Search results for: Goodwin A. Lin
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Teacher candidates’ intentions to teach: implications for recruiting and retaining teachers in urban schools
This study addresses how teacher candidates committed to a social-justice-oriented urban teacher residency programme articulate and reflect why they want to be teachers in high-need public schools and what they expect from teaching so as to ascertain what they expect to do. The participants of this study included 77 graduates who participated in four cohorts of an urban teacher residency programme from 2010 through 2014. Employing a qualitative case study design, the authors analysed 77 sets of admissions essays, which were completed as part of the residency application process. Building on their analysis of candidates’ admissions essays through inductive coding, the authors find that candidates’ reflections on why they want to be teachers in high-need public schools and what they expect to do, stem from their beliefs in their role as a teacher and their beliefs about the role of education. Such reflections are grounded in beliefs of teacher activism, pupil activism, and advocacy for pupils who have been marginalised due to systemic inequalities. The study illuminates committed teachers’ reasons for entering the teaching profession so as to inform better recruitment strategies, and has implications for how initial teacher education (ITE) programmes could specifically improve their professional preparation and practices to recruit and retain qualified teachers who intend to stay.
Updated: Jun. 14, 2020
What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators
This study investigated the knowledge and experiences of practicing teacher educators and learn from them regarding what they believe they needed to know to do their work well. The authors use Cochran-Smith and Lytle’s theorizing about “relationships of knowledge and practice” to understand knowledge essential to teacher educating. The findings reveal that practicing teacher educators often feel unprepared to assume their role. The implication is that much work is needed in the academy to help both experienced and novice teacher educators become conscious of their own biases and subjectivities, develop skills and sensitivities that can support social justice teaching and researching, and build confidence as advocates for all learners and communities.
Updated: Jan. 13, 2016
The current article takes up the issue of quality teacher preparation by exploring several pivotal questions: What might quality teaching mean in a global context? What should globally competent teachers know and be able to do? What are some of the issues, dilemmas, barriers, or structures that seem to interfere with teacher education reform and hinder movement towards internationalization in teacher preparation? The discussion is framed by five knowledge domains for teaching and articulates how these domains could support quality teaching in a global context.
Updated: Oct. 12, 2010