Search results for: USA
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In order to provide an international perspective, the Academic Information Center at The Mofet Institutethe made an analytic literature review that identifies, analyzes and presents information concerning technological-vocational education (TVE) teacher preparation in Estonia, California (United States), Netherlands, China, Finland, Ontario (Canada) and Israel. Their report found that different countries direct, evaluate and supervise TVE in various ways - despite global trends, each country maneuvers in its' own climate, faces unique challenges and operates according to certain domestic relations. Most countries acknowledge the importance of developing the field of TVE and tend to invest financially, build advanced infrastructures, enrich the existing resources, conduct quality control, send lecturers to professional development and maintain the ties between TVE institutions and industrial corporates.
Updated: Jun. 13, 2022
Preparedness and Experiences of Novice Teachers in the Sociopolitical Context of Heightened Immigration Enforcement: Evidence From a Survey of California Teachers
For teachers of immigrant-origin students and their peers, emerging research notes the challenge of facilitating a high-quality education for students subject to traumatic events related to harsh immigration enforcement policies. This study examines whether new teachers from seven teacher preparation programs experienced the impacts of immigration enforcement and felt prepared to support students who were impacted. The author surveyed new teachers in preservice and after 1 year of teaching (N = 473) using survey instruments developed by Cohen and colleagues along with additional constructs developed via pilot testing. New teachers reported that immigration enforcement negatively impacted their students and their job satisfaction. Teachers exposed to discussion of immigration policy and teachers who reported engaging with immigrant families in preservice were more likely to view themselves as prepared to support students. He discusses differences for teachers in urban, Title I, and elementary settings.
Updated: Jun. 02, 2022
The development of ePCK of newly hired in-field and out-of-field teachers during their first three years of teaching
This study explored the potential impact of teaching outside of one’s field of expertise. This longitudinal cross-case study examined the development of enacted pedagogical content knowledge (ePCK) among a group of in-field and out-of-field (OOF) physical science teachers during their first 3 years of teaching. The components of ePCK investigated included the knowledge and skills related to conceptual teaching strategies and student understanding of science. Seventeen newly hired teachers teaching in and outside their field of expertise participated in the study. The data collected included semi-structured interviews and classroom observations of the teachers. The study’s findings showed that early career OOF physical science teachers exhibited less developed ePCK and showed more inconsistencies in their ePCK compared to their in-field counterparts. The findings also revealed that ePCK fluctuated for most teachers, representing the tentative nature of emerging ePCK. This study has implications for those who prepare and support newly hired teachers.
Updated: May. 24, 2022
Drawing on data from 16 teacher candidates in an elementary literacy methods course, this qualitative study seeks to understand how literature circles can help candidates critically reflect on social justice and equity as well as encourage reflection on race and privilege. Upon analyzing recorded classroom discussions, written artifacts, and interviews, findings indicate literature circles in a methods class can provide candidates entrance into conversations about social justice, support candidates to better understand themselves and their students, and represent an initial step in disrupting a system. Equity-centered literature circles are an instructional practice that teacher educators can utilize to provide teacher candidates a space to engage in difficult conversations and support teacher candidates in working to disrupt a normalization of Whiteness in schools.
Updated: May. 22, 2022
The Double-voiced Nature of Becoming a Teacher in the Era of Neoliberal Teaching and Teacher Education
As policy makers’ neoliberal reforms continue to impact teaching and teacher education, stakeholders across both fields of teaching continue to seek out alternative practices that assist educators in fostering democratic learning experiences for children in schools. However, many continue to struggle with the impact of these reforms on their teaching. Thus, there is a need to better understand how to support preservice teachers in authoring themselves so that they enter the profession in a manner that allows them to speak back to policy makers’ demands and engage in democratic teaching and learning processes with their students. The instrumental case study examined in this article investigated this issue by examining how a sample of preservice teachers in a large urban teacher education program authored themselves as teachers who spoke with and against policy makers’ neoliberal reforms. These findings demonstrate that while preservice teachers appear willing to pursue alternative visions of schooling they still seem to focus on individualized choices in avoiding policy makers’ reforms. Thus, there appears to be opportunities for teacher educators to support preservice teachers in developing the skills required to speak back to policy makers’ neoliberal reforms so that they can author themselves as the teachers they want to be.
