Search results for: USA
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Developing Preservice Teacher Conceptions of Effective Teachers Using Classroom Scenarios to Practice Difficult Conversations
Faculty from three different teacher preparation programs implemented classroom scenarios to help preservice teachers practice holding difficult conversations with students. The goal was to enhance critical reflection and discussion around creating culturally responsive classrooms to change preservice teacher conceptions of effective teachers' qualities. Results indicate that preservice teacher conceptions of effective teachers shifted from a focus on personal attributes to teaching skills. This study addresses the need for practice-based teacher education that has advanced in parallel with efforts to find new ways to the practical knowledge needed to be culturally responsive teachers.
Updated: Aug. 03, 2022
Assessing digital nativeness in pre-service teachers: Analysis of the Digital Natives Assessment Scale and implications for practice
Digital native, the term ubiquitously used to describe contemporary learners, is fraught with debate over its meaning and measurement. The Digital Natives Assessment Scale (DNAS) was developed and validated to measure digital nativeness. This study extends the DNAS validation discussion with data from 178 participants in three teacher preparation programs in the United States. Confirmatory factor analysis results indicate the data fully fit neither Teo’s validated 21-item, 4-factor model, nor a theorized 30-item, 4-factor model. Further analyses showed the DNAS may not address the factors of digital nativeness. Discussion contributes dialog to the ongoing and growing critique of the construct. Future research within educational technology and beyond should focus on alternative conceptualizations of contemporary learners and educators.
Updated: Aug. 03, 2022
Preservice early childhood teachers’ sense of efficacy for teaching children with autism spectrum disorder
Teachers’ sense of efficacy refers to the beliefs held by teachers (pre-service and practicing) for completing the tasks associated with teaching. This belief is bound by the nature of tasks which includes, but is not limited to, the content, students, and context that frame teachers’ practice. In this investigation, the authors explored 25 pre-service early childhood teachers’ self-efficacy for teaching children with autism in inclusive settings as they participated in a course on the nature of Autism Spectrum Disorder (ASD). Participants reported changes in their perceptions of ASD and of children diagnosed with ASD and they attributed their change in understanding to lessons learned from course activities. In addition, participants’ self-efficacy for teaching and self-efficacy for teaching children diagnosed with ASD in inclusive settings increased over the course of the intervention.
Updated: Jul. 26, 2022
The early childhood workforce needs to be prepared to support children with disabilities within the inclusive preschool classroom. Early childhood personnel standards and requirements include competencies for supporting children with disabilities and their families. Teacher preparation programs should ensure that preservice teachers engage in coursework and placements that prepare them to teach in inclusive preschool classrooms. Existing qualitative studies exploring the inclusive preschool preparation experiences of preservice teachers provide insights into these experiences. Yet, a synthesis of these findings does not exist. Hence, a qualitative metasynthesis was conducted to provide insight to the field of early childhood teacher preparation in regards to preschool inclusion. Qualitative findings from 11 peer-reviewed studies were analyzed, synthesized, and interpreted to understand the experiences of preservice teachers and highlight what they learned from these experiences and the resulting impact on their dispositions and confidence in regard to inclusive preschool. Suggestions for early childhood preservice preparation programs and future research are discussed.
Updated: Jul. 25, 2022
Early childhood preservice teachers’ self-efficacy related to inclusion and professional roles via a co-taught field-based course
This study focuses on the self-efficacy of preservice teachers enrolled in a co-taught early childhood education course on special education. The course was developed to increase awareness and access to special education through a field-based co-taught practicum course. Instructors from general education and special education shared planning and teaching roles to model collaborative practices for future early childhood educators. Data from focus groups, interviews, and a post-then-pre instrument were used to explore preservice teachers’ self-efficacy related to comfort with inclusion, perspective-taking, and professional roles as well as their experiences participating in the co-taught course. Recommendations for research related to supporting self-efficacy and teacher education are shared.
