Search results for: Teacher education
Page 5/47 469 items
This study examined how policy-makers described their work and motivations. Furthermore, the study focused on policy-makers' perceived relationship with teacher educators researchers and their understandings about research. The findings revealed that policy-makers described research as necessary to shape their decision-making and important to justify their work. However, some of the participants appeared acutely aware of their own lack of ‘research literacy’ and were quick to note they wished for greater support in this area. Policy-makers sought better communication strategies to utilise research findings in a timely, free and publicly accessible, user-friendly manner.
Updated: May. 22, 2018
So You Want To Be A Teacher Educator? The Job Advertisement As A Construction Of Teacher Education In Canada
This study explores how Canadian employment advertisements in teacher education are constructed as mediating artefacts in the relationship between potential candidates and their goal of gaining an academic position. The present study reveals both similarities and differences with concurrent WoTE (Work of Teacher Education) investigations in UK, Australian and New Zealand contexts. The authors argue that Canadian education faculties appear to be preserving a commitment to the conceptualisation and enactment of teacher education as a distinctive field of research and teaching. They emphasize, however, recruiting and retaining new or senior teacher educators should be of significant concern for the public and for prospective teachers.
Updated: Mar. 25, 2018
This study examines what types of emotional work are entailed in approaching multicultural education from a pedagogy and an ethnic of discomfort. The findings reveal a typology of the kinds of emotional work that the authors engage in as teacher educators practicing a pedagogy and ethic of discomfort in multicultural teacher education. The first type of emotional work is managing personal emotional reactions. The second type of emotional work is facing your past in your present practice. The third type of emotional work is remaining vulnerable and emotionally available for students.
Updated: Feb. 11, 2018
This article describes a project, which focuses on supporting competencies, which foster the ability to act in school settings by using a blended-learning scenario. The authors conclude that this project combines theoretical and practical learning by repeatedly putting students into situation, which let them prepare lessons based on their didactical knowledge, give lessons at school and reflect on them both independently as well as cooperatively in an online environment. The authors indicate that the competencies that are intended to be fostered are reflective competence and media competence in order to support students’ ability to act in school settings. During the process of this blended learning scenario, students tend to blend self-reflection and the reflection of others. In addition, students gain new awareness and knowledge by dealing with their own video material as well as material of others.
Updated: Feb. 06, 2018
This article aims to describe pedagogical practices used by teacher educators who prepare teachers to be culturally responsive. The authors, who are teacher educators themselves, recognize the challenges associated with teaching about issues of diversity and facilitating preservice teachers’ (PSTs) acquisition of culturally relevant pedagogy. The authors integrate between culturally relevant pedagogy and a framework for diversity awareness and identity development. They are interested in supporting teacher educators who yearn to prepare culturally responsive PSTs. They focus on three practices for preparing teachers who are culturally responsive: establishing a positive classroom learning environment, implementing purposeful learning activities and providing appropriate field experiences with a focus on diversity.
Updated: Nov. 01, 2017
In this article, the author is talking about non-formal education. The goals, content, methods of teaching, ways of achievement measuring, and all the other aspects of non-formal education can differ widely. Also, teachers working in non-formal education can be very different from each other from many aspects, e.g., the training they got before starting any type of non-formal teaching. They can also be different if they had or still have any experience in mainstream education ('schooling'). We should pay much more attention to non-formal education than we did typically, i.e., without thinking that non-formal education would be better than formal education or the opposite. They are different, but based on the same roots. There are dozens of crucial issues such as What kinds of knowledge can be constructed in non-formal education?
Updated: Sep. 10, 2017
In this article, the author uses a trip to a Holocaust museum to explain and illustrate psychoanalytic concepts from Freud to Lacan in order to re-imagine persistent dilemmas in teacher education.
Updated: Sep. 10, 2017
Special Education Trainee Teachers’ Perceptions of their Professional World: Motives, Roles, and Expectations from Teacher Training
The aim of this study is to examine how special education teacher trainees who were about to begin their training perceive their professional world. The findings revealed that participants described the world of special education as being very closed, consisting of only teacher and students, completely devoid of any learning environs or community and organizational systems. In the world they described, special education teachers serve as role models for others, and devote their lives to their students. Unlike their expectations that they will be working in a closed environment in which they are solo players, they will have to work in complex, multidimensional working environments that also comprise children without special needs, other teachers and professionals, parents, and members of the community.
Updated: Aug. 16, 2017
This paper highlights two key problems of practice the author faced as the instructor of an elementary literacy methods class for Teach for America corps members in a large, northeastern city during an era characterized by strict state and district control: the deficit perspectives the corps members held of their students and the lack of autonomy they experienced as educators. The author concludes by discussing the implications of this work with particular attention to (1) how various institutions frame teaching and learning, (2) the role of methods courses in interrupting these frames, and (3) the pedagogical possibilities inherent in doing so for both students and teachers.
Updated: Aug. 13, 2017
This study examined the support, instruction, coursework, discussions, field and clinical experiences, and critical reflection that took place within a precollegiate Urban Teaching Academy (UTA) magnet program located in a southeastern school district. Two major themes emerged with sub-themes undergirding each. The first theme of disparate program-based experiences highlighted the three unique structures each teacher implemented to expose their students to the realities of teaching, which included their emphasis—or lack thereof—on coursework and field and clinical experiences. The second theme of student reactions to their learning experiences expressed the three differentiated curricular experiences students encountered.
Updated: Aug. 13, 2017