Search results for: Conflicts
Page 1/3 21 items
This study used two training sessions and two focus groups with 17 preservice teachers (aged 20–36) completing their first teaching practicum placement during their Bachelor of Education program at an urban research university in western Canada. The aim was to implement ideas from terror management theory (TMT) during their teaching practicum. Participants explored how to facilitate contentious issues so as to prevent defensive reactions when worldviews clash in the classroom. A dramaturgical analysis identified participant objectives, conflicts, tactics, attitudes, emotions, and subtexts as they explored how to anticipate and avoid worldview and self-esteem threat, navigate tense pedagogical spaces, build capacity for expressing uncomfortable emotions, and diffuse threat with humor. Because difficult emotions are central to teaching potentially polarizing content, participating preservice teachers explored when compensatory reactions might emerge and, as a result, developed their own emotional awareness—TMT became both an experience and a teachable theory.
Updated: Jun. 01, 2022
This article examines the phenomenon of failure in a Bachelor of Education practicum from the perspectives of preservice teachers. Utilizing a phenomenological theoretical framework and methodology, the perspectives of four preservice teachers are shared. The data were drawn from practicum reports, field notes, interviews, and student teacher questionnaires. Analysis of the findings reveals how insufficient content knowledge, inadequate planning, and avoidance of difficult discussions lead to failure. Further analysis of the sequence of events leading up to the failure reveals the significance of clear and authentic communication in the early days of the placement. Although the four preservice teachers struggled with failure, they also demonstrated resilience in their quest to become teachers. The authors conclude with six essential questions that help to mitigate failure.
Updated: Jan. 04, 2022
The data shared in this article is related to several critical incidents that occurred during summer of 2019 during a summer literacy programme where tutors worked with elementary age students in a university literacy centre. Each incident adds to learning by PSTs on professional behaviour. The paper will be thematically organised across four critical incidents. The first two involved conflict between three tutors, broadly. In one, a student was involved as the tutors engaged in personal conflict. In the second, the tutors alone were involved, however, the escalation of the situation occurred quite quickly. In the third narrative, the authors re-story a critical incident that involved the researchers and one of the teacher candidates across multiple moments in the programme. In the final narrative, model behaviour by two tutors was exhibited when handling mandated reporting.
Updated: Oct. 14, 2021
In this case study, the authors explored how one college of education went about revising curricula across several programs; thereby disentangling multiple perspectives in order to address the needs of various external drivers as well as meeting faculty-driven needs. Informed by a conceptual framework undergirded by sociocultural theory and co/sense-making, findings from their study present a complicated view of the curricular revisioning process––offering evidence of both success and areas for continued improvement. Specifically, findings illustrate how faculty chose to mediate curricular revisioning tools; how faculty and college administration negotiated the aims and processes of curricular revisioning; and how (mis)communication among various participants intersected the work and shaped the perceptions of faculty and administration. Themes generated from their study provide lessons for others seeking to revise their teacher education curricula.
Updated: Aug. 10, 2021
Content and Context of the Administrative Internship: How Mentoring and Sustained Activities Impact Preparation
This study aimed to explore the experiences of administrative interns and mentors at the completion of their experience. The authors were interested to examine the interns' types of activities, and interactions with mentors with a particular focus on the degree to which these were passive or active. The authors argue that the findings reveal that ongoing dialogue is critical among the research team, but also among stakeholders such as the intern, site-based mentor, university supervisor, and instructors about what constitutes active involvement and what specific activities and experiences will most effectively prepare aspiring leaders for contemporary school leadership positions. The authors conclude that many interns reported a sense of completing the internship with compliance and were focused on simply completing time logs and getting in the hours. Hence, they suggest that teacher education programs must move internships from compliance-based activities to meaningful and authentic learning experiences.
Updated: May. 27, 2018
Some Reflections on the Links between Teacher Education and Peace Education: Interrogating the Ontology of Normative Epistemological Premises
This article provides a critique of the essentialized assumptions about identity, culture and education that are found in contemporary peace education literature. Furthermore, it explores the implications that these assumptions have for teacher education in conflict and post-conflict societies. A major challenge for teacher education in conflict and post-conflict societies is how to create openings that take these complexities into consideration and create openings which address the limitations imposed by the nation-state. Finally, the authors propose the idea of teachers becoming critical design experts, in order to create openings for a renewed relationship between teacher education and peace education.
Updated: Jan. 08, 2017
This study examined, through the lens of narrative inquiry, the lived experience of a beginning teacher during her first two years in a neoliberal school system. This narrative inquiry has revealed how an idealistic beginning teacher, enamoured with a constructivist pedagogy and eager to teach and inspire, was engulfed by a neoliberal school culture and taught in a way antithetical to what she had believed. The authors conclude that this story illustrates how neoliberal thinking and practice have impacted the lived experiences of an ordinary beginning teacher and helps to illuminate potential causes of tension and conflict that novice teachers in Singapore are likely to encounter in their induction into the profession and their adoption of alternative pedagogies to teach against the grain of educational neoliberalism that has taken a stranglehold on Singapore’s school system.
Updated: Aug. 02, 2015
This article examines the psychological processes involved in constructing professional identities among novice teachers as expressed in stories they wrote about their induction year. The examination of these processes through narrative analysis with a literary dimension focuses on the teachers’ struggles with the conflicts, tensions, and gaps that arose during this year. The findings reveal that every story emphasizes one of the three aspects with which the novice teachers cope: has conflict, tension and gaps with which the novice teachers must cope.
Updated: May. 17, 2015
Tensions in Beginning Teachers’ Professional Identity Development, Accompanying Feelings and Coping Strategies
This paper examined tensions encountered by 182 beginning teachers during their professional identity development. The article also explored the feelings that accompanied these tensions and the ways they tried to cope with these. The findings reveal that tensions that are often mentioned by beginning teachers concerned conflicts between what they desire and what is possible in reality. Female teachers reported more tensions than their male colleagues, while final-year student teachers did not differ from first-year in-practice teachers in the number of tensions they experienced. Tensions were often accompanied by feelings of helplessness, anger or an awareness of shortcomings.
Updated: Jan. 20, 2015
Teachers’ Perspectives on Environmental Education in Multicultural Contexts: Towards Culturally-Responsive Environmental Education
This article explores teachers’ perspectives on enacting environmental education (EE) in a multicultural context. In understanding teacher strategies in adapting EE to a multicultural context and teacher views on the obstacles encountered, the authors found that teacher strategies reflected aspects of progressive EE in extending beyond simple knowledge-awareness to emphasizing changes in behavior and nurturing of ownership. The findings revealed that challenges included value clashes, a lack of common lived experiences, and reconciling contradictory educational perspectives and political policies, which often placed teachers in paradoxical positions. The findings suggest moving toward practices of culturally-responsive environmental education (CrEE) that demand more than awareness but include interactive dialogue.
Updated: Nov. 10, 2014