Updated: May. 15, 2022
A critical mass of literacy scholars have re-defined what it means to prepare reading teachers toward approaches that foreground culture, critical inquiry, and multilingualism. An upsurge in research on critical approaches to prepare caring and conscious reading teachers has resulted, though fewer studies have examined the ways novice teachers worked through moments of crisis that often accompany anti-racist learning experiences. This study reports findings from a qualitative investigation of seven prospective teachers’ coursework during their participation in an elementary reading methods course framed around culturally relevant literacy teaching for teacher learning. Findings begin to document specific activities PSTs engaged in to productively struggle through crisis and suggest that preservice teachers can and should wrestle with the complexities of effective literacy teaching for African American and Hispanic readers in ways that lay the foundation for culturally relevant teaching. Implications for literacy teacher education and research are included.
Updated: May. 15, 2022
Ripple Effects: How Teacher Action Research on Culturally Relevant Education Can Promote Systemic Change
Teacher action research has been shown to both promote professional growth in teachers as well as produce gains for students. However, to date, little research has examined how action research might contribute to systemic changes in schools and school districts. This qualitative study of six teachers from various districts, subject areas, and grade levels, illustrates how action research can have simultaneous impacts on teachers, their students, and their schools and districts. The teacher action research projects all focused on culturally relevant education and the pursuit of equity. Impacts included teachers’ deepened understandings of equity and inclusivity; students’ diversity awareness, positive self-identities, and access to wider opportunities; and schools’ adoption of equity-focused strategies. The findings suggest that action research on culturally relevant education serves not only as a powerful form of professional development but also as a means to potentially transform schools.
Updated: May. 14, 2022
Evolving Problems of Practice: How a Teacher’s Reflective Courses of Action Contributed to Her Learning and Change
Although literature emphasizes the value of recursive reflection on problems of practice to facilitate teacher learning and change, few studies investigate teachers’ iterative, evolving reflections on problems that emerge in their efforts to change their practice over time. This case study provides an in-depth, longitudinal analysis of one teacher’s incremental trajectory of change through examining her reflective discourse in pre- and post-observational planning and debriefing meetings with researchers over two-and-a-half school years. The middle school teacher was intentionally focused on changing her practice to support students’ historical inquiry, shifting from a more traditional, authoritative approach to a disciplinary-inquiry stance. Analysis entailed mapping the teacher’s talk about problems of practice in planning/debriefing meetings and how the evolution of her framing of problems was influenced by reflective courses of action. Analysis revealed the teacher’s courses of action differed depending on the type of problem she addressed and that these courses of action contributed to changes in her knowledge, practice, and dispositions. The paper addresses implications for studying and supporting teacher learning and change.
Updated: May. 14, 2022
“We’re More than Cows and Plows”: Preservice Agriculture Teachers Use Young Adult Literature to Construct Professional Identities
The purpose of this collective case study was to explore the impact of using young adult literature in a content area literacy course to leverage the development of professional identities in preservice agriculture teachers (n= 4). Empirical studies of the literacy-based experiences and professional development of agricultural education majors are often absent in teacher education scholarship despite a growing need for agricultural expertise in schools. Interdisciplinary groupings, disciplinary textual study, and teaching demonstrations comprised participant activities in which participants catalyzed their pedagogies through literature. The study followed the qualitative principles of case study methodology and employed interviews, field notes, and artifactual analysis over the course of eight weeks. Results show participants cultivated professional identities by constructing literacy-based learning communities, practicing agricultural instructional design, establishing themselves as experts across multiple fields, and exhibiting feelings of isolation and skepticism in their ability to transfer literary-infused agricultural education from the preservice setting to practice in schools. Implications, interpretations, and recommendations for research are also discussed.
Updated: May. 14, 2022
Across the globe, the COVID-19 pandemic has drastically altered the educational landscape, creating new professional realities for practicing and future teachers. As teacher educators prepare preservice teachers for the uncertainty of online and in-person teaching, more information is needed around how mentor teachers designed and implemented their emergency online lessons at the beginning of the pandemic. This study explores the topic by analyzing data from 31 mentor teachers surveyed about their teaching experiences between March and June 2020. The findings suggest that most of the mentor teachers defined similar priorities for creating equitable access to their instructional materials. Accordingly, the mentor teachers focused on increasing their students’ access to digital content, designing instruction that considered families’ capacity for support, and encouraging student engagement in online learning. These findings have implications for how teacher educators learn from mentor teachers’ experiences during this unprecedented period, and work to prepare preservice teachers for the challenges and complexities of online teaching—ultimately helping them develop the skills to adapt to future, unfamiliar teaching environments.
Updated: May. 11, 2022