Education Commons^™

Unveiling Pre-Service Teachers' Epistemological Beliefs In The Planning Of Korean Language Assessment, Haeju Cheon, Seongryeong Yu

Teaching & Learning Faculty Publications

This study explores the epistemological beliefs of pre-service elementary teachers in Korean language education and their impact on performance assessment task planning. Grounded in the correlation between teachers’ beliefs and instructional approaches, the research aims to redefine Schommer’s (1990) epistemological dimensions in tasks designed by pre-service teachers. Data from 150 participants were analyzed quantitatively and qualitatively, revealing three belief-based clusters: Naive (24.7%), Mixed (51.3%), and Sophisticated (24.0%). Task planning patterns in all groups focus on individual perspective analysis and selfreflection. The Mixed group emphasizes related readings, exposing participants to various perspectives. In contrast, the Naive group employs diverse tasks in …

Critical Social Foundations Of Education: Advancing Human Rights And Transformative Justice Education In Teacher Preparation, Magnus O. Bassey

Publications and Research

No abstract provided.

Ungrading The Writing Process: Crafting An Educational Philosophy Statement, Delia Hernandez

Open Educational Resources

This project provides a framework and process for guiding preservice teachers in the creation of their educational philosophy statements that is guided by the principles of the writing across the curriculum program and ungrading movement in education.

“Distressing” Situations And Differentiated Interventions: Preservice Teachers’ Imagined Futures With Trans And Gender Creative Students, Elizabeth E. Blair, Sherry L. Deckman

Publications and Research

Context: Teachers can help ensure trans and gender creative students’ opportunity and equal access to education, yet the field of educational research has just begun to explore how teachers understand trans and gender creative students’ experiences and negotiate their responsibilities to protect these students’ rights.

Purpose/Research Question: This paper aims to address this essential gap by exploring preservice teachers (PSTs’) understandings of, and preparation for, creating supportive educational contexts for trans and gender creative students by exploring the following research question: How do PSTs construct their responsibilities as future teachers to support trans and gender creative students? Ultimately, this study …

Extending The Apprenticeship Of Observation: How Mentee Experience Shape Mentors, Christina J. Lunsmann, Jori S. Beck, Derek R. Riddle, Chyllis E. Scott, Amy B. Adkins

Teaching & Learning Faculty Publications

Although the importance of mentor teachers in clinical teacher preparation is well established, few researchers explore the social identity development of these individuals. Through our study we contribute to the body of research by exploring mentor teachers' social identity development through the concept of Apprenticeship of Observation - specifically, how they felt their own mentoring experiences influenced their approaches to mentoring. The multi-case study includes findings about mentoring beliefs and practices during the laboratory school component of an Alternate Route to Licensure program. Incorporating semi-structured interviews and video analysis, the findings demonstrate how four mentor teachers' prior experiences as mentees …

Outside Ourselves: Becoming Better Teachers Through Ethnographic Fieldwork, Brent C. Talbot

Sunderman Conservatory of Music Faculty Publications

"Two questions students often ask me are: “why do you travel so much?” and “why do you engage in so much research?” My answer to both is relatively simple, “to become a more informed person and teacher.” [excerpt]

Teaching Care Ethics: Conceptual Understandings And Stories For Learning, Colette Rabin, Grinell Smith

Faculty Publications

An ethic of care acknowledges the centrality of the role of caring relationships in moral education. Care ethics requires a conception of ‘care’ that differs from the quotidian use of the word. In order to teach care ethics more effectively, this article discusses four interrelated ways that teachers’ understandings of care differ from care ethics: (1) conflating the term of reference ‘care’ with its quotidian use; (2) overlooking the challenge of developing caring relationships; (3) tending toward monocultural understandings of care; and (4) separating affect and intellect. Awareness of these conceptions of care supports teacher educators to teach care ethics …

Imagining A Better World: Service-Learning As Benefit To Teacher Education, Virginia M. Jagla, Antonina Lukenchuk, Todd A. Price Dr.

Faculty Publications

This study intends to broaden the conception of service-learning and to expand on its models, epistemological positions, and exemplars. Our intentions are to develop a substantive analysis of service-learning in its current theoretical development and to diversify service-learning pedagogical repertoire for teacher education candidates in graduate education programs. As university faculty, who embed service-learning components in various education courses, we are concerned with the manner in which higher education institutions manage their practices—primarily according to narrowly conceived technical and prescriptive models, thereby restricting multiple ways of knowing, teaching and learning. We demonstrate how service-learning can develop new forms of knowledge …

Demythifying Multicultural Education: Social Semiotics As A Tool Of Critical Pedagogy, Stephanie Urso Spina

Publications and Research

This article discusses the assumptions and curricular implications of a social semiotic approach to education. Semiotics refers to the meaning we make with language as well as other objects. events, and actions. Social semiotics emphasizes the social, cultural, historic, and political contexts that shape that meaning. A social semiotic approach to education can help teachers and teacher educators to deconstruct the reproduction of class, politicize the ideology of colonialism, and overcome the inequities they engender. By providing a way to challenge selectively reproduced cultural politics, social semiotics provides a way to reconstruct and democratize schools and society.