Search results for: Student diversity
Page 2/8 73 items
Using a Cultural Lens to Explore Challenges and Issues in Culturally Diverse Schools for Teach First Beginning Teachers: Implications for Future Teacher Training
The main purpose of this research was to explore the cultural issues and challenges that Teach First (TF) trainees face in their first year of teaching, from the perspective of the teachers. The exploration of these differences allowed the emergence of coping strategies as a major finding to emerge from what was initially a more open-ended investigation. Three main themes emerge from the data: Firstly, there is evidence from all datasets that cultural challenges exist for the participants, and that they have developed strategies for overcoming them during the course of the year; Secondly, the cultural gap exists between curriculum and pupils; Thirdly, while cultural differences have caused problems for the participants, they have come to recognise that although they cannot change the whole culture of the school and its pupils, they can make a difference in class.
Updated: Nov. 29, 2016
The goal of this study was to examine how pre-service teachers with learning disabilities (LD) perceive their professional training during their first years of Teacher College and whether perception will change during the course of the first term of their undergraduate studies. The findings reveal that the pre-service teachers with learning disabilities had unique perceptions and needs as well as common perceptions of pre-service teachers during their training practice.
Updated: Oct. 10, 2016
Practice What We Preach: Differentiating Instruction and Assessment in a Higher Education Classroom as a Model of Effective Pedagogy for Early Childhood Teacher Education Candidates
In this paper, two university colleagues present challenges related to meeting a plethora of learner needs in a course with participants from three different programs of study. The authors describe the challenges faced, steps taken to use the challenges as opportunities for growth, and the outcomes of their efforts.
Updated: Oct. 05, 2016
Organisational Self-evaluation and Teacher Education for Community Relations in a Transforming Society?
During 2004, the School of Education at the University of Ulster embarked on an innovative three-year project designed to embed community relations objectives within initial teacher education. This article reports on one very specific and time-limited element of the broader project. That is, development work designed to investigate the possibilities of using processes of self-review and evaluation as a lever for improvements in initial teacher education for community relations.
Updated: Jun. 30, 2016
Teaching for Diversity: A Literature Overview and an Analysis of the Curriculum of a Teacher Training College
This article starts with an overview of the literature aiming to answer the question of what the knowledge aspect of teacher competence entails in urban schools. The conclusion of the overview identifies five areas of expertise needed by teachers who are to teach classes of pupils from diverse backgrounds: (1) language development, (2) pedagogy, (3) social interaction and identity, (4) parental involvement, and (5) schools and community. The second part of the article describes the results of an analysis of the curriculum of a teacher training college in one of the largest cities in the Netherlands. The authors conclude with recommendations regarding the curriculum.
Updated: May. 02, 2016
Making Connections in Practice: How Prospective Elementary Teachers Connect to Children’s Mathematical Thinking and Community Funds of Knowledge in Mathematics Instruction
This research examines the ways prospective elementary teachers (PSTs) made connections to children’s mathematical thinking and children’s community funds of knowledge in mathematics lesson plans. The authors identified three distinct levels of connections to children’s mathematical thinking and their community funds of knowledge evidenced in PSTs’ work. Findings describe how these connections reflected different points on a learning trajectory.
Updated: Dec. 29, 2015
The goal of this article is to report a preliminary work on student-centered teacher preparation to promote school success among culturally and linguistically diverse learners. The authors believe that teacher education programs need to be very purposeful in their approach to multicultural literacy teacher education. Drawing upon Vygotskian perspective on learning, they chose two cases from the beginning of their teacher education program and during student teaching, which often marks the end of teacher education program.
Updated: Aug. 03, 2015
Pre-service Teachers’ Perceptions of simSchool as Preparation for Inclusive Education: A Pilot Study
In this pilot study, the authors examined the perspective of pre-service teachers on a classroom simulation program called “simSchool.” The article highlighted the potential of simSchool as well as some current limitations of this approach in the context of Australian teacher education courses.
Updated: May. 12, 2015
Using Visual Literacy to Teach Science Academic Language: Experiences from Three Preservice Teachers
This study was based on an action research project that took place during a science methods course and field experience of three preservice teachers. The focus of this study was to capture preservice teachers’ experiences using visual literacy strategies to teach science academic language to ELLs. Data revealed that preservice teachers recognized the significance and benefits of utilizing visual literacy as a method to teaching science academic language to ELLs. Results indicated that students employed self-discovery of academic language, knowledge of academic language, and the contextual use of academic language. Furthermore, each preservice teacher agreed that the visual literacy strategy was an effective approach to teaching science academic language to ELLs.
Updated: May. 05, 2015
This paper reports on a critical constructivist study of racial identity and performance among 13 Black, traditional-age students enrolled at three different colleges, two historically Black and one predominantly White. The findings highlight (1) the role of internal community pressure, (2) the ways in which racial performance dominated the students’ discussions of their racial identities, and (3) the intersection of internalized racism and sexism.
Updated: Apr. 30, 2015