Updated: Jul. 19, 2022
Developing the intercultural competence of early childhood preservice teachers: preparing teachers for culturally diverse classrooms
This research reports on studies conducted in two early childhood education (ECE) teacher preparation programs focused on increasing preservice teachers’ intercultural competence through intercultural teaching and learning and diverse US and international field experiences. Study 1 took place at a large U.S. Midwestern university with the first cohort (n = 43) of preservice teachers to have completed the revised internationally focused program. Study 2 took place at a midsized rural university in the U.S. Rocky Mountain region with preservice teachers (n = 9) who completed an eight-month university-led program with Nepal field experience. The researchers used the same instrument to measure preservice teachers’ intercultural sensitivity – the Intercultural Development Inventory (IDI) – before and after completion of the respective programs. The Statistical Package for the Social Sciences was used for the analysis of the IDI scores of participants; paired samples t-test yielded individual and composite results. IDI pre and post results showed statistically significant increases in the composite scores for preservice teachers’ levels of intercultural competence for most participants. Attributes of movement away from trivializing other cultures and toward recognizing cultural similarities, appreciation of and curiosity about cultural differences, and the ability to interpret phenomena taking place in a cultural context became evident.
Updated: Jul. 12, 2022
Displaced academics: intended and unintended consequences of the changing landscape of teacher education
Given the intense politicisation of education, many teacher educators are caught in the cross-hairs of government’s reform agendas, university expectations and student teacher needs. This paper reports on a study of 28 literacy teacher educators in four countries (Canada, US, Australia and England). This paper reports on the broad question: How is politics affecting literacy teacher educators? Three specific aspects are considered: their pedagogies, identity and well-being. It describes how their pedagogy (goals and teaching strategies) has narrowed because of mandated curriculum and exit exams. It shows how their identity as academics is being complicated because they often do not have time for their research. And their well-being is compromised because of excessive external inspections and as their community in the university splinters.
Updated: Jul. 11, 2022
Educating Klaren: neoliberal ideology in teacher education impacting candidate preparation and the teaching of science to Black students
This study employs a qualitative case study approach of one elementary preservice teacher as a critique of neoliberal ideology on teacher education for equity and teaching Black children. The study specifically seeks to understand the role of science teacher education in the preparation of an elementary teacher candidate and her learning about sociocultural perspectives in science education and how her ideas about teaching converge within the larger framing of neoliberal ideology. Sociocultural perspectives are defined broadly to include diversity, equity, and identity with a neoliberal ideology to focus on how the teacher candidate talks about equity issues and the teaching of Black children. The case is constructed using multiple course artifacts collected over one semester (i.e., reflective papers, informal conversations, and a semi-structured interview). The case study discusses the importance of science teacher education in the preparation of teacher candidates for classroom practice where sociocultural perspectives are given attention and how neoliberal ideology may impact teacher candidates’ teaching and learning of science in culturally and racially diverse classrooms.
Updated: Jun. 28, 2022
The development of a teacher educator requires a sustained, systematic, and critical inquiry into one’s own practice. The purpose of this study was to explore how two doctoral students, in their first semester of doctoral study, understood how to do physical education teacher education in an introductory teaching method class, through the lens of socialization theory. This was a collaborative self-study using an interpretative phenomenological analysis. Three themes were identified. First, social justice and its sub-themes: (a) challenges in changing habited behaviors, (b) social justice issues embedded in the class material, and (c) understanding diversity, change, and the importance of adaptability. Second, practice-based teacher education and its two sub-themes: (a) alignment between theory and practice, and (b) core teaching practices. Third, adapting to the COVID-19 environment and sub-themes of: (a) environmental constraints, (b) improving while being online, and (c) creating a supportive and caring atmosphere in the breakout sessions. The authors’ recommendations include using self-study as a tool to help doctoral students understand and do teacher education.
Updated: Jun. 27, 2022
Tangling With Race and Racism in Teacher Education: Designs for Counterstory-Based Parent Teacher Conferences
The authors’ research is guided by the aim to use counterstories pedagogically in teacher education. They report on counterstory-based parent teacher conference simulations, where composite case narratives support teacher candidates in taking up asset-based perspectives. Their work rests upon the assertion that asset-based framing must not remain purely conceptual; rather, asset-based frames must infuse teaching practice. They examine how counterstories can be constructed to ensure that they are robust, respectful, and pedagogically useful for teacher education.
Updated: Jun. 14, 2022