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Non-Indigenous Instructors Teaching About Indigenous Content: Reflections And Recommendations From Indigenous Ways Of Knowing And Pedagogy, Manu Sharma, Peggy Shannon-Baker
Non-Indigenous Instructors Teaching About Indigenous Content: Reflections And Recommendations From Indigenous Ways Of Knowing And Pedagogy, Manu Sharma, Peggy Shannon-Baker
International Journal for the Scholarship of Teaching and Learning
This article takes a scholarship of teaching and learning approach to improve the authors teaching about Indige-nous content as non-Indigenous teacher educators. It explores how they attempted to incorporate Indigenous content and teaching practices into multicultural education classes and then reflect on how they could have improved their teaching practice. Both authors provide their unique positionality which provides context which is essential to consider when doing equity-based work such as teaching about/with Indigenous communities. The authors discuss their teaching experiences after they occurred with one another and then engage in an exploration via literature on teaching about Indigenous content. The …
Another Look At High-Impact Practices In Teacher Education: Linking Practices With Engagement, Ekaterina Koubek, Raymond J. Rodriguez
Another Look At High-Impact Practices In Teacher Education: Linking Practices With Engagement, Ekaterina Koubek, Raymond J. Rodriguez
International Journal for the Scholarship of Teaching and Learning
High-Impact Practices (HIPs), as adopted by the American Association of Colleges and Universities (AAC&U), are teaching and learning practices in higher education that promote student engagement and learning as measured on the National Survey of Student Engagement (NSSE). This study replicated a previous study conducted by the authors exploring the extent to which prior findings on the relationship between HIPs and student engagement could be confirmed with a different sample of students and faculty in a teacher preparation program. The current study further sought to understand the extent to which faculty members’ design of activities related to HIPs engaged students …
Short-Term Study Abroad For Pre-Service Teachers: Personal And Professional Growth In Brighton, England, Erin Mikulec
Short-Term Study Abroad For Pre-Service Teachers: Personal And Professional Growth In Brighton, England, Erin Mikulec
International Journal for the Scholarship of Teaching and Learning
This study examines the personal and professional development of 34 pre-service teachers who participated in a study abroad program for education majors in Brighton, England. The participants completed a variety of assignments and learning activities before, during, and after the program, including 20 hours of observation in area schools. The results indicate that in terms of personal development, the pre-service teachers experienced increased levels of self-confidence, autonomy, tolerance for ambiguity, flexibility and adaptability, and interpersonal skills. Professionally, the participants identified the role of culture in education and pedagogy, described being better equipped to work with diverse learners in the United …
Problem-Based Learning And The Training Of Secondary Social Studies Teachers: A Case Study Of Candidate Perceptions During Their Field Experience, Charles T. Wynn Sr., William Okie
Problem-Based Learning And The Training Of Secondary Social Studies Teachers: A Case Study Of Candidate Perceptions During Their Field Experience, Charles T. Wynn Sr., William Okie
International Journal for the Scholarship of Teaching and Learning
We present results of a case study in which we analyzed the impact of problem-based learning (PBL) and cognitive scaffolding techniques introduced in our secondary social studies methods course on the perceptions and practices of 12 preservice teachers (PSTs) during their fall practicum and spring student teaching. Our PSTs reported teaching 54 PBL lessons and identified factors that encouraged their use of PBL: methods course PBL experiences; improved student exam scores and writing skills, increased engagement; and improved collaborative, deliberative, and cognitive skills. Discouraging factors included the time and effort to plan PBL lessons, coverage demands, and standardized testing. Findings …
Influences On Diversity In Teacher Education: Using Literature To Promote Multiple Perspectives And Cultural Relevance, Karen M. Gibson
Influences On Diversity In Teacher Education: Using Literature To Promote Multiple Perspectives And Cultural Relevance, Karen M. Gibson
International Journal for the Scholarship of Teaching and Learning
It is not uncommon for students in a teacher education program to bring with them a lack of experience in working with diverse populations. This culturally insular perspective often leaves them ill-prepared to face the highly diverse classrooms they will soon encounter. This study describes a context created for 120 students in an undergraduate Literature for Children course to critically analyze selected literature and participate in varied group discussions in order to better understand the diverse classrooms they will likely face as teachers. This qualitative study examines themes extracted from student journals and discussions in order to show the influence …
Instructors' Decisions That Integrate Inquiry Teaching Into Undergraduate Courses: How Do I Make This Fit?, Iris Alkaher, Erin Dolan
Instructors' Decisions That Integrate Inquiry Teaching Into Undergraduate Courses: How Do I Make This Fit?, Iris Alkaher, Erin Dolan
International Journal for the Scholarship of Teaching and Learning
In this qualitative study, we describe and characterize the pedagogical decisions that three college instructors made to mitigate challenges they faced as they taught by inquiry, as well as the rationale for their decisions and their perceptions of the efficacy of their decisions. We found that instructors made a range of decisions, including reorganizing course content and structure, adding more opportunities for and models of inquiry practice, adding more opportunities for feedback and assessment, and enhancing scaffolding of the inquiry. Notably, single instructional decisions had the capacity to mitigate multiple challenges. The instructors were satisfied with many of their decisions, …
Paradoxes Of Online Teaching, David E. Bair, Mary A. Bair Ph.D.
Paradoxes Of Online Teaching, David E. Bair, Mary A. Bair Ph.D.
International Journal for the Scholarship of Teaching and Learning
While much attention is paid to students’ experiences in online courses, there is sparse information regarding the experiences of faculty who teach online. Two university instructors address this gap in the literature and present an analysis of their experiences teaching graduate and undergraduate teacher-education classes at a university in the Midwestern United States. In this collaborative self-study, the authors analyze data consisting of their reflections and discussions, anonymous student surveys, anonymous course evaluations, and online observations by other faculty. They argue that online instruction poses several paradoxes. These paradoxical experiences illuminate the need for additional research about faculty experiences with …
The Conversation Of Critical Practice: Pre-Service Teachers As Educators For Social Justice, Patricia E. Calderwood, Morgan Aboud Mazza, Abiah Clarke, Amy B. Favano, Vonick Jean-Guilluame, Dan Mcneill, Carolyn Stenerson
The Conversation Of Critical Practice: Pre-Service Teachers As Educators For Social Justice, Patricia E. Calderwood, Morgan Aboud Mazza, Abiah Clarke, Amy B. Favano, Vonick Jean-Guilluame, Dan Mcneill, Carolyn Stenerson
International Journal for the Scholarship of Teaching and Learning
In this paper we examine aspects of the construction of authentic membership, competence, and sense of shared purpose within a professional community of educators accomplished by a class of pre-service teachers during a spontaneous electronic conversation. Implications for teacher education are considered.
Portfolio Assignments In Teacher Education: A Tool For Self-Regulating The Learning Process?, Jetske Strijbos, Wil Meeus, Arno Libotton
Portfolio Assignments In Teacher Education: A Tool For Self-Regulating The Learning Process?, Jetske Strijbos, Wil Meeus, Arno Libotton
International Journal for the Scholarship of Teaching and Learning
This study examines the effects of a portfolio programme on self-regulation – and thus among third year students of teacher education training to be secondary school teachers. Data collection was by means of self-reporting before, during and after the portfolio programme and via perception questionnaires. The study indicates a significant increase in self-regulation. The portfolio programme therefore improves students’ capacity to go through their learning process independently, although the analysis also shows that the rising score with respect to the construct ‘self-regulation’ stems from the increase of only one sub-scale (regulation). The comparison of the students’ own opinions with those …