Search results for: Teacher education
Page 1/46 460 items
Teacher educators who seek to advance social justice perspectives and promote equity-oriented dispositions often engage with challenging and controversial issues relevant to schooling, the lives of students, and the work of teachers. Addressing equity issues and controversial topics can be challenging and fraught with tensions for both students and teacher educators. The purpose of this self-study was to gain insight from a critical incident about a class discussion on an issue (i.e., gender normativity in curriculum and classrooms) that occurred in a graduate course for in-service teachers. The critical incident represented a challenging pedagogical moment given diverse perspectives on the issue. The qualitative inquiry was anchored in LaBoskey’s framing elements for self-study. Conceptual frameworks employed in analysis were Berry’s tensions in teacher education and Noddings’s ethic of care. Findings suggest that classroom discussions in moments of tension can be facilitated productively by (a) teacher educators acknowledging that the content under discussion may be of both political and personal relevance; (b) disclosing that the intent of discussions on controversial issues is to share and learn, not indoctrination; and (c) recognizing when continuing a discussion on a controversial issue is pedagogically unproductive. Implications for teaching practice and research are provided.
Updated: Jul. 14, 2021
To prepare pre-service teachers to work with diverse student populations, many teacher educators have developed community-engaged projects. This study analyzes data collected from pre-service teachers in the U. S. South as they completed a community-engaged project, where they spent time learning about the community, created a virtual tour, and revised a lesson plan to align with the information gained. The project is offered as a mediational tool contributing to pre-service teachers’ conceptions of community and teaching. Findings suggest that pre-service teachers need explicit instruction about how to analyze communities and opportunities to learn with community members during teacher education.
Updated: Jun. 15, 2021
The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online
The shutdown of universities and schools in England, due to the Covid-19 pandemic, came just as many pre-service students began their final practicum. This research focuses on the challenges this posed for teacher educators. Using qualitative research methods and concepts from spatial geography, the article explores how pedagogies adapted as the removal of the practicum relocated learning communities to new online spaces. Established practices changed quickly, with educators showing ‘pedagogic agility’. Despite the relocation to newly-formed online spaces, many principles and ‘intentionalities’ of practice remained unchanged, as did the teacher educators’ orientating values. Overall, there was a sense of both sameness and difference in some of the innovative pedagogies developed on the (g)local level. This research has international relevance in considering the spaces in which authentic teacher education can occur and the alternative pedagogies and technologies to support professional learning in the case of a ‘missing’ practicum.
Updated: Apr. 12, 2021
Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the Covid-19 crisis
Policy documents from OECD and UNESCO have been stressing the need to prepare students for what has been termed a VUCA (volatile, uncertain, complex, ambiguous) world. They emphasise social-emotional competencies as necessary for coping with such conditions. This qualitative research frames the COVID-19 outbreak as an extreme case of VUCA that grants the opportunity to examine whether our teacher preparation curriculum provides teacher students with these social-emotional competencies that they are expected to model and are necessary for coping with such circumstances. Fifty-four student teachers and 24 teacher educators responded to open-ended questionnaires, and 16 semi-structured interviews with teacher educators were analysed based on grounded theory. Results demonstrate that our student teachers struggle substantially with VUCA circumstances and do not seem to receive sufficient preparation in the domain of social-emotional competencies. These troubling findings serve as a wake-up call to increase a social-emotional orientation in teacher education curriculum.
Updated: Apr. 11, 2021
Collaboration is a key component of our practice as teachers and teacher educators and there is a need to develop generative models for collaboration among teacher educators. The authors have created and tested a model of collaboration. The model includes a collaborative overarching research project and, nested under this mantle, a series of focused research projects conducted by pairs of collaborators, international networking, and enactments of scholarship. A key element of the success of this model was the foundation of this research in arts-based inquiry. The model has enabled rapid and rich development of academic collaboration with flexibility to develop new practices and projects that benefits research and teaching.
Updated: Apr. 07, 2021
In this analytical paper, the authors argue for the centrality of teachers in game-based learning (GBL) interventions. They examine the following research question, “What principles emerge from teacher education in game-based learning research conducted from 2007–2018?”. In doing so, they examine evidence generated over 10+ years deductively and inductively using thematic analysis, to identify six principles that can guide research and practice in teacher education for GBL. These principles include: (a) Teachers play an active role in GBL environments; (b) Games are a form of curriculum; (c) GBL is a way of facilitating learning; (d) Games are not contextually or pedagogically neutral; (e) Teachers’ knowledge of GBL evolves over time; and (f) Teachers’ professional identities impact GBL practice. They conclude with pathways to engage the teacher education community in a critical assessment of ho w we can scaffold teachers to identify-study-incorporate games for learning.
Updated: Feb. 03, 2021
The use of virtual simulations in teacher education to develop pre-service teachers’ behaviour and classroom management skills: implications for reflective practice
The use of virtual simulations is increasingly seen as an opportunity to provide pre-service teachers with unique opportunities to experience examples of classroom life in a controlled and structured environment. With these benefits in mind, this paper explores the growing use of virtual simulations in pre-service teacher education and in particular their use in developing pre-service teachers’ behaviour and classroom management skills. It highlights issues that teacher educators need to be cognisant of in using them with student teachers, particularly the extent to which they cement existing stereotypes about pupil behaviour and the extent to which they subsequently limit rather than enhance opportunities for critical reflection.
Updated: Jan. 09, 2021
This paper undertakes a critical review and analysis of the recent developments in teacher education in Pakistan to situate different models of teacher education funded by donor agencies against international development in teacher education and the political economy dynamics of teacher education in Pakistan. The paper’s central thesis is that despite the prevalent and overwhelming trends, of which Pakistan is possibly a willing or unwitting recipient, there are clear indications that the so-called international standardisation of teacher education models and practices are being critically considered and that more contextualisation is required. This paper recommends areas of research to support iterative development of contextual models of teacher education through an evidence-based approach. This can then better inform teacher education policies and practices. Also, it can focus on the desired teacher development outcomes within the context of a developing country and the educational milieu that is particular to Pakistan.
Updated: Dec. 14, 2020
Physical education teacher education (PETE) programs are encouraged to develop teachers capable of delivering technology integrated learning experiences. Technological pedagogical content knowledge (TPACK) provides a framework for integrating technology into teacher education programs. Occupational socialization theory describes an educator’s recruitment, training, and socialization in the teaching profession. The purpose of this article is to propose a conceptual framework for helping preservice physical educators develop technological pedagogical content knowledge that is grounded in occupational socialization theory. The authors specifically recommend a four-phase approach to help preservice teachers (a) build their knowledge and learn to value technology in physical education, (b) observe and explore through instructor modeling and integration, (c) experiment and collaborate with mentoring and scaffolding, and (d) discover through innovation and utilization. These suggestions acknowledge the sociopolitical aspects of learning to teach with technology and implications are discussed along with the need to help preservice teachers transfer technology integration into their professional careers.
Updated: Dec. 02, 2020
The International Portal of Teacher Education was created by The MOFET Institute’s International Channel, and serves thousands of users. This academic content portal in the field of teaching and teacher education has existed on the web since 2008. It directs you to updates on research in teacher education and teaching and collects significant content in the field. By doing so helps you cope with information overload. We now offer a special webinar for teacher educators, researchers in education and teacher training, policy makers in education, K-12 teachers and more. For those who are not familiar with the Portal, we will introduce its content and the way it is processed and made accessible to our readers. For those who are already familiar with it, we will present ways to use the Portal as a platform for participation in a global professional community and for online publishing.
Updated: Nov. 17, 2020