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Full-Text Articles in Education
Three Ways To Help Esl Content Linger Beyond The “El Course” In Teacher Preparation Programs, Melanie Gonzalez
Three Ways To Help Esl Content Linger Beyond The “El Course” In Teacher Preparation Programs, Melanie Gonzalez
Journal of English Learner Education
Like many other states, our teacher preparation program arrived at this compartmentalized, “single-experience” ESL-focused course model as a result of local, state, and federal policies in the United States that have increasingly placed ELs into mainstream classrooms rather than into language and literacy development courses (de Jong, 2014). TESOL faculty might have questioned: how can everything related to effective ESL teaching be covered in one semester? The fact of the matter is that the onus on this work largely rests upon teacher candidates’ shoulders after they depart the ESL-focused course. What follows are three practices that largely have arisen …
Literacy Curricula, The Common Core, And Defending An Unpopular Profession: The Lived Experiences Of Undergraduate Preservice Literacy Teachers, Susan A. Sturm
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 …
Being In Tension: Faculty Explorations Of The Meaning Of Social Justice In Teacher Education, Mary Shelley Thomas, Christine D. Clayton, Shin-Ying Huang, Roberto Garcia
Being In Tension: Faculty Explorations Of The Meaning Of Social Justice In Teacher Education, Mary Shelley Thomas, Christine D. Clayton, Shin-Ying Huang, Roberto Garcia
Excelsior: Leadership in Teaching and Learning
This study explores faculty perspectives of social justice in teacher education within one New York institution with a social justice focus. Grounded in the institution’s self-study process for accreditation, the researchers were a part of a team that collected data from structured interviews, including a card sort, of 42 full time teacher educators across 16 programs in the institution. Informed by sociocultural theories (Vygotsky, 1978, Wertsch, 1991), a content analysis revealed the language selected by faculty as well as their meaning-making process and describes how individuals contextualized those meanings. Findings demonstrated a range of meanings and lack of a shared …
White Pre-Service Teachers’ Perceptions And Their Development Of Culturally Relevant Literacy Practices, Lakia M. Scott, Elena Venegas
White Pre-Service Teachers’ Perceptions And Their Development Of Culturally Relevant Literacy Practices, Lakia M. Scott, Elena Venegas
Journal of Multicultural Affairs
Existent literature purports that providing White teacher candidates with increased exposure to urban schools in order to create culturally competent educators has failed. These findings reflect the notion that teacher ideologies and overall perspectives about working with diverse student groups must be harnessed in a genuine ethic of care and intentionality for students of color. However, few studies have taken the approach of examining the development of culturally relevant pedagogy through context-specific field experiences using content-specific courses. This study examines the perspectives of twenty-five White pre-service teachers from a predominately White, private university regarding their initial perceptions and gained conceptual …
Real-Time Support: Using Ecoaching To Increase Preservice Teachers’ Confidence To Teach, Morgan V. Blanton, Aftynne E. Cheek, Elizabeth Bellows
Real-Time Support: Using Ecoaching To Increase Preservice Teachers’ Confidence To Teach, Morgan V. Blanton, Aftynne E. Cheek, Elizabeth Bellows
Journal of Media Literacy Education
The role of teacher education preparation programs is to equip preservice teachers (PSTs) with the knowledge and skills to support the development of all students. To do this, university faculty must establish and monitor PST’s progress toward quality standards for teaching. eCoaching is a professional learning tool that provides real-time feedback to PSTs during instruction. In this article, the authors present eCoaching as a professional learning strategy. An overview of eCoaching logistics, perceived impact of eCoaching on PSTs, a description of eCoaching in action, and an explanation of how it meshes with current support practices are provided.
Constructivists Online: Reimagining Progressive Practice
Constructivists Online: Reimagining Progressive Practice
Occasional Paper Series
No abstract provided.
Problem-Based Learning In Teacher Education, Susan M. Bridges
Problem-Based Learning In Teacher Education, Susan M. Bridges
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
Promoting This We Believe And The Amle Standards With Teacher Candidates, Amanda Wall
Promoting This We Believe And The Amle Standards With Teacher Candidates, Amanda Wall
Current Issues in Middle Level Education
This article describes approaches to integrating This We Believe and the Association for Middle Level Education Standards into a middle grades course.
Supporting Middle Grades Teacher Candidates In Becoming Culturally Competent, Nathan Carnes
Supporting Middle Grades Teacher Candidates In Becoming Culturally Competent, Nathan Carnes
Current Issues in Middle Level Education
The author describes practices to support middle grades teacher candidates' becoming culturally competent.
Keynote. Motivation: Theory Into Practice, David Vawter
Keynote. Motivation: Theory Into Practice, David Vawter
Current Issues in Middle Level Education
This paper is based on Dr. Vawter's keynote address at the Southeast Professors of Middle Level Education Symposium.
Collaboration In The Middle: Middle Grades To Higher Education Promoting, Advocating, Igniting Support For Middle Schools, Bridget Coleman, Nancy B. Ruppert
Collaboration In The Middle: Middle Grades To Higher Education Promoting, Advocating, Igniting Support For Middle Schools, Bridget Coleman, Nancy B. Ruppert
Current Issues in Middle Level Education
The authors provide an overview of the Southeast Professors of Middle Level Education Symposium, which was held in Greenville, SC, May 17-18, 2018. This is the introduction to the proceedings from the Symposium.
Multicultural Teacher Education Matters, Reginald Todd, Jacqueline Smith
Multicultural Teacher Education Matters, Reginald Todd, Jacqueline Smith
The Journal of the Research Association of Minority Professors
This article focuses on the impact the demographic change in the student population in current K-12 classrooms has had on teacher education programs as it pertains to the preparation of culturally responsive preservice teachers. There exists an extensive body of literature that posits that the increase of cultural diversity in our current classrooms should be understood as a call for new teaching approaches that promote multicultural awareness among teacher educators to develop preservice teachers who exhibit culturally responsive teaching practices, behaviors, and attitudes. This comprehensive review of literature explored the current research on multicultural teacher education programs, and more specifically …
Supporting Clinical Practice Through Rehearsals, Lubna Javeed
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.