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Teacher Education and Professional Development

Preservice teachers

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Full-Text Articles in Education

How Do Literacy Teacher Educators Engage As Literacy Leaders?, Laurie A. Sharp, Marla Robertson, Rebekah E. Piper, Teresa Young, Roberta D. Raymond Dec 2019

How Do Literacy Teacher Educators Engage As Literacy Leaders?, Laurie A. Sharp, Marla Robertson, Rebekah E. Piper, Teresa Young, Roberta D. Raymond

The Advocate

Literacy teacher educators play a pivotal role in developing future PreK-12 classroom teachers for the task of literacy leadership. However, little is known about literacy teacher educators and how they engage as literacy leaders. In the current study, we retrieved data from 132 literacy teacher educators and analyzed it descriptively using teacher educator identify as a theoretical lens. Findings revealed 15 different literacy leadership practices that represented five distinct groups. Among these groups, respondents demonstrated high and low levels of engagement with literacy leadership practices that pointed to important implications for administrators of teacher education programs.


“If We Don’T Include Literature, Where Do We Teach Our Students From?” An Effort To Introduce Children’S Literature To Indonesian Preservice Teachers, Tati L Durriyah Dec 2019

“If We Don’T Include Literature, Where Do We Teach Our Students From?” An Effort To Introduce Children’S Literature To Indonesian Preservice Teachers, Tati L Durriyah

Reading Horizons: A Journal of Literacy and Language Arts

Indonesia’s new literacy initiative called Gerakan Literasi Sekolah (GLS) focuses on developing literacy-rich school environments through a sequence of book engagements. As the locus of control in daily literacy activities (Lehman, 2007), teachers in Indonesia assume much of the responsibility for student literacy learning. Despite this, Indonesian teachers receive minimal preparation in facilitating literacy instruction using literature; for example, courses that introduce student teachers to children’s literature are not commonly offered in Indonesian teacher education. This study aims to fill in the dearth of data regarding the efforts to introduce Indonesian preservice teachers to literature for children and ...


Literacy Curricula, The Common Core, And Defending An Unpopular Profession: The Lived Experiences Of Undergraduate Preservice Literacy Teachers, Susan A. Sturm Oct 2019

Literacy Curricula, The Common Core, And Defending An Unpopular Profession: The Lived Experiences Of Undergraduate Preservice Literacy Teachers, Susan A. Sturm

Excelsior: Leadership in Teaching and Learning

This study explored the lived experiences of eight pre-service teachers, specifically their understandings of teaching Common Core-aligned English language arts (ELA) and their feelings about becoming teachers of literacy amid the current era of accountability. Phenomenological methods were used to interview participants and analyze data for significant statements made by all eight pre-service teachers involved. Major themes to emerge include that pre-service teachers felt prepared to design ELA lessons but unprepared to develop an ELA curriculum; they felt the Common Core State Standards had changed everything about teaching; and they were anxious about becoming teachers during a time of great ...


Classroom Culture In The Social Studies Classroom: The Abilities Of Preservice Teachers, Sarah J. Kaka Sep 2019

Classroom Culture In The Social Studies Classroom: The Abilities Of Preservice Teachers, Sarah J. Kaka

The Councilor: A Journal of the Social Studies

The purpose of this study was to explore how secondary students interpret the classroom culture that preservice social studies teachers create during their student teaching semester. This question was answered by examining results of a survey of secondary social studies students that allowed them to evaluate the classroom culture their social studies preservice teacher created. A Student Perception Survey was used for the study, which loaded four main indicators of classroom culture. Through descriptive statistical analysis of the survey results, this study found that secondary social studies students believed their preservice teachers were most adept at creating a student-centered classroom ...


Exposing Preservice Teachers To Emergent Bilinguals, Deborah J. Williams Ed.D., Jim Ewing Sep 2019

Exposing Preservice Teachers To Emergent Bilinguals, Deborah J. Williams Ed.D., Jim Ewing

Journal of Multicultural Affairs

This study followed a case study design and employed qualitative methods to explore monolingual preservice teachers’ (PSTs) attitudes toward learning to teach emergent bilinguals (EBs) in a dual language school. We sought to support and observe PSTs as they applied strategies learned in methodology courses to students in the field. Three overarching themes emerged from PSTs’ videotaped focus group interviews, weekly reflections, and field notes. Responses that supported Theme 1 suggested PSTs desired to teach EBs for a variety of reasons and Theme 2 supporting responses showed that PSTs confidence levels increased as they interacted with EBs. Responses that supported ...


