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Full-Text Articles in Education
Preserving Social Justice Identities: Learning From One Pre-Service Literacy Teacher, Anne Swenson Ticknor
Preserving Social Justice Identities: Learning From One Pre-Service Literacy Teacher, Anne Swenson Ticknor
Reading Horizons: A Journal of Literacy and Language Arts
Identities that include social justice stances are important for pre-service teachers to adopt in teacher education so they may meet the needs of all future students. However maintaining a social justice identity can be difficult when pre-service teachers are confronted with an evaluator without a social justice stance. This article examines how one pre-service teacher preserved a social justice identity by actively resisting racial and cultural stereotypes of students in her student teaching field experience. Analysis of language data illustrates that pre-service teachers can enact social justice pedagogy in elementary classrooms and preserve a social justice identity. This report reveals …
Understanding Literacy Teacher Educators’ Use Of Scaffolding, Joyce E. Many, Eudes Aoulou
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.
Editors' Introduction, Jiyoon Jung, Michael M. Grant
Editors' Introduction, Jiyoon Jung, Michael M. Grant
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
Curriculum To The Classroom: Investigating The Spatial Practices Of Curriculum Implementation In Queensland Schools And Its Implications For Teacher Education, Georgina M. Barton, Susanne Garvis, Mary E. Ryan
Curriculum To The Classroom: Investigating The Spatial Practices Of Curriculum Implementation In Queensland Schools And Its Implications For Teacher Education, Georgina M. Barton, Susanne Garvis, Mary E. Ryan
Australian Journal of Teacher Education
Change is something that both pre-service and practising teachers face regularly throughout their professional lives. Curriculum change and consequential implementation is a case in point. This paper investigates the perspectives of a number of school-based stakeholders in regard to the implementation of the C2C materials in Queensland schools and how this has potential consequences for teacher education programs. It shows that often contradictory spaces emerge in regard to curriculum enactment and argues that a ‘one size fits all’ approach is not the most effective way to implement new curriculum. A transformative third space is offered whereby teachers are accorded with …
Writers Who Care: Advocacy Blogging As Teachers - Professors - Parents, Leah A. Zuidema, Sarah Hochstetler, Mark Letcher, Kristen Hawley Turner
Writers Who Care: Advocacy Blogging As Teachers - Professors - Parents, Leah A. Zuidema, Sarah Hochstetler, Mark Letcher, Kristen Hawley Turner
Teaching/Writing: The Journal of Writing Teacher Education
Because we believe strongly that writers develop through authentic writing instruction - and because we see policies that drive practices away from these goals - we have decided to speak up and to speak out through advocacy blogging. Teachers, Profs, Parents: Writers Who Care (writerswhocare.wordpress.com) was born from our frustration with current mandates that limit teachers and students to reductive writing. We know what good writing instruction looks like, and we want to share that knowledge with an audience beyond academia. In doing so, we hope to redefine what it means to be an academic writer and to encourage others …