Search results for: Teacher collaboration
Page 2/12 118 items
This study explored the role that participating in a critical inquiry project (CIP) played on the development of new educators who aspire to teach from a social justice perspective. The study also examined how relationships between the first- and second-year teacher participants shaped their development as social justice educators, learners, and leaders. The findings revealed that members were able to reflect on their journey of developing as social justice educators, seeing where they started and where they were still heading. This ongoing reflection and their own perception of their development kept them committed to the group and to the goal of social justice education (SJE). The findings also showed how members learned to have each other’s backs. A third result was that CIP gave members opportunities to teach SJE to others. Finally, members felt a tremendous sense of accomplishment.
Updated: Mar. 01, 2017
The authors are pre-tenured faculty at dissimilar institutions in different regions of the USA, who found themselves in similar, unenviable positions – both were assigned to administrative positions that they did not seek. This study is an investigation of their processes of becoming leaders and how they aligned and/ or conflicted with their espoused beliefs. The data revealed an evolution in the authors' practice and identities as leaders, in some ways paralleling the change stages of forming, storming, norming, and performing outlined in team-building models. Data analysis revealed an evolution in their practice and identities as administrators.
Updated: Feb. 14, 2017
Special Education Teachers’ Experiences Supporting and Supervising Paraeducators: Implications for Special and General Education Settings
The purpose of this study was to gain a better understanding of current practices in paraeducator supervision. From the interviews, three themes emerged: creating effective teams, ensuring appropriate training and evaluation, and recommendations for the field. Practices for paraeducators working with students with low incidence disabilities in general education settings are noted in the first two themes.
Updated: Jan. 30, 2017
This article aims to explore the theoretical structure of what the authors call multicultural apprenticeships in teacher education. This structure is drawn from decades of scholarship and research in teacher education, in general, and in preparing teachers for diversity, in particular. It is further situated within the authors' own work in an Early Childhood Education Masters in Education program and their commitments to preparing teachers to support diverse populations of children.
Updated: Jan. 02, 2017
Towards Contextual Experimentation: Creating a Faculty Learning Community to Cultivate Writing-to-Learn Practices
In order to explore ways to integrate new pedagogical practices, five faculty members created an informal faculty learning community focused on writing-to-learn practices, an inquiry and process-based writing pedagogy. The findings reveal that participation in a faculty learning community provided an engaging and effective way to learn and make use of new pedagogical practices. Participants gained practical adaptive strategies from each other, felt supported in their experimentation with the new practices, and analyzed more deeply the ways in which the new practices could be integrated into their teaching.
Updated: Dec. 06, 2016
Bilingual Pairs in Teacher Education: Exploring WILD Strategies in an Environmental Education Workshop
In this research, the authors narrate the results of a linguistically accommodated environmental education workshop in which monolingual and bilingual preservice teachers were exposed to instruction in English and Spanish. The authors contend that environmental initiatives, such as Project Wildlife in Learning Design, can promote an understanding of interdependence as a construct that is permeated by caring behaviors that are socially and linguistically situated.
Updated: Dec. 05, 2016
The Subject of Mentoring: Towards a Knowledge and Practice Base for Content-focused Mentoring of New Teachers
In this article, the authors examine the knowledge and practice base of content-focused mentoring drawing from the wisdom of practice of a community of content mentors. The authors reveal three themes: (1) developing novices’ content teaching is a distinct and critical mentor role; (2) to support this role, experienced content mentors identified a complex knowledge/practice base, with mentors’ PCK and knowledge of assessment for content teaching as the most frequently reported domains; and (3) enactment of content-focused mentoring reveals promising practices in guiding novices in assessing and developing students’ disciplinary thinking, as well as, tensions between content-focused and socio-emotional mentor roles.
Updated: Sep. 14, 2016
Research Capacity-Building with New Technologies within New Communities of Practice: Reflections on the First Year of the Teacher Education Research Network
The present article focuses on a virtual research environment (VRE) and how it facilitated the networking of teacher educators participating in an Economic and Social Research Council-funded research capacity-building project. The authors argue that three main factors affected the use of the VRE, and in particular its wiki tool: the individual’s motivation to learn and to engage with (more) new technologies; the emerging dynamics of each research group as they developed shared working practices; and the institutional climates, which supported or discouraged the individuals’ engagement with both the technology and a regional Teacher Education Research Network that used this technology.
Updated: Sep. 04, 2016
This article presents the results of a self-study of interdisciplinary work that has generated profound changes in the authors' teaching practices. The research grew out of an interest in exploring the nature of their work and the practices that contribute to its success. The findings revealed that their work process consists of five stages and is the product of careful weaving of the authors' different disciplinary lenses. The five stages are creating a collaborative environment, initial inquiry, shared inquiry, scholarly connection, and in practice and beyond.
Updated: Aug. 01, 2016
PDS Collaboration as Third Space: An Analysis of the Quality of Learning Experiences in a PDS Partnership
This paper aims to documenting self-study processes and findings of a collaborative research group that examined a professional development school (PDS) partnership. This study revealed the complexity of the PDS relationship and the tensions and dilemmas associated with it. It revealed that experiential disparity existed within and among faculty and students in various PDS sites as a result of poor communication as well as divergent models of collaboration and philosophical goals between faculty and mentor teachers. Disparity in the learning experiences among the preservice teachers was attributed to the quality and scope of the partnership. This study helped the participants realize that they were engaged in an innovation and like all innovations, people struggle together naturally until a true solution to the problems is found.
Updated: Jun. 27, 2016