Search results for: Teacher education curriculum
Page 2/6 60 items
Recognition, Responsibility, and Risk: Pre-service Teachers’ Framing and Reframing of Lesbian, Gay, and Bisexual Social Justice Issues
This article analyzes the ways pre-service teachers (PST) conceptualize justice to further understand how teacher educators might communicate ideas about LGB inclusion to their students and understand the complexities of enacting a social justice framework for LGB issues. It utilizes Fraser’s theory of justice to consider curricular change. The findings reveal that PSTs viewed homophobia as an individual value that negatively affected students’ lives, and viewed adults as being primary perpetuators of homophobia. The authors argue that this occurs because sexuality injustice is framed through homophobia, not heteronormativity. The use of Fraser’s framework illustrates the different natures of justice-oriented claims posed by marginalized groups. It also suggests ways for teacher educators to consider curriculum beyond homophobia and individual protections to greater exploration of structure and transformational approaches.
Updated: Feb. 15, 2015
Who Teaches Mathematics Content Courses for Prospective Elementary Teachers in the United States? Results of a National Survey
The goal of this research was to answer the question, ‘‘Who teaches mathematics content courses for prospective elementary teachers at colleges and universities in the United States, and what are these instructors’ academic and teaching backgrounds?’’ The authors decided to conduct a survey of all higher institutions in the United States. They surveyed 1,926 institutions, and a faculty member from each of 825 institutions participated in the survey. The survey results point out that most institutions are not meeting the recommendation of requiring prospective elementary teachers to complete nine credits hours of mathematics content courses designed specifically to support them in thinking carefully about elementary mathematical ideas.
Updated: Apr. 13, 2014
This article discusses the importance of community-based field experiences as a feature of teacher education programs. The author uses a qualitative case study to present prospective teachers’ work with homeless youth in an after-school initiative.
Updated: Nov. 25, 2013
In this paper, five professors examine the intersection of social foundations and borderland theory and their efforts to move students through resistance to understanding and affirmation of sociocultural diversity. This article is presented in two parts: the first providing examples of using a borderland approach within the classroom and the second providing illustrations moving these borderland strategies beyond the classroom. In each case, authors show the interwoven nature of pedagogy, identity, knowledge, and experience as they work to connect theory and practice.
Updated: Nov. 25, 2013
This article focuses on the ways in which pre-service teachers use autobiographical inquiry to reflect on the impact of the context of real public schools and K-12 students on their constructions of themselves as teachers. In this work, the author draws on bell hooks’ notion of “talking back” as an overarching framework in analyzing the autobiographical reflections of pre-service teachers.
Updated: Nov. 20, 2013
This paper draws on data from a three-year study of pedagogy in teacher education. The study attempts to disrupt normative structures of reading and being in the teacher education classroom. The author uses Bourdieu’s work to emphasize the ways in which academic fields become ruled by unspoken rules and practices – “nomos”. The author also demonstrates a use of trauma narratives in teacher education that can disrupt such unspoken rules and practices.
Updated: Nov. 20, 2013
Facing the Changing Demands of Europe: Integrating Entrepreneurship Education in Finnish Teacher Training Curricula
The current paper describes the ways in which entrepreneurship education is included in the curricula of Finnish teacher training. The current unstable situation in the EU requires not only economic arrangements, but also new approaches in other areas, such as education and its reform. As an implication for practice, the authors propose there could be more support for curriculum design of higher education at both national and EU level.
Updated: Sep. 15, 2013
This article reports on an interview study that explored how teacher educators across different disciplines anticipate the work that must be done to produce critical professionals to teach the new Australian curriculum. The authors summarize the differences indicated across the four curriculum areas sampled: English teacher educators seemed mostly concerned about political interference in educational matters; history teacher educators seemed mostly concerned about the status of knowledge in the proposed curriculum; a maths educators had concerns around the rationale for selection of curricular content; and science educators were concerned about personal relevance and the pedagogical implications of over-selection of content.
Updated: Jul. 01, 2013
One-to-One Laptop Teacher Education: Does Involvement Affect Candidate Technology Skills and Dispositions?
The authors examine differences in student technology outcomes between a pilot 1:1 program with ubiquitous technology use and a more traditional program in which our candidates are expected to complete specific technology requirements in each course. The authors found that after the post-test that the beliefs of laptop candidates about educational uses of technology and skill level with educational technology significantly increased. The results also indicated that teacher candidates who were not given ubiquitous access did not improve in skill level, nor did their beliefs about educational technology change.
Updated: Jun. 05, 2013
The author argues that a (re)turn to a focus on ‘practice’ in initial teacher education programs might allow teacher educators to start to relate and integrate the experience that their students have of their courses. He claims that the challenge for teacher educators is to find a way to allow student teachers to confront the work of teaching as something that must be practised and refined, reflected upon and tried again. The author presents a form of ‘thought experiment’ which designed at Charles Sturt University to investigate what happens when new student teachers encounter a program that focuses on studying and practising ‘core practices’ of teaching that could be practised again and again.
Updated: Apr. 18, 2013