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Full-Text Articles in Education
Defining Intercultural Competence: How Four Pre-Service Teachers Developed A More Complex Understanding Of Icc, Elizabeth C. Barrow
Defining Intercultural Competence: How Four Pre-Service Teachers Developed A More Complex Understanding Of Icc, Elizabeth C. Barrow
Journal of Global Education and Research
This manuscript is one part of a larger exploratory collective case study of pre-service teachers who participated in a student teaching abroad program for one-month in Germany. The objective was to ascertain if and how pre-service teachers with no prior training in intercultural competence (ICC) developed both their understanding and conceptualization of ICC. Data was collected before, during, and after the experience via focus groups, individual interviews, journal entries, and program evaluations. Data was analyzed using a priori codes compiled from Bennett’s (2008) characteristics of affective, cognitive, and behavioral competencies of ICC. Findings from this study indicated that a short-term …
Justice Through Practice: Inquiry On The Development Of Preservice Teachers’ Teaching For Social Justice, Bethany Silva, Elyse L. Hambacher, Ruth Wharton-Mcdonald
Justice Through Practice: Inquiry On The Development Of Preservice Teachers’ Teaching For Social Justice, Bethany Silva, Elyse L. Hambacher, Ruth Wharton-Mcdonald
Journal of Practitioner Research
This article reports on a collaboration among three teacher educators to facilitate pre-service teacher (PST)s’ equity literacy through a social-justice themed afterschool program for elementary-aged children that was embedded in PSTs’ coursework. The teacher educators engaged in practitioner inquiry (e.g., Anderson, Herr, & