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Full-Text Articles in Education
Academic Freedom In Teacher Education; Between Certainty And Uncertainty, Marita Cronqvist
Academic Freedom In Teacher Education; Between Certainty And Uncertainty, Marita Cronqvist
Australian Journal of Teacher Education
In this study, academic freedom in teacher education is related to preservice teachers’ possibilities to develop critical and autonomous thinking in teaching practice. Self-awareness and self-confidence provide certainty to deal with the uncertain situation in teaching where creativity and judgment must be given priority over an instrumental teaching based on authorities, effective methods or ready-made solutions. Teacher educators thus need to promote academic freedom as both certainty and uncertainty. The aim of this paper is to provide enhanced understanding of the meanings and implications for teacher education of academic freedom, in the tension between certainty and uncertainty, based on a …
Conceptualising Early Career Teachers’ Agency And Accounts Of Social Action In Disadvantaged Schools, Margaret Kettle, Bruce Burnett, Jo Lampert, Barbara Comber, Naomi Barnes
Conceptualising Early Career Teachers’ Agency And Accounts Of Social Action In Disadvantaged Schools, Margaret Kettle, Bruce Burnett, Jo Lampert, Barbara Comber, Naomi Barnes
Australian Journal of Teacher Education
This article examines the accounts of actions undertaken by Early Career Teachers (ECTs) recently graduated from a social justice-oriented Initial Teacher Education (ITE) program and employed in complex school settings with high levels of student diversity, disadvantage, and poverty. The study drew on theories of teacher agency and agency more broadly to examine the workshadowing observations of the teachers’ practice in classrooms augmented by their reflective accounts in interviews. The study found that the ECTs’ agency, or contextualised social action, can be conceptualised as temporally embedded social engagement directed at addressing their students’ cultural, social and academic needs. The teachers …
Examining The Value Of Online Intercultural Exchange (Oie) In Cultivating Agency-Focused, (Inter)Culturally And Linguistically Responsive Pedagogy: A Story Of One Collaborative International Project For English Learners, Zuzana Tomas, Margita Vojtkulakova, Nikola Lehotska, Marie Schottin
Examining The Value Of Online Intercultural Exchange (Oie) In Cultivating Agency-Focused, (Inter)Culturally And Linguistically Responsive Pedagogy: A Story Of One Collaborative International Project For English Learners, Zuzana Tomas, Margita Vojtkulakova, Nikola Lehotska, Marie Schottin
Language Arts Journal of Michigan
This article makes two contributions to culturally and linguistically responsive pedagogy for English learners (ELs). First, we argue for the value of expanding cultural responsiveness to include an intercultural framing that not only cultivates ELs’ pride in their multicultural heritage, but also fosters their identities and capacities as global citizens. Second, we make a case for foregrounding student agency as a necessary prerequisite for what has been conceptualized as the ultimate goal of Culturally Sustaining Pedagogy: to be able to maintain one’s cultural practices, while simultaneously learning how to critique dominant power structures (Paris & Alim, 2017). We illustrate how …
Developing Equity-Centered Leadership Knowledge And Skills Via Lesson Study In An Online Mathematics Specialist Program, Courtney K. Baker, Spencer Jamieson, Adrienne Paul, Scarlett Kibler, Alyson Eaglen, Tammy Kraft
Developing Equity-Centered Leadership Knowledge And Skills Via Lesson Study In An Online Mathematics Specialist Program, Courtney K. Baker, Spencer Jamieson, Adrienne Paul, Scarlett Kibler, Alyson Eaglen, Tammy Kraft
Journal of Mathematics and Science: Collaborative Explorations
This paper highlights how coursework within a synchronous online mathematics specialist program enhanced candidates’ leadership knowledge and provided structures that addressed issues of equity and access. A focus on one online assignment grounded in Lesson Study played a pivotal role in developing equity-centered leadership and instructional practices. Program instructors and recent alumni illuminate how designing, implementing, and reflecting on the Lesson Study experience served as a cornerstone for advancing their mathematics instruction in the following ways: (a) as instructors designing an online leadership course, (b) as learners within an online environment, and (c) as educators within their K–8 school settings. …
The Pressing Need To Raise The Status Of The Teaching Profession: The Launch Story Of The Teachers Of Australia Social Media Campaign, Alison Willis, Catherine Thiele, Rachael Dwyer, Peter Grainger, Susan Simon
The Pressing Need To Raise The Status Of The Teaching Profession: The Launch Story Of The Teachers Of Australia Social Media Campaign, Alison Willis, Catherine Thiele, Rachael Dwyer, Peter Grainger, Susan Simon
Australian Journal of Teacher Education
This paper presents the start-up methodology for a project that leverages the opportunities that social media affords to give teachers voice and agency. In response to negative press about teachers in mainstream media, coupled with research that shows that teachers are working hard to meet student academic and wellbeing needs, the researchers employed the assertive technologies of social media and started a campaign to promote the work of pre-service and in-service teachers. The paper presents the theorising behind the start-up methodology for the social media campaign and outlines a response to an identified opportunity. It argues that social media provides …
Supporting English Learners Through Practice-Based Research, Catherine Lammert, Erica B. Steinitz Holyoke
Supporting English Learners Through Practice-Based Research, Catherine Lammert, Erica B. Steinitz Holyoke
Reading Horizons: A Journal of Literacy and Language Arts
Learning to use critical practice-based research as part of teaching is an important goal for preservice teachers, especially for those who plan to teach English learners in linguistically diverse settings. In this study, we examine the experiences of preservice teachers who were introduced to a framework for enacting iterative, transformative action research, and used the framework to study their own teaching in a one-on-one writing partnership with young English learners. Using an established self-efficacy survey instrument, as well as qualitative measures such as course artifacts and observations of teaching, we conducted a mixed-methods study to examine the impact of research …
Teaching Peer Feedback As Ethical Practice, Derek Miller, Troy Hicks, Susan Golab
Teaching Peer Feedback As Ethical Practice, Derek Miller, Troy Hicks, Susan Golab
Language Arts Journal of Michigan
Even with weeks of building a classroom community and deliberate instructional scaffolding, students may not engage in thoughtful peer review. One teacher discovers how he must place a deep, intentional value on the feedback itself—and the writers who provided it to one another.
