Other Education Commons^™

Three Rs For Middle Level Education: The 2022 Ncpomle John Vanhoose Lecture, David C. Virtue

Middle Grades Review

The author contends the most prominent challenges and conditions facing middle level education now and in the near future point to three imperatives for the field: middle level education must be relevant, resilient, and robust. After conceptualizing the field of middle level education as an interdisciplinary, applied field of study concerned with the formal education of young adolescent learners in school settings, the author discusses each of the three imperatives and provides recommendations for scholars to move forward alongside professionals in middle level schools and classrooms to achieve a bright educational future for young adolescents.

Don’T Be Fooled, Trauma Is A Systemic Problem: Trauma As A Case Of Weaponized Educational Innovation, Debi Khasnabis, Simona Goldin

Occasional Paper Series

We examine the dangers and affordances of trauma-informed practice, focusing specifically on how this approach can be misused to cause harm. Further, we elaborate how teacher educators can support teachers in developing systemically trauma-informed teaching practice. We analyze and share detailed educational designs showing how counter story can support educators to recognize and contend with racist interpretations of trauma-informed practice. These lenses are frequently used to injure, blame and pathologize, in particular, poor children and families of color.

The Teaching Discipline Doesn’T Matter? An Assessment Of Preservice Teachers’ Perception Of The Value Of Professional Experience In Attaining Teacher Competencies., Peter Howley, Ruth Reynolds, Erica Southgate

Australian Journal of Teacher Education

This paper is one in a series of papers interrogating some of the fundamental bases of what is seen as good professional experience in initial teacher education (ITE). This paper uses the case study of Health/Physical Education (HPE) students’ perceptions of their professional experience, compared to other teaching disciplines, in one regional university to examine the seemingly taken-for–granted view that professional experience in all teaching disciplines can be assessed according to generic professional standards. In this case when HPE students were surveyed on their views of their ability to satisfy the NSW Institute of Teachers’ Professional Teaching Standards during practical …

Media Literacy In Teacher Education: A Good Fit Across The Curriculum, Jessica Meehan, Brandi Ray, Sunny Wells, Amanda Walker, Gretchen Schwarz

Journal of Media Literacy Education

Abstract

Current preoccupations in teacher education reform include data gathering, teaching technique, and preparing PK-12 students for standardized tests. The purpose of American education has been reduced to economic benefit. Concerns with ethical behavior, the good life, and democratic citizenship have fallen by the wayside except perhaps in a single social foundations course. Media literacy education infused in the teacher education curriculum offers one way to restore purpose to teacher education, encouraging both pre-service teachers and their students to think critically about their media-dominated society.

Understanding Literacy Teacher Educators’ Use Of Scaffolding, Joyce E. Many, Eudes Aoulou

Reading Horizons: A Journal of Literacy and Language Arts

This inquiry examined four literacy teacher educators’ perspectives and practices as related to scaffolding by using document analysis (i.e. syllabus), observations, and interviews. Findings indicated these teacher educators used scaffolding to develop preservice teachers’ dispositions, strategies, and conceptual understandings. Faculty used scaffolding processes such as modeling, feedback, purposeful structured assignments, discussions, and reflective pieces. Participants’ use of scaffolding varied; with the participant with more years of teacher education experience exhibiting a richer and larger repertoire of scaffolding strategies. Findings also suggested some faculty might be unsure of how to monitor preservice teachers’ growth in order to provide subsequent scaffolding.

Pre-Service Teachers’ Conceptions Of Education For Sustainability, Neus (Snowy) Evans, Hilary Whitehouse, Ruth Hickey

Australian Journal of Teacher Education

Environmental education researchers argue that pre-service teachers have a limited understanding of education for sustainability. The research described in this article applies a phenomenographic approach to investigating variations in how a representative cohort of 30 pre-service teachers, at various stages of completing an education degree at a small regional Australian university, understands the concept of education for sustainability. The results distinguish four related but distinctive categories of descriptions: (1) education that is continuous; (2) education about ecological systems and environmental systems; (3) education that is active, hands-on, local and relevant; and (4) education for the future. This paper discusses the …