Trends in Teacher Education (299 items)To section archive
The purpose of this study was to understand how writing teacher educators, who used research-based practices, make connections to K-12 classrooms for their preservice teacher candidates. A team of eight literacy researchers and educators from institutions across the United States collaborated to conduct a qualitative interview study of 15 writing teacher educators. This study is grounded in literature on effective writing instruction as well as university and K-12 connections, and it is framed by Kolb’s experiential learning theory. Findings suggest several themes related to how writing teacher educators make connections to K-12 classrooms including intentional field experiences, spending time in the field themselves, connecting their teaching of writing assessment to actual classrooms and students, and engaging in consistent reflection and revision of their courses. Implications and future directions for research are explored.
Updated: Feb. 23, 2020
The capstone project discussed in this article is a multimedia digital storytelling project using iMovie, produced by first-year teachers simultaneously earning their master’s degree. Teachers created their own capstones representing their personal experience, professional development, and overall process toward becoming an empowered educator, while teaching students in urban schools. Utilizing a constant comparative content analysis, the authors determined whether and how teachers defined and represented empowerment in their capstones. Implications for the affordances of a multimedia capstone experience are discussed.
Updated: Dec. 29, 2019
The author believes teacher education is located on the borderline of both teaching and research. In the following, the author will explain this statement, reviewing teacher educators’ vulnerabilities in each role. Finally, she will claim that this borderline position has a potential of becoming a resource for innovation. The author argues that teacher educators can be brokers of change. Located at the border between teaching, research and policymaking, they have the opportunity to be part of each profession, experiencing the other two’s perspectives, expectations and criticism.
Updated: Dec. 16, 2018
This article aims to provoke debate and discussion about teacher education futures, with particular reference to the interactions between knowledge and technology, within the teacher education community. The authors employed futures methodologies based on scenario creation. In these scenarios, the authors play out how and why changing versions of knowledge and their interactions with technology impact on teacher education. The authors note that in these scenarios, technology is primarily referred to in terms of its relationship to knowledge building and acquisition. They argued that the scenarios offer a dialectic between the influence of knowledge and that of technology. They also argue that these scenarios have a practical value in offering alternatives, encouraging debate.
Updated: Nov. 08, 2018