Programs & Practicum (336 items)To section archive
The data shared in this article is related to several critical incidents that occurred during summer of 2019 during a summer literacy programme where tutors worked with elementary age students in a university literacy centre. Each incident adds to learning by PSTs on professional behaviour. The paper will be thematically organised across four critical incidents. The first two involved conflict between three tutors, broadly. In one, a student was involved as the tutors engaged in personal conflict. In the second, the tutors alone were involved, however, the escalation of the situation occurred quite quickly. In the third narrative, the authors re-story a critical incident that involved the researchers and one of the teacher candidates across multiple moments in the programme. In the final narrative, model behaviour by two tutors was exhibited when handling mandated reporting.
Updated: Oct. 14, 2021
The influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership
This article explores the influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership model. It draws upon dialogue from professional conversations which included multiple stakeholders in the partnership. The results illustrate the complex process of becoming for pre-service teachers as they navigate voices across time and space. They provide an illustration of chronotopes interacting productively, providing support for pre-service growth, and chronotopes in tension, leading to the silencing of pre-service teacher voice. It is hoped this article encourages educators to reflect on the impact chronotopes can have on pre-service teachers’ professional growth, the kinds of conditions that support growth and increased agency, and the ways chronoptic interactions can impact the development of transformative hybrid models of Initial Teacher Education.
Updated: Oct. 13, 2021
The knowledge gap between intended and attained curriculum in Ethiopian teacher education: identifying challenges for future development
This investigation of physics teacher education in Ethiopia reveals a significant gap between the physics knowledge of pre-service teachers (PSTs) attained during training and that of the intended curriculum setting out expectations for their knowledge. Data were obtained by a test probing PSTs’ physics knowledge (attained curriculum); analysis of teacher education curriculum documents (intended); and video-recording, observation and analysis of lectures delivered to pre-service teachers at four Colleges of Teacher Education (implemented). These illustrate that implementation focuses on high-level, abstract knowledge delivered mainly via mathematical approaches, offering limited opportunities for learning basic concepts by debate. An outcome of current practice is that physics teachers lack the necessary subject knowledge to teach effectively, leading successive generations of Ethiopian students to under-achieve. The paper argues for change to enable Ethiopia to achieve its aim of raising educational achievement and societal productivity to become a low-middle income nation by 2025.
Updated: Oct. 13, 2021
Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teacher
Universal Design for Learning (UDL) holds considerable promise to create inclusive educational environments. Nevertheless, the most recent theoretical UDL model, which includes both teachers’ philosophy and praxis of teaching, has never been tested empirically. Therefore, this study aims to validate the UDL model as a “whole” among preservice teachers. Results show that the three philosophical constructs of UDL predict the performance of preservice teachers’ practices associated with UDL. These constructs are growth mindset about learning, self-efficacy to implement inclusion, and self-regulation and motivation for teaching. Results also show that preservice teachers think and reason about UDL not as three separate principles (i.e., engagement, representation, action, and expression) but in an interrelated way as the analysis shows them to be a unidimensional factor. Finally, this article discusses the implications of a validated model on UDL for teacher-educators, practitioners, and researchers.
Updated: Aug. 22, 2021