Search results for: Faculty
Page 3/4 40 items
This article describes the process undertaken by a higher education consortium of faculty with expertise in low incidence disabilities from across institutions of higher education in Kentucky to address the challenge of supporting 1st year teachers when assigned mentors and administrators who do not have expertise in this area. This consortium addressed this challenge by creating two documents: (a) an alignment of state standards to professional standards and (b) an addendum to the state internship materials.
Updated: Feb. 19, 2014
This study focuses on current efforts underway in one western US state to prepare educators’ for meaningful participation with families. The participants were Directors and faculty from 43 accredited Institutions of Higher Education (IHEs) preparing pre-service teachers, administrators, and student support personnel. The results indicate that current course offerings and field practice requirements may not match prevailing views regarding the need for and importance of family engagement in promoting student success.
Updated: Dec. 22, 2013
The current self-study explores the role of collaboration in the development of the authors, three new faculty members, as teacher educator-researchers. the authors consider the role that protocol-structured examination of artifacts of practice has played in their own professional learning as beginning teacher educator-researchers, as well as what it might offer to others engaging in self-study. The findings reveal protocol-structured dialogue about artifacts of classroom practice. In addition, the findings also show that the dialogue is formally facilitated, informed by text and common understanding, non-hierarchical, and task-specific.
Updated: Dec. 16, 2013
Charting a Way Forward: Intersections of Race and Space in Establishing Identity as an African-Canadian Teacher Educator
This research project grew out of the author's desire to address and transform her experience as a Black, female teacher educator in a White settler province and country. Along with self-study methodology, the author uses critical race theory and feminist post-structural theory to analyze the construction of her racial identity and relations of power in a White settler society.The author concludes that empathy, validation and acceptance from colleagues have buoyed her confidence as she searches for ways to narrow the racial and cultural divide between self and other in order to build collaborative relationships with students. Three important tools that have proved highly effective are critical race theory, critical pedagogy, and feminist post-structuralist theory.
Updated: Dec. 11, 2013
This article reports a self-study of the experiences of a teacher educator who has developed and taught a university-based action research course. The author adopted self-study as the methodology, using qualitative data collection methods. The article describes three themes which emerged during the action research: 1) Teacher culture clashes with the research world, 2) Teachers’ assumptions about teaching and learning and 3) Action research, domesticated by traditional research.
Updated: Nov. 24, 2013
Science Faculty Belief Systems in a Professional Development Program: Inquiry in College Laboratories
The goal of this study was to investigate how science faculty members’ belief systems about inquiry-based teaching changed through their experience in a professional development program. The program was designed to support early career science faculty in learning about inquiry and incorporating an inquiry-based approach to teaching laboratories. Participants who were internally motivated to participate and held incoming positive attitudes toward the mini-journal inquiry-based approach were more likely to incorporate the approach in their future practice. Students’ responses played a critical role in participants’ belief systems and their decision to continue using the inquiry-based format.
Updated: Apr. 24, 2013
The goal of this action research project was to increase the local educational system’s capacity to teach to greater student diversity across all grades through the use of Photovoice and co-teaching. Faculty and doctoral students from multiple programs in the School of Education, along with field supervisors, student-teachers and cooperating teachers, participated in an action research project to develop innovative strategies for integrating teacher preparation programs. Results indicated that collaboration benefits the student-teachers and the pupils they will teach.
Updated: Mar. 24, 2013
In this article, the authors present the construction of a conceptual guide for teacher education faculty considering various experiences. The guide assists in the selection of the most appropriate learning experiences in order to achieve the specific intended goals of the faculty member. The conceptual guide addresses three main elements of technology experiences: approaches, technology content goals, and the broader context.
Updated: May. 29, 2011
In the present study, the authors examine their own experiences as female junior scholars with multicultural backgrounds teaching at the same Hispanic-serving institution. The research suggests that more understanding is needed about the experiences of mixed-heritage faculty in academia, as well as the ways in which faculty from any background may develop multiple affiliations with cultural communities and pursue professional agendas related to communities that they do not neatly fit into.
Updated: Mar. 02, 2011
Studying the “I” in our Teaching and Learning: Influences of Identity on Pedagogy for Faculty of Color at a Rural University
The authors report how the cultural identities of three Black professors influence their pedagogy at a rural, predominantly white, university in the USA. This study includes the voices of two other colleagues as critical friends to the discourse to facilitate perspective and completeness. Findings from the study revealed that the sense of being or identity did contribute to pedagogical style, perceptions of and responses to personal and professional challenges, including interactions with colleagues. The authors recommend the use of co-auto-ethnographic self-study with critical friends as an important methodology to guide faculty members as they engage in social justice teaching practices.
Updated: Jan. 30, 2011