Exploring Preservice Teachers’ Still-Life Paintings Of Crystals With Artist-Focused Compared To Science-Focused Introductions, Mahjabeen Hussain, Dessy Stoycheva, Audrey C. Rule, Denise A. Tallakson Jun 2019

Exploring Preservice Teachers’ Still-Life Paintings Of Crystals With Artist-Focused Compared To Science-Focused Introductions, Mahjabeen Hussain, Dessy Stoycheva, Audrey C. Rule, Denise A. Tallakson

Journal of STEM Arts, Crafts, and Constructions

This experimental study was undertaken with preservice teachers to test whether the use of science integration into arts education increases demonstration of science details and creative features in artwork. Two conditions were created: arts-focused and science-focused; gouache still-life paintings were produced and analyzed, and an attitude survey was completed. The results suggested that science integration into visual arts classes increased creativity for the arts-focused condition and increased science concepts in the science-focused condition. Participants in both conditions reported positive attitudes, specifically, high levels of enjoyment, alluded to lack of experience with arts and creative projects, and expressed desire for more ...


Using Virtual Reality And Web Conferencing Technologies: Exploring Alternatives For Microteaching In A Rural Region, Raymond A. Dixon, Cassidy Hall, Farjahan Shawon May 2019

Using Virtual Reality And Web Conferencing Technologies: Exploring Alternatives For Microteaching In A Rural Region, Raymond A. Dixon, Cassidy Hall, Farjahan Shawon

Northwest Journal of Teacher Education

Preservice teachers’ views of two types of technologies which provided realistic environments in which to practice microteaching are described: (1) TLE TeachLivE™ Lab, a virtual reality environment that employs avatars as students in a virtual classroom, and (2) web conferencing technology to synchronously teach students in remotely located classrooms. Preservice teachers opined that each technology offers a relatively realistic environment that allows them to interact with virtual and real students. Microteaching through these technologies increases their self-confidence and provided a safe, non-threatening environment for them to reflect on their practice. We concluded these emerging technologies can provide viable alternatives to ...


Supporting Clinical Practice Through Rehearsals, Lubna Javeed May 2019

Supporting Clinical Practice Through Rehearsals, Lubna Javeed

Northwest Journal of Teacher Education

Rehearsing is a form of pedagogy in teacher education to prepare pre-service teachers with instructional practices before live enactments in a classroom. This qualitative study used grounded theory to explore how rehearsals impacted five elementary literacy courses in a university teacher education program. Data comprised of prolonged observations, video recordings of rehearsals, and surveys. The process of coding and re-coding resulted in findings that reflect rehearsing provided Teacher Candidates with confidence with lesson presentation, improved understanding of literacy content, and understand how to make in-the-moment instructional decisions.


Field Experiences In Literacy Teacher Preparation: A Snapshot Of Current Practices, Laurie A. Sharp, Rebekah Piper, Roberta D. Raymond May 2019

Field Experiences In Literacy Teacher Preparation: A Snapshot Of Current Practices, Laurie A. Sharp, Rebekah Piper, Roberta D. Raymond

Northwest Journal of Teacher Education

This qualitative study used social constructivism as a theoretical lens to examine ways in which literacy teacher educators incorporate field experiences during literacy coursework. A cross-sectional survey was distributed among literacy teacher educators affiliated with teacher preparation programs located in a single Southern state. Responses related to field experiences were retrieved from 42 surveys and analyzed with two cycles of coding. Findings indicated that preservice teachers completed a range of field experiences prior to student teaching that involved observing literacy instruction and leading literacy instruction with individual students and small groups of students. Incongruences between reported field experiences and recommendations ...


Preparing Elementary Writing Teachers: An Inquiry-Driven, Field-Based Approach To Instruction, Lisa K. Hawkins, Nicole M. Martin, Jennifer Cooper Mar 2019

Preparing Elementary Writing Teachers: An Inquiry-Driven, Field-Based Approach To Instruction, Lisa K. Hawkins, Nicole M. Martin, Jennifer Cooper

Teaching/Writing: The Journal of Writing Teacher Education

Pre-service teachers’ [PSTs] preparation for teaching writing is foundational to writing instruction in elementary schools and children’s writing. Prior research has identified elements in writing-focused methods coursework that support their preparation. In this article, an innovative component in a stand-alone writing teacher preparation course that incorporated the research-based elements is showcased: a process for deconstructing and modeling inquiry-driven writing pedagogy. This process includes five phases: (1) using mentor texts during initial immersion, (2) using mentor texts to study structure, (3) using mentor texts to study writer’s craft, (4) using mentor texts to study sentence structure, sentence fluency, and ...


