Section archive - Trends in Teacher Education
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We are sending you our last newsletter with some of the recent articles published in academic journals focusing on teacher education and professional development of teachers. At the end of fourteen years of fruitful and blessed activity, the MOFET Institute has decided to suspend the activity of the International Portal of Teacher Education, and as of September 1, 2022, it will no longer be updated. This decision was not an easy one as MOFET realizes the value of the portal for teacher educators around the world. Nevertheless, the MOFET Institute has undergone a reorganization process over the last period, involving decisions about the channels of activity on which it will focus and specialize in the coming years. As part of this process, MOFET has decided to focus on other areas of teacher training, professional development, and research. We thank our loyal readers and subscribers for their support, guidance, advice, comments and feedback throughout the years. We especially thank the many researchers, educators and administrators that have shared the fruits of their labor with our community in their articles published in the portal. For the foreseeable future, the corpus of the portal along with its search capabilities will remain online for the further use of the global teacher's community. For now, Farewell, The Portal Team
Updated: Aug. 11, 2022
The Editors’ challenges to the field of teacher education ask us to take stock: what is education for? What is our role in preparing new teachers to educate the nation? In their introduction to the panel discussing these challenges, they asked three questions: “Does ‘the field’ need to be challenged?”; “Can ‘the field’ be challenged?,” and “In which direction(s)?” Their answers were “yes,” “yes,” and “tell us.” Academic journals, of course, cannot change the world, but they can do far more than simply reflect back to us what we are thinking and doing to advance knowledge. Over time they certainly reflect the changes in our thinking, and from time to time they can intervene, as these editors are attempting to do, by taking a stand and asking explicit questions about the directions they believe we should be taking – challenging us, in fact, to think again, and perhaps, change our minds about what we think we should be doing.
Updated: Jul. 17, 2022
Adapting Student Teaching during the COVID-19 Pandemic: A Comparison of Perspectives and Experiences
Elementary student teachers in both a yearlong and one-semester student teaching design were impacted due to the COVID-19 pandemic. This phenomenon forced the closure of placement schools and their universities, and drastically changed the roles and responsibilities of student teachers. This qualitative phenomenology study sought to capture and describe the lived experiences through two different student teaching designs and their student teaching coordinators. This manuscript reports findings from analysis of student teacher and student teaching coordinator surveys that describe both beneficial and disappointing preparation experiences, as they navigated the ever-changing educational environment of student teaching during the initial impact of the COVID-19 pandemic. The lived experiences of these student teachers captured how varying educational learning and teaching experiences were impacted due to the pandemic. Throughout these lived experiences, student teaching coordinators of both student teaching designs became an integral part of the communication chain for student teachers.
Updated: Jan. 04, 2022
Crossing colleges: the impact of an engineering design collaboration on early childhood teacher candidate development
In this study, researchers examined the collaborative process that occurred when early childhood teacher candidates and engineering students partnered to design exhibits to be used in an informal learning setting for young children. The findings present data from 52 early childhood candidates who participated in the study over the course of two fall semesters in consecutive academic years. Utilizing case study methodology, observations, formal interviews, artifact collection, and student self/peer reviews were employed to collect data. The findings reveal that cross-college, project-based learning has the potential to positively impact early childhood teacher candidates’ professional identity and that clinically-based teacher preparation was significant in helping teacher candidates feel successful in the project. The research presents innovative practices for early childhood teacher candidate preparation.
Updated: May. 13, 2021
With the advent of the COVID-19 pandemic, even greater efforts are needed to address students’ academic and social emotional needs, all the while making up for learning loss and preparing for the unpredictable combinations of distance learning, blended learning, and in-classroom learning. These expectations, along with the need for greater emphasis on equity-focused teaching and learning have raised the bar for educators and for educator preparation. This paper explores what policymakers and educators can do to support educators in meeting the social emotional and academic needs of students. These strategies include investing in high-quality educator preparation, transforming educator professional learning opportunities to match current needs, supporting mentoring and the development of new teacher roles, and creating time for educators to collaborate with each other and key partners. These actions are vital for navigating teaching and learning during the pandemic and beyond.
