators. The purpose of this self-study was to gain insight from a critical incident about a class discussion on an issue (i.e., gender normativity in curriculum and classrooms) that occurred in a graduate course for in-service teachers. The critical incident represented a challenging pedagogical moment given diverse perspectives on the issue. The qualitative inquiry was anchored in LaBoskey’s framing elements for self-study. Conceptual frameworks employed in analysis were Berry’s tensions in teacher education and Noddings’s ethic of care. Findings suggest that classroom discussions in moments of tension can be facilitated productively by (a) teacher educators acknowledging that the content under discussion may be of both political and personal relevance; (b) disclosing that the intent of discussions on controversial issues is to share and learn, not indoctrination; and (c) recognizing when continuing a discussion on a controversial issue is pedagogically unproductive. Implications for teaching practice and research are provided.
Updated: Jul. 14, 2021
This paper considers aspects of a course redesign that focuses on motivating Pre-service Teachers to engage in negotiating relevant literacy teaching pedagogies in their discipline. The purpose of this article is to describe how the authors approached the teaching of literacy with Pre-service Teachers, in ways that valued the Pre-service Teachers’ relationships with secondary students using notes of gratitude. These notes provided the Pre-service Teachers with an opportunity to communicate in plain language to the students what they learnt from them about literacy pedagogy. The shift from the focus on the subject matter of literacy to the enactment of literacy teaching and learning through valued pre-service teacher and student relationships shifted the tenor of the course. Their conclusion emphasises how this innovation in assessment enabled us to emphasise the importance of relationality in teaching and to uphold ideals of social inclusion of school students and the professional growth of Pre-service Teachers.
Updated: Mar. 17, 2021
This design-based study explores what kind of reflection in-service or student teachers produced in case-based discussion workshops, and how. Worksheets on the case and tasks facilitated discussion in small groups. In this study, the targets of reflection written on those sheets are analysed. Three levels and seven categories of reflection emerged, ranging from context and practices to principles and power relations. Most of the reflection was superficial or on the meso-level, the level of deepest reflection was reached to greatly differing degrees depending on the group or case concerned. Both some in-service and some student teachers needed scaffolding by the instructor, but certain tasks in the case discussion sheets could also serve as scaffolds. Intercultural competences are often defined as knowledge, attitudes and skills, and reflection produced by the case-based tool covers all the three areas.
Updated: Mar. 17, 2021
Teacher education is a leading issue in education research, and creativity has been targeted as an important goal in teacher education. This study investigated little-c creativity in first-year preservice teacher candidates, as manifested in their yearlong fieldwork. It was designed as a qualitative empirical study. Three major themes related to the candidates’ creativity and the components that fostered it were revealed. The first was the process the candidates underwent to construct and implement their initiatives; the second was related to the process that the candidates underwent as they transitioned from feelings of chaos to creativity; and the third was the candidates’ interpersonal relationships. The authors conclude that preservice teacher education should provide unique experiences that foster creativity.
Updated: Mar. 15, 2021
In the field of teacher education, the disconnect between university-based coursework and practical field experiences has long been a concern. To make teacher preparation coursework more meaningful, some programs partner with P-12 schools to offer site-based courses. Although situated learning for novices in practice-based professions makes sense, more research is needed to determine if, how, and why site-based courses in particular may be beneficial for teacher candidates’ (TCs) learning. In this study, the authors used surveys and interviews with TCs, who had taken the same site-based literacy methods course, to identify which aspects of the course they found most facilitative of connections between the course content and the field. Our findings suggest working with children in classrooms, course instructors’ involvement at the school, and opportunities to discuss and reflect upon their experiences immediately after they had been in the field were the primary features of a site-based course TCs found valuable.
Updated: Mar. 09, 2021
The aim of this study was to determine the effect of question prompts on the process of journal writing by comparing unstructured and structured journals from pre-service teachers in the context of a Teaching Practicum course. Four early childhood pre-service teachers in their final year of undergraduate study constituted the case of this study. The unstructured and structured journals they kept in this process were compared in terms of content and reflection levels, and a questionnaire was utilized to determine their views. The study showed that when compared to unstructured writing, the use of question prompts assisted the pre-service teachers in achieving an advanced level of reflection in their journal writing.
Updated: Feb. 27, 2021
This paper presents a narrative inquiry study on agency development in student-teachers of an English language teacher program at a public university in the south of Colombia. The authors’ goal was to understand how student-teachers develop agency when narratively inquiring their community by planning and conducting community-based pedagogy projects on issues they found pertinent to investigate. The data were gathered through semi-structured focus group interviews, individual journal entries, and video-recorded talks about their inquiries. As a conclusion, they acknowledge that certain social and narrative practices such as interacting within their inquiry groups, interacting with their communities, voicing their communities’ necessities, and acting upon the inquired necessities facilitated developing agency and contributed to rethinking their roles as transformative members of their communities.
Updated: Jan. 30, 2021