An Argument For Delayed, Indirect, Embedded Praise, Cindy Campbell Feb 2019

An Argument For Delayed, Indirect, Embedded Praise, Cindy Campbell

Journal of Applied Social Science Research and Practice

This case study examines the implementation of an early alert intervention system designed to enhance retention and student course engagement at a large suburban, public two-year degree-granting college. The focus of the study was to investigate the work-flow process and labor requirements for operationalizing the in-house intervention protocol, utilizing a Success Coach model. This paper documents the intervention procedures and reports findings pertaining to faculty time commitment and participation, frequency and prevalence of raised alert flags, and labor requirements for conducting student outreach. Cost efficiency and effectiveness are discussed, as are alternative approaches for implementation, including the use of automation ...


Enhancing Collaborative Practices With Preprofessional Occupational Therapists And Early Childhood Special Education Student Teachers: A Pilot Study, Kathleen M. Farrand, Megan Troxel Deeg, Oaklee Rogers, Allison M. Mullady, Stephanie S. Williams, Bjorg T. Lesueur Jan 2019

Enhancing Collaborative Practices With Preprofessional Occupational Therapists And Early Childhood Special Education Student Teachers: A Pilot Study, Kathleen M. Farrand, Megan Troxel Deeg, Oaklee Rogers, Allison M. Mullady, Stephanie S. Williams, Bjorg T. Lesueur

The Open Journal of Occupational Therapy

This article presents the Collaborative Design Model as a tool for developing collaboration and self-efficacy for preprofessional educators and service providers. As student populations continue to become more diverse, preprofessionals entering the classroom must be prepared to collaborate with colleagues effectively and efficiently to address the variety of needs presented in the classroom. Little research exists on the collaboration among preprofessional teachers and preprofessional occupational therapists. The proposed model provides a method for supporting preprofessionals in collaborating to meet the needs of students at risk for or with disabilities. Initial pilot findings suggest the Collaborative Design Model could potentially increase ...


Developing A Clinical Literacy Experience That Improves Outcomes For Students And Preservice Teachers, Susan Keesey, Charley Jo Allen, Madison Loy, Amanda Schaefer Sep 2018

Developing A Clinical Literacy Experience That Improves Outcomes For Students And Preservice Teachers, Susan Keesey, Charley Jo Allen, Madison Loy, Amanda Schaefer

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Improving literacy outcomes so more students graduate from high school career- and college- ready is critical in today's society. There is a wealth of evidence-based practices for teachers to utilize and yet student literacy outcomes fail to improve. This article provides an example of how a clinical model literacy clinic, housed in a partner elementary school, improved learning outcomes for preservice teachers and the at-risk students they instructed. During this twice weekly, semester-long literacy clinic, the preservice teachers explicitly taught all five critical literacy components to support struggling readers with the focus on using high-leverage practices for instruction. This ...


Developing Growth Mindset And Grit In Preservice Teachers, Susan Keesey, Amanda Schaefer, Madison Loy, Charley Jo Allen Sep 2018

Developing Growth Mindset And Grit In Preservice Teachers, Susan Keesey, Amanda Schaefer, Madison Loy, Charley Jo Allen

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Educator preparation programs are charged with developing preservice teachers ready to meet the many challenges of today's classrooms. Developing a growth mindset and GRIT provides future educators with important dispositions to increase their teaching effectiveness and improve the success of their students. A growth mindset helps learners realize that intellect is not fixed but through time and effort, skills will increase. Developing GRIT (i.e., growth, resilience, integrity, and tenacity) builds the perseverance to continue until goals are reached. Developing GRIT and a growth mindset helps teachers understand that all students, even diverse learners, can be successful if provided ...


Using Focus Groups To Explore Sources Of Self-Efficacy In Puerto Rican Preservice Teachers, Yitza A. Arcelay-Rojas Sep 2018

Using Focus Groups To Explore Sources Of Self-Efficacy In Puerto Rican Preservice Teachers, Yitza A. Arcelay-Rojas

Journal of Educational Research and Practice

This article used focus groups to explore Puerto Rican preservice teachers' perceptions of sources of self-efficacy. The present study allowed, through a qualitative design, examination of the experiences of preservice teachers at the end of their student teaching practicum. The qualitative design and the use of the focus group technique provided insight into the main sources of their perceived self-efficacy through the self-assessment of their field experience. The beginning of the student teaching practicum provoked an intense process of emotions in which the preservice teachers needed support and guidance, particularly in aspects of planning, differentiation, and classroom management. The participants ...


