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Full-Text Articles in Secondary Education and Teaching
Learning From Faculty Mentors Who Had To Mentor And Evaluate Teacher Candidates Completing A Remote Practicum In The Early Stages Of The Covid-19 Pandemic In Canada, Sheryl Macmath, Deirdre Degagne
Learning From Faculty Mentors Who Had To Mentor And Evaluate Teacher Candidates Completing A Remote Practicum In The Early Stages Of The Covid-19 Pandemic In Canada, Sheryl Macmath, Deirdre Degagne
Journal of Educational Supervision
In the Spring of 2020, the COVID-19 global pandemic impacted all aspects of life throughout the world, including education. Teachers who had never taught online before, all of a sudden had one week to get ready to engage with their students in a virtual setting. On top of these changes, our small post-degree Canadian teacher education program had teacher candidates on practicum in K-12 schools. That meant our faculty mentors, responsible for recommending teacher candidates for certification, had to figure out how to mentor, support, and evaluate teacher candidates who were teaching remotely. This research aimed to address the following …
Committing To Anti-Bias Anti-Racist Teaching: From Activity To Habits Of Mind, Tierney B. Hinman, Elizabeth Y. Stevens, Tess M. Dussling, Nance S. Wilson, Amy Tondreau, Wendy Gardiner, Kristen White, Sophie Degener
Committing To Anti-Bias Anti-Racist Teaching: From Activity To Habits Of Mind, Tierney B. Hinman, Elizabeth Y. Stevens, Tess M. Dussling, Nance S. Wilson, Amy Tondreau, Wendy Gardiner, Kristen White, Sophie Degener
Excelsior: Leadership in Teaching and Learning
With the need to prepare teacher candidates to work with an increasingly diverse student body in U.S. schools, a multi-institutional collaborative self-study group was formed to examine ways in which teacher educators could expand beyond practice-based literacy preparation to support candidates’ understanding and implementation of critical pedagogies. The self-study served as a catalyst for interrogating the identities the teacher educators brought to their practice and began a journey that transformed a focus on critical literacies into a commitment to action for change through anti-bias anti-racist work. This paper draws from group dialogue and reflective journals to examine specific practices implemented …
Preservice Teachers’ Perceptions And Knowledge Of Response To Intervention/Multitiered Systems Of Support, Alexandra J. Taylor, Tommy Wells, Amy E. Lein
Preservice Teachers’ Perceptions And Knowledge Of Response To Intervention/Multitiered Systems Of Support, Alexandra J. Taylor, Tommy Wells, Amy E. Lein
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
There has been considerable research that establishes the need to improve teachers’ knowledge of and ability to effectively implement response to intervention (RtI)/multi-tiered systems of support (MTSS), and there is a scarcity of research examining interventions addressing these concerns. In a mixed methods study, we examined the perceptions and knowledge of the RtI/MTSS frameworks of undergraduate preservice teaching candidates enrolled in a dual certification program at a small, private Catholic university in Kentucky, before and after participating in a semester-long, experiential learning project. The project involved monitoring both the reading and mathematics progress of struggling elementary or middle school-aged students …
“Teaching In A War Zone”: A Collective Reflection On Learning From A Diversity Course In Contentious Times, Elena Aydarova, Jacob Kelley, Kristen Daugherty
“Teaching In A War Zone”: A Collective Reflection On Learning From A Diversity Course In Contentious Times, Elena Aydarova, Jacob Kelley, Kristen Daugherty
Journal of Educational Controversy
Diversity courses in teacher education often become sites of conflict and contestation. Numerous proposals have been put forward on how to address these conflicts and contestations through pedagogical interventions and teaching innovations. However, such proposals rarely take into account the impact of broader sociopolitical forces on classroom interactions and learning. In this collective reflection, we document our experiences of navigating a diversity course in highly contentious times when anti-critical race theory campaigns resulted in widespread bans on the teaching of “divisive concepts.” We explore critical incidents and challenging situations to capture the erosion of civility and engagement with evidence. In …
Teachers’ Experiences Of Educating Eal Students In Mainstream Primary And Secondary Classrooms, Jessica Premier
Teachers’ Experiences Of Educating Eal Students In Mainstream Primary And Secondary Classrooms, Jessica Premier
Australian Journal of Teacher Education
Many schools in Victoria, Australia, are multicultural, with students coming from a variety of cultures and backgrounds. Content area teachers often educate EAL students in their classrooms, even though they may not have specialised EAL teaching qualifications. This paper presents the experiences of primary and secondary teachers working in multicultural schools in Victoria. It explores the way in which teachers meet the needs of EAL students in their classrooms, and the support that is available to assist them to do so. This paper reports that teaching practice, school leadership, professional learning, and identity, influence the way in which teachers educate …
The Dimensions Of Teachers Who Write And The Essence Of A Writing Life, Shari L. Daniels, Pamela Beck
The Dimensions Of Teachers Who Write And The Essence Of A Writing Life, Shari L. Daniels, Pamela Beck
Teaching/Writing: The Journal of Writing Teacher Education
The purpose of this grounded theory case study was to explore the perceptions among ten K-12 teachers who teach writing and also write themselves. What are the key essentials for teachers to sustain a writing life? What habits of mind or attitudes are necessary for teachers to sustain a writing life? Interviews served as the primary data source along with writing artifacts from the participants’ own writing life. Findings indicate that teacher-writers committed to a writing life do so for the purpose of 1) discovering meaning, 2) connections to others 3) commitment to learning and 4) well-being, with an overall …
The Value Of Conflict And Disagreement In Democratic Teacher Education, Kiel F. Harell
The Value Of Conflict And Disagreement In Democratic Teacher Education, Kiel F. Harell
Democracy and Education
Deliberative democracy surfaces disagreements so that people holding conflicting stances understand each other’s reasons for the purpose of decision-making. Democratic education approaches should provide students with the opportunity to learn and practice how to address conflict in the collective decision-making process. In this paper, I examine the Foxfire Course for Teachers, a professional development retreat in which teachers learn to practice democratic teaching by themselves experiencing democratic decision-making. In particular, a series of disagreements among course participants is analyzed in detail to understand the learning that resulted and the conditions that supported that learning. As a result of this experiential …
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
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 …