Search results for: He Ye
Page 1/1 10 items
Developing Teacher Educators’ Hybrid Identities by Negotiating Tensions in Linguistically Responsive Pedagogy: A Collaborative Self-Study
Intentional integration of knowledge from both K-12 practice and teacher preparation theories supports emerging teacher educators’ hybrid identity development. In this collaborative self-study, three teacher educators reflected upon the negotiation of tensions that arose in their efforts to promote culturally and linguistically responsive pedagogy in K-12 and teacher education settings. Individual journals, recorded critical friend discussions, and teaching artifacts were used as data to support teacher educators’ critical reflections on their own practice and identity development. Data collection spanned teacher educators’ experiences teaching K-12 students in a summer writing camp, creating vignettes based on writing camp experiences, and implementing those vignettes in teacher education settings. Analysis surfaced tensions between teacher and teacher educator identities and between stated objectives and implicit assumptions focused on multicultural education reform. Implications of teacher educators’ sustained engagement in both K-12 and teacher preparation settings using the dual processes of reflection and action are discussed.
Updated: Apr. 28, 2022
This article offers one example of an English as a Second Language literacy methods course that built preservice teachers’ understanding of and experiences with diverse language communities. Tara Yosso’s Community Cultural Wealth (CCW) framework provided a theoretical lens for the course and guided the preservice teachers’ teaching and reflections. The preservice teachers engaged in various activities that included literacy teaching, visiting places in their students’ communities, learning their students’ language, and creating narrative videos with the students and their families. The findings from this course show how the CCW framework can be a constructive method for identifying community assets when combined with a variety of activities for preservice teachers to engage with students and their families.
Updated: Sep. 09, 2020
Impact of Short-term Study Abroad Program: Inservice Teachers' Development of Intercultural Competence and Pedagogical Beliefs
In this study, the authors examined the design of a short-term study abroad program for inservice teachers and the impact of the program on both teachers’ intercultural competence development and their teaching beliefs and practices. The authors conclude that study abroad programs offer a unique opportunity for teachers to develop intercultural competency and teaching beliefs through intercultural immersion experiences. They also emphasize that teacher educators interested in integrating study abroad programs in professional development programs need to design intentional and meaningful integration of cultural experiences, teaching opportunities, language learning, reflection, and collaboration.
Updated: Oct. 24, 2017
In this study, the authors explored the journey of five secondary teachers for two years through their teacher education program and their first year of teaching. The findings revealed: (1) major concerns of the preservice teachers; and (2) teacher educators used strategies to help the preservice teachers face their concerns. During their student teaching experiences, participants were concerned about classroom management, keeping students motivated in learning the content, and parent involvement through knowledge of their children’s academic progress or non-progress as well as of their behavioral issues. The authors also noted that the participants expressed concern for making connections with diverse student populations. As first-year teachers, they fully understood their multiple roles as teachers and perceived teaching as more than content delivery.
Updated: May. 24, 2017
In this study, the authors intended to focus on: (1) the development of teachers’ self-perception of their roles; (2) the major concerns of the teacher candidates; and (3) the reasons behind these concerns. The findings revealed that the participants considered their roles as teachers as being both the authority and facilitator in the classroom, and focused on both content delivery and student moral development. The authors claim that it is important for teacher educators to recognize teacher candidates’ struggles between the ideal and the reality of teaching, and their concerns with the ways they present themselves in front of the students.
Updated: Dec. 14, 2014
The authors examined empirical studies from 2005 to 2010 that addressed the effect of mentoring programs on new teacher retention. The authors identified 14 studies that met their criteria to be included in this literature review. The authors conclude that they propose an understanding of the complex and non-linear nature of both mentoring and teacher retention.
Updated: Apr. 23, 2013
As teacher educators, the authors have observed that knowledge alone does not lead to the kinds of thoughtful teaching they strive for.The authors address what is necessary, beyond traditional forms of professional knowledge, to support the development of thoughtful teachers who are responsive to students and situations. The authors provide four perspectives, each drawn from areas in which the authors conduct their research, and suggest a need to move beyond knowledge in teacher education. Their aim is to explore questions about preparing thoughtful teachers and to challenge others to do the same.
Updated: Apr. 27, 2010
It is critical that both teacher educators and supervising teachers provide strategies to strengthen pre-service teachers' beliefs and maintain their motivation. In this article, a strength-based mentoring model in teacher education is presented. Furthermore, measures and strategies developed from different strength-based theories are applied to the six elements of this model.
Updated: Dec. 07, 2009
The purpose of this study was to combine pre-service teachers' self-reflection with their field experiences to enhance their cultural competency. Therefore, the study adopted Schmidt's ABC's (Autobiography, Biography, and Cross-cultural Comparison) Model in two courses in a pre-service teacher education program.
Updated: Nov. 17, 2009
The article reports on a study conducted to develop a model of categories of beliefs and their relationship to teachers' personal practical theories (PPTs). Since it is believed that such beliefs can influence teachers' classroom practices, the study's aim was to provide teacher educators with a better understanding of the student teachers' beliefs, in an effort to influence their knowledge and practices.
Updated: Jan. 22, 2008