Inquiry, Discovery, And The Complexities Of Teaching: Learning From The Research Of Practitioners, Angela Hooser, Laura Sabella Jul 2018

Inquiry, Discovery, And The Complexities Of Teaching: Learning From The Research Of Practitioners, Angela Hooser, Laura Sabella

Journal of Practitioner Research

In this opening article, Guest Editors Angela Hooser and Laura Sabella define the purpose of this special themed issue of Journal of Practitioner Research: Inquiry, Discovery, and the Complexities of Teaching: Learning from the Research of Practitioners and introduce the seven pieces of teacher research published in this volume that encapsulate this theme.


How Does Training From A Stem Elementary Education Program Influence An Elementary Teacher’S Instruction And Experiences?, Courtney G. Mayakis, Jessica R. Robinson, John Williams Iii Jul 2018

How Does Training From A Stem Elementary Education Program Influence An Elementary Teacher’S Instruction And Experiences?, Courtney G. Mayakis, Jessica R. Robinson, John Williams Iii

Journal of STEM Teacher Education

In the United States, innovation and our economy seem to be lacking in comparison to other countries. Many cite the shortage of individuals interested in STEM careers as part of the problem. The following research article addresses how STEM programs may influence the efficacy and practice of curriculum integration as well as the mathematics and science instruction of teachers in elementary education. Data were collected using interviews and taped instruction from an elementary educator who graduated from a STEM-focused elementary program. This exploratory case study will aid in understanding how preservice programs focusing on STEM-integrated curriculum in elementary education can ...


Voices Of Cooperating Teachers And Preservice Teachers: Implications For Elementary Social Studies Education, Mary Beth Henning, Eiu-Kyung Shin Apr 2018

Voices Of Cooperating Teachers And Preservice Teachers: Implications For Elementary Social Studies Education, Mary Beth Henning, Eiu-Kyung Shin

The Councilor: A Journal of the Social Studies

Examining the current beliefs and practices of elementary social studies teachers and preservice teachers suggests that there are similarities and differences between how they perceive their roles as curricular-instructional gatekeepers (Thornton, 1991). Using both survey data and focus groups, cooperating teachers describe their contemporary elementary social studies teaching practices as a blend of stand-alone activities and integrated instruction. Elementary teachers recommend more hands-on activities and literacy development strategies be taught in social studies methods classes. Preservice teachers also reported their preferred teaching practices and rationales in social studies, showing some significant differences from cooperating teachers.


Preservice Teacher Sense-Making As They Learn To Teach Reading As Seen Through Computer-Mediated Discourse, Angela J. Stefanski, Amy Leitze, Veronica M. Fife-Demski Mar 2018

Preservice Teacher Sense-Making As They Learn To Teach Reading As Seen Through Computer-Mediated Discourse, Angela J. Stefanski, Amy Leitze, Veronica M. Fife-Demski

Reading Horizons: A Journal of Literacy and Language Arts

Abstract

This collective case study used methods of discourse analysis to consider what computer-mediated collaboration might reveal about preservice teachers’ sense-making in a field-based practicum as they learn to teach reading to children identified as struggling readers. Researchers agree that field-based experiences coupled with time for reflection benefit preservice teachers as they learn to teach reading. However, research is not as clear about which features of practicum experiences lead to preservice teacher learning, which may contribute to preservice teacher misconceptions, and how learning about reading instruction might be rendered more visible to researchers. Grounded in sociocultural perspectives, analysis focused on ...


The Iterative Development And Use Of An Online Problem-Based Learning Module For Preservice And Inservice Teachers, Peter Rillero, Laurie Camposeco Feb 2018

The Iterative Development And Use Of An Online Problem-Based Learning Module For Preservice And Inservice Teachers, Peter Rillero, Laurie Camposeco

Interdisciplinary Journal of Problem-Based Learning

Teachers’ problem-based learning knowledge, abilities, and attitudes are important factors in successful K–12 PBL implementations. This article describes the development and use of a free, online module entitled Design a Problem-Based Learning Experience. The module production, aligned with theories of andragogy, was a partnership between the recipients of a grant using PBL to enhance English language learner education and the Sanford Inspire Program. A multistage evaluation design was used in the iterative process of module creation. Starting with an initial white paper, the module’s conceptualization, development, pilot testing, and refinement are described, along with the current use statistics ...


