Instruction in Teacher Training (968 items)To section archive

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Three mid-career teacher educators, each of whom involuntarily served as mid-level administrators are now in the similar position of having left those roles. Each has a different story to tell and they come from very different institutions, yet find themselves experiencing many of the same issues and frustrations. This collaborative self-study was an intentional study of and reflection on how their administrative roles impacted or changed their perspectives on teacher education in general and how it changed them each personally. The weight of the role had lasting implications for their personal and professional selves. Their reflective journals, weekly online meetings, and responses to each other’s experiences resulted in findings that can inform the work of others in similar positions or circumstances. Those findings, while both similar and distinct, reveal enough commonality that the authors, as teacher educators often placed in positions of leadership, must consider the implications for their practice, their students, their scholarship community, and themselves.
Published: 2021
Updated: Dec. 28, 2021
The importance of promoting reflection and reflective practice in teacher education programmes is widely acknowledged. This exploratory study describes how a revised B.Ed initial primary teacher education programme created a renewed focus on reflection and reflective practice to support students in becoming reflective practitioners The work on developing the new programme was a collaborative effort of staff, both at the planning and implementation stages. This paper reports on an evaluation of Year 1 of the B.Ed programme in which 440 undergraduate students and 24 staff were involved. The results were mainly positive, indicating that the changes in the programme have been largely successful in their goals. However, the results also show that further work needs to be done in this area with more in-depth research and analysis of the ongoing work being needed.
Published: 2021
Updated: Dec. 08, 2021
Preservice secondary school mathematics teacher education must incorporate large amounts of material within a limited timeframe, of mathematics curricula, best teaching practices, professional learning strategies, and more. Mathematics education instructors using a mixed instruction course incorporating an initial phase of transmission and transactional teaching practices followed by a phase of problem-based learning instruction was investigated as a professional learning model for preservice teachers. This was a sequential four-phase mixed methods study. Over the phases, data was gathered via a questionnaire administered to forty-seven secondary school mathematics preservice teachers. Significant and important changes in preservice teacher beliefs and orientations were observed.
Published: 2021
Updated: Oct. 25, 2021
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.
Published: 2020
Updated: Jul. 14, 2021