Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 5 of 5
Full-Text Articles in Education
A Rationale For Requiring Philosophy Of Education In Preservice Teacher Programs, Jeffrey Labelle, Gabrielle Belknap
A Rationale For Requiring Philosophy Of Education In Preservice Teacher Programs, Jeffrey Labelle, Gabrielle Belknap
College of Education Faculty Research and Publications
To develop a rationale for requiring a free-standing philosophy of education course in preservice teacher programs, the researchers reviewed prior literature to construct a framework to establish such a requirement. A review of required course content in non-Catholic (private and public) colleges and universities with preservice teacher programs in five Midwestern states in the United States revealed that most do not require such a course, hence the need for programs to reconsider how licensure candidates develop their teaching philosophies and review program articulation and course content. This study proposes a fourfold theoretical rationale for requiring philosophy of education of preservice …
Ethical And Political Implications Of Reflective Practice Among Preservice Teachers, Jeffrey Labelle
Ethical And Political Implications Of Reflective Practice Among Preservice Teachers, Jeffrey Labelle
College of Education Faculty Research and Publications
This study investigates the ethical and political implications of reflective practice among preservice teachers. The author reviewed previous research which suggests the need for a more critical analysis of teacher education programs to implement more intensive reflective methodologies that foster authentic, caring, dispositional development as a moral obligation toward socially just practice rather than mere audited compliance with standards-based technical training. This position paper then analyzes preservice teacher education as an interdependent process of methodological development, perceptive development, and cognitive/affective development. Finally, the author makes recommendations for program modification to better prepare preservice teachers to conceptualize their transformative role in …
Examining The Mathematical Knowledge For Teaching Involved In Pre-Service Teachers’ Reflections, Leigh A. Van Den Kieboom
Examining The Mathematical Knowledge For Teaching Involved In Pre-Service Teachers’ Reflections, Leigh A. Van Den Kieboom
College of Education Faculty Research and Publications
This study examines the mathematical knowledge for teaching involved in 24 pre-service teachers' reflections on teaching the meaning of fractions to a small group of students in an elementary mathematics field experience. Excerpts from journals are used to describe the aspects of mathematical knowledge for teaching pre-service teachers include and emphasize in the content of their reflections. The article illuminates how mathematical knowledge for teaching assists pre-service teachers in analytically reflecting on multiple aspects of teaching and learning, thus making reflection more productive. Implications for teacher education are discussed.
The Emotional Ambivalence Of Socially Just Teaching: A Case Study Of A Novice Urban Schoolteacher, Sharon Chubbuck, Michalinos Zembylas
The Emotional Ambivalence Of Socially Just Teaching: A Case Study Of A Novice Urban Schoolteacher, Sharon Chubbuck, Michalinos Zembylas
College of Education Faculty Research and Publications
The authors contend that studying emotional perspectives can facilitate understanding of the complexities of socially just teaching. They explore the intersection between emotions and socially just teaching via a case study of a White novice teacher at one urban school as she struggles to formulate socially just teaching practices. Drawing from feminist and critical theory, the authors propose the term critical emotional praxis to denote critical praxis informed by emotional resistance to unjust pedagogical systems and practices. The authors’ analysis may assist in the development of socially just teachers: First, emotions and their expression play an important, ongoing role in …
The Presence And Possibility Of Moral Sensibility In Beginning Pre-Service Teachers, Sharon Chubbuck, Terry J. Burant, Joan Whipp
The Presence And Possibility Of Moral Sensibility In Beginning Pre-Service Teachers, Sharon Chubbuck, Terry J. Burant, Joan Whipp
College of Education Faculty Research and Publications
This paper presents research on the moral sensibility of six pre-service teachers in an undergraduate teacher education program. Using their reflective writing across their first two semesters of coursework as well as focus group interviews in their third semester as sources of data, the paper identifies and describes three distinctive types of moral sensibility and examines ways in which moral sensibility interacts with experiences in teacher education. Suggestions for explicitly incorporating the moral in pre-service teacher education are presented.