Bridging Pedagogy And Practice: From Coursework To Field Experiences In A Teacher Preparation Program, Judith M. Emerson Phd, Pier Junor Clarke Phd, Alesia M. Moldavan Med Jan 2018

Bridging Pedagogy And Practice: From Coursework To Field Experiences In A Teacher Preparation Program, Judith M. Emerson Phd, Pier Junor Clarke Phd, Alesia M. Moldavan Med

Georgia Educational Researcher

In this study, two teacher educators, one special education faculty and one mathematics education faculty, examined ways to infuse educational theory into their practice to develop preservice teachers’ ability to meet the demands of the 21st century classroom. The study took place at an urban university in the southeastern United States where the teacher education program prepares future educators for the most diverse classroom settings existing in U.S. public schools today. Results informed the teacher educators of relevant challenges preservice teachers experience with regard to instructional design that addresses the needs of diverse learners. The action research study ...


A Systematic Review Of The Research On The Knowledge And Skills Of Australian Preservice Teachers, Jennifer Stephenson Jan 2018

A Systematic Review Of The Research On The Knowledge And Skills Of Australian Preservice Teachers, Jennifer Stephenson

Australian Journal of Teacher Education

Since knowledge and skills related to curriculum content and pedagogy are crucial for teachers, it is of interest to explore the research relating to what preservice teachers know and can do. Refereed journal articles published between 2005 and 2015 that reported on the assessment of the knowledge or skills of Australian preservice teachers are reviewed. Data were extracted from 52 articles relating to the context of the research, participants in the research and the adequacy of the knowledge and skills of preservice teachers. Most authors expressed some concern about the level of knowledge and skills of preservice teachers and where ...


Examining Preservice Teachers’ Reflective Thinking Skills In The Context Of Web-Based Portfolios: The Role Of Metacognitive Awareness, Emine Adadan, Diler Oner Jan 2018

Examining Preservice Teachers’ Reflective Thinking Skills In The Context Of Web-Based Portfolios: The Role Of Metacognitive Awareness, Emine Adadan, Diler Oner

Australian Journal of Teacher Education

This mixed method study aimed to examine if, and then potentially how, the level of preservice teachers’ metacognitive awareness (MA) influences their reflective thinking on their teaching practicum experiences in the context of web-based portfolio construction. Data sources included two sets of reflection task responses and a Likert-type metacognitive awareness inventory. Data from these sources were coded and analyzed using quantitative and qualitative methods. The total number of high-level reflective thinking indicators produced by the preservice teachers with high MA was notably higher than those generated by the preservice teachers with low MA. A Wilcoxon-Mann-Whitney test revealed a statistically significant ...


An Investigation Of Preservice Teachers’ Beliefs About The Certainty Of Teaching Knowledge, Leila E. Ferguson, Jo Lunn Brownlee Jan 2018

An Investigation Of Preservice Teachers’ Beliefs About The Certainty Of Teaching Knowledge, Leila E. Ferguson, Jo Lunn Brownlee

Australian Journal of Teacher Education

Beliefs about the certainty of teaching knowledge may influence how preservice teachers engage with and learn from knowledge sources in teacher education, and their subsequent practice. In light of inconsistencies in prior findings that mainly employ epistemic questionnaires, we extended research focusing on a contextual analysis. Sixty-six elementary and lower-secondary preservice teachers in Norway responded to the Beliefs about the Certainty of Teaching Knowledge (BECK) scale in the first and second year of study, respectively. Participants believed knowledge about teaching and learning was more tentative and evolving at T2 than at T1 (t (65) = 2.0, p = .049, Cohen’s ...


Attracting Preservice Teachers To Remote Locations, Kenneth D. Young, Peter Grainger, Dennis James Jan 2018

Attracting Preservice Teachers To Remote Locations, Kenneth D. Young, Peter Grainger, Dennis James

Australian Journal of Teacher Education

Teaching in rural/remote regions poses many challenges to teachers and is identified as a priority research area by the state government. Despite initiatives by the state government and university providers to solve the issue through various incentives designed to attract teachers, the problem remains significant. This research describes and analyses the impact of a regional university initiative to attract teachers to rural and remote locations in Queensland. The data was gathered through analysis of responses from preservice teachers completing education degrees at a regional university in Queensland. The data revealed that a pre-graduation teaching placement to a rural/remote ...