"A Constant State Of Flex And Change": A Teacher Candidate's Perceptions Of And Experiences With Military-Connected Learners, Vicki S. Sherbert
"A Constant State Of Flex And Change": A Teacher Candidate's Perceptions Of And Experiences With Military-Connected Learners, Vicki S. Sherbert
Educational Considerations
All teacher candidates enter the classroom with initial perceptions and assumptions regarding their students’ diverse lived experiences and the role those experiences may play in the classroom (Wenger & Dinsmore, 2005). For teacher candidates with no military background, concerns may extend beyond those typical of teacher candidates in other internship placements to include worries about understanding and meeting the unique needs of military-connected learners. This qualitative case study involved three teacher candidates who were about to begin their student teaching internships working in elementary classrooms in schools on a military post. This article will offer an in-depth description of one …
Fictive Kinship In The Aspirations, Agency, And (Im)Possible Selves Of The Black American Art Teacher, Gloria Wilson
Fictive Kinship In The Aspirations, Agency, And (Im)Possible Selves Of The Black American Art Teacher, Gloria Wilson
Journal of Social Theory in Art Education
In this paper, I explore the pairing of the concepts of fictive kinship and agency in order to explore racial identity narratives of the Black American art teacher. Expanding on the anthropological concept of fictive kinship, where bonds of connectedness between people help to shape selfhood, I consider the powerful impact that visual culture has on shaping identity narratives and the professional aspirations of Black American art teachers. I identify fictive kinship connections as salient in creating spaces which affect agency in the conceptualization and achievement of the self as an artist. I further use the concept of fictive kinship …
Word-Slam Stories As Venues For Stimulating Learning And Developing Agency With Urban High School Students, Elite Ben-Yosef, Limor Pinhasi-Vittorio
Word-Slam Stories As Venues For Stimulating Learning And Developing Agency With Urban High School Students, Elite Ben-Yosef, Limor Pinhasi-Vittorio
The Qualitative Report
Word-slam was used with our high school urban students as instrument and method to elicit engagement with learning and develop agency through personal storytelling. The word-slam text (as it appears on YouTube and in hard-copy format as well) was chosen due to its being a personal story and an alternative, artistic and critical form of text that our students could relate to directly as the format and content were relevant to their lives and experiences. By using the text as a mentor text and studying the author’s craft together, students were able to write, rewrite and develop their own word-slam …
"You Can't Be Creative Anymore": Students Reflect On The Lingering Effects Of The Five-Paragraph Essay, Jennifer P. Gray
"You Can't Be Creative Anymore": Students Reflect On The Lingering Effects Of The Five-Paragraph Essay, Jennifer P. Gray
Teaching/Writing: The Journal of Writing Teacher Education
The five-paragraph essay continues to make headlines in composition and pedagogy journals and on teacher listservs. This long-cherished genre has been touted for teaching the basics to writers in college, and teachers often claim that it is the best foundation for solid essay writing. In contrast, there are numerous five-paragraph essay critics who claim that the essay is a “school-created thing” that has no real-world value and persists due to an enshrinement in textbooks as preparation for objective standardized testing. Regardless of the debate, one thing remains: there is little research on the essay from the students’ perspective. This essay …
Creating Spaces For Critical Transformative Dialogues: Legitimising Discussion Groups As Professional Practice, Christine J. Edwards-Groves
Creating Spaces For Critical Transformative Dialogues: Legitimising Discussion Groups As Professional Practice, Christine J. Edwards-Groves
Australian Journal of Teacher Education
Focussed dialogue (as lived and living practices) can have a powerful role in renewing professional practice, advancing its sustainability and development as administrative and political systems colonise the practices of teachers and teacher educators. However, participating in discussion groups for many teachers, including those in academia, is often constrained by time demands, workplace structures and accountabilities. This paper reports a two year empirical case study investigating the transformative nature of dialogues experienced in one such focused discussion group. The dialogic practices of the group aimed firstly to provide a communicative space for its participants to interrogate and interpret factors …