Search results for: Education practice
Page 1/11 106 items
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
Venture Philanthropy and Teacher Education Policy in the U.S.: The Role of the New Schools Venture Fund
The present paper explores the growing role of venture philanthropy. It also investigates the ideas of educational entrepreneurship and disruptive innovation in influencing the federal and state policies and practices in teacher education in the United States. The authors reject the position that the USA government should invest in the current system of teacher education in order to increase the capacity of the existing institutions that currently prepare teachers. They also disagree with the position that the current teacher education system should be replaced by an alternative based on deregulation and privatization. They suggest the need for transformation in the present system of teacher education, which will improve the quality of teacher education programs. They suggest focusing on helping student teachers learn to enact teaching practices that will promote student learning.
Updated: Oct. 15, 2017
The authors consider possibilities for further exploration of the research of practice and the practice of research in both initial and continuing teacher education. As both a theoretical and methodological challenge, this is tied recursively with research and practice in teacher education, for teacher educators, about teacher education. The authors draw on the theoretical resources of practice theories, to argue that teacher education practice must be informed by the study of the practice of teaching as well as research addressing the teaching of practice.
Updated: Jul. 05, 2017
In this article, the author examines her practices as a teacher educator in one course before and after returning to the secondary classroom to teach language learners full-time for one academic year. Based on her experiences, the author decided to make some deliberate and thoughtful changes to how she approached her work as a teacher educator. She changed the course framework in three ways: organization, epistemology, and making the course more practice-centered. However, the author learned that engaging teachers in practice-based teaching requires teacher educators to be specific and deliberate in setting their own purposes for the centrality of practice in their courses and programs and to explain these clearly to students.
Updated: Nov. 15, 2016
A Topography of Collaboration: Methodology, Identity and Community in Self-study of Practice Research
In this article, two educational researchers explore the development of their understanding of collaboration in self-study of teacher education practices research using of the metaphoric tool of topography. The researchers communicate their perceptions through the presentation of four topographic moments. Each topographic moment is represented by a poem and the analysis of the poem. The four moments explored include the self in collaboration, the positioning of the self and the other on the landscape of collaboration, the way in which collaboration impacts research methodology, and the role of representation and community.
Updated: Nov. 09, 2016
This article aims to provide a concrete illustration of a practice-based teacher education strategy. This strategy applied to the preparation of high school biology teachers learning to enact lab lessons that enhance opportunities for students to engage in reasoning with scientific concepts. The authors conclude that the tools of the bridging approach presented in the article—the heuristic goal system and the teaching impact analysis— allow teachers to construct their own authentic representations of the components of their practice and the values and goals that hold their practice in place. As a result, the path to improvement can be made both concrete and attainable.
Updated: Nov. 01, 2016
An Exploratory Study of the Influence That Analyzing Teaching Has on Preservice Teachers’ Classroom Practice
In this study, the authors explore whether learning to analyze teaching in the context of Learning to Learn from Teaching (LLfT) course influenced secondary preservice teachers’ classroom instruction. The findings show that preservice teachers who systematically analyze teaching can also begin to enact practices to enable them to focus more closely on student thinking during instruction. In particular, they created space during instruction for student thinking to become visible and available for the class to consider, they attended to and took up noteworthy student ideas, and they pursued student ideas.Comparing the two cohorts, the authors observed that the preservice teachers who enrolled to the course, engaged in more student-centered practices compared with a cohort of candidates who did not participate in the course - making space for student thinking and pursuing student thinking.
Updated: Oct. 10, 2016
Social Justice in Practice? Exploring Teacher Candidates’ Commitment Toward Change Agency Through Action Research
This qualitative study explores how candidates’ action research (AR) projects reflect critical AR. The author argues candidates who conduct critical AR promote its emancipatory goals and indicate a commitment to act as change agents for social justice through education. Candidates’ AR projects reveal that the majority explored cultural and institutional factors that may affect schooling. Additionally, students reported actions taken during and after the AR course that show a developing commitment to incorporate democratic practices into the teaching and learning process.
Updated: Feb. 29, 2016
In this paper, the authors argue that teacher education needs to make a fundamental shift in whose knowledge and expertise counts in the education of new teachers. Using tools afforded by cultural historical activity theory and deliberative democracy theory, they argue that by recasting who is considered an expert, and rethinking how teacher candidates and university faculty cross institutional boundaries to collaborate with communities and schools, teacher education programs can better interrogate their challenges and invent new solutions to prepare the teachers our students need.
Updated: Jan. 27, 2016
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