The Impact Of Intercultural Experiences On Preservice Teachers’ Preparedness To Engage With Diverse Learners, Denise A. Beutel, Donna Tangen Jan 2018

The Impact Of Intercultural Experiences On Preservice Teachers’ Preparedness To Engage With Diverse Learners, Denise A. Beutel, Donna Tangen

Australian Journal of Teacher Education

The diversity of student populations globally is increasing more rapidly than the diversity of the teaching workforce. Concerns are that beginning teachers are ill-prepared to meet the needs of the diversity of students in their classrooms. This lack of preparedness has been partially attributed to inadequate preparation within teacher education programs. We advocate that preservice teachers need to understand how their prior intercultural experiences can be utilised to better prepare them for teaching diverse groups of learners. This qualitative study (n=40) draws on Hammer’s (2009) Intercultural Development Continuum to explore the impact that these experiences have on shaping ...


Professional Knowledge Landscapes In Online Pre-Service Teacher Education: An Exploration Through Metaphor, Frances Quinn, Jennifer Charteris, Peter Fletcher, Mitchell Parkes, Vicente Reyes Jan 2018

Professional Knowledge Landscapes In Online Pre-Service Teacher Education: An Exploration Through Metaphor, Frances Quinn, Jennifer Charteris, Peter Fletcher, Mitchell Parkes, Vicente Reyes

Australian Journal of Teacher Education

This paper explores metaphors as a process of professional learning, and as a research method to interrogate professional knowledge landscapes (PKLs) within the flexible space and time of online pre-service teacher education. The methodology comprised five pre-service teacher educators with different disciplinary areas of responsibility engaging in metaphorical analysis of our teaching work. We found that the metaphors that frame our e-pedagogy are multiple, reflecting a range of theoretical positions and objects of our teaching work, sometimes internally contradictory notions of education and e-learning, and the complexities of our individual and collective PKLs. We argue that it is crucial in ...


Opening The Classroom Door - A Survey Of Middle Grades Teachers Who Mentor Preservice Teachers— Lessons From Clinical Partnerships And Implications For Practice, Steven L. Turner, Carie C. Greene Sep 2017

Opening The Classroom Door - A Survey Of Middle Grades Teachers Who Mentor Preservice Teachers— Lessons From Clinical Partnerships And Implications For Practice, Steven L. Turner, Carie C. Greene

Middle Grades Review

Mentor teachers that participate in school-university clinical experiences have a unique opportunity to support preservice middle grades teachers’ development and improve the schooling of young adolescents. This article investigates an early clinical experience and presents data from a survey of 38 middle school teachers who served as mentor teachers. Findings address how middle grades teachers view their role as mentors, their perceptions of the clinical experience as a collaborative learning partnership, and concludes with suggestions to improve clinical experiences for preservice middle grades teacher candidates.


From Swan To Ugly Duckling? Mentoring Dynamics And Preservice Teachers’ Readiness To Teach, Mahsa Izadinia Jan 2017

From Swan To Ugly Duckling? Mentoring Dynamics And Preservice Teachers’ Readiness To Teach, Mahsa Izadinia

Australian Journal of Teacher Education

This study focuses on two preservice teachers who experienced significantly different mentoring relationships in their two placements during a one-year teaching degree in a university in Western Australia. Data were collected through three rounds of semi-structured interviews, reflective journals and classroom observations. The findings indicated that mentor teachers’ mentoring styles considerably informed the preservice teachers’ perceptions of themselves as teachers and facilitated or inhibited their professional development. Implications for practice include teacher education programs invest more time and rigour in selecting and preparing mentors for their crucial role.


Exploring Models Of Team Teaching In Initial Foreign/Second Language Teacher Education: A Study In Situated Collaboration, Malba Barahona Jan 2017

Exploring Models Of Team Teaching In Initial Foreign/Second Language Teacher Education: A Study In Situated Collaboration, Malba Barahona

Australian Journal of Teacher Education

The demonstrable potential of team teaching as a productive mechanism for developing collaborative teacher learning is now broadly understood in the field of teacher education. However, there is less evidence of the use of such collaborative teaching as a means of strengthening initial foreign/second language teacher education. This paper reports on the findings of a multiple case study in Chile that explored team teaching in a foreign language teacher education program. The study is illuminated through the lens of cultural historical activity theory framework (CHAT) and draws on the analysis of semi-structured interviews, work shadowing observations and reflections. The ...