Updated: Apr. 11, 2021
This is a qualitative study that examines Jewish and Bedouin preservice teachers' (n = 76) meaningful experiences in a project-based learning framework, in which they participated as part of their pedagogical coursework. The main goal of the study is to gain insight into participants’ meaningful experiences, i.e. thoughts, feelings, and emotions related to the PBL process. The data collection method consisted of 38 in-depth interviews and 152 reflective reports. Data were analysed according to the qualitative method for content analysis. Study findings provided detailed descriptions of participants’ meaningful experiences in two domains: (A) The Quality of the Experience; (B) The Content of the Experience. The study contributes to the pool of knowledge about PBL, an approach that is being increasingly implemented in teacher-training frameworks.
Updated: Dec. 29, 2020
This study examined the flipped classroom through the eyes of pre-service language teachers to reveal what hinders them from or encourages them to adopt this approach. Data were collected from students in a Computer-Assisted Language Learning (CALL) course; they experienced two flipped class sessions (complementing the traditional instructor-led sessions) and completed a survey about their experiences. Semi-structured interviews were also conducted with a sub-set of students to examine their perceptions in greater depth. Three major themes emerged regarding benefits of the flipped classroom: learner autonomy, learning by doing with support, and preventing cognitive overload. Four challenges emerged: learners’ technology access and technical ability, technical support for instructors, ambiguous student responsibility, and an inability to provide immediate clarification. Three additional notable themes emerged: heightened awareness of peers in the classroom, different reactions to content-oriented versus technically-oriented instructional videos, and student workload. These themes are discussed in detail, along with suggestions for teacher training and professional development. Also considered is the need to establish guidelines for best practices in flipped classrooms and to develop high-quality approaches to flipping without a dependence on instructional videos.
Updated: Dec. 13, 2020
Developing self-awareness using mindfulness meditation with preservice teachers: reflections on practice
Mindfulness offers a pathway for preservice teachers to develop self-awareness, which is an essential part of personal and professional growth. However, supporting teacher self-awareness is rarely given much attention in teacher education programs. The authors studied the use of mindfulness meditation in an early childhood college course with early childhood preservice teachers. This article reports the main findings that emerged from the students’ journals regarding the mindfulness meditation. Reflecting on the findings, this article suggests that educators need to provide meaningful learning experiences and activities, which could help their students develop the personal qualities necessary to teach with high self-confidence.
Updated: Nov. 03, 2020
Globalization is undoubtedly affecting every aspect of our lives. The reach and the reality of globalization means that what happens “there” to “them” now affects what happens “here” to “us.” The destinies of billions of people around the planet have become inextricably tied, connected by multiple networks, whether virtual, commercial, political, trans-familial, socio-cultural, or educational. This is the globalized space in which today’s teachers operate, it is the space they must navigate, they have no choice to do otherwise than to look, know, think, understand and teach beyond the boundaries of the(ir) local. But what exactly does that mean in practice? In response, the author begins first with a brief discussion about globalization—what it means, and how it is—or perhaps not—affecting teaching and teacher education. She then discusses the mindsets teachers (and therefore teacher education/educators) need to cultivate along four dimensions in the context of globalization: the curricular, professional, moral, and personal. She then closes with two immediate actions we should take as/to be a global teacher education community.
Updated: Oct. 30, 2020
This paper discusses the concept of democratic professionalism and argues that it offers a way to frame teacher education so that it can contribute to more productively managing long standing tensions between public schools, minoritized communities, and teacher preparation programs, and to more closely realizing the democratic potential of public education and teacher education. This decolonial approach to teacher education that actively attempts to benefit from the expertise in local minoritized communities seeks to “disrupt” existing power and knowledge hierarchies and create the basis for new alliances between teachers, teacher unions, teacher educators, and community-based social movements in marginalized communities that are seeking an active role in transforming their own communities. The result is a new hybrid structure for teacher education programs that models the emancipatory vision that is often articulated by programs but not practiced.
Updated: Oct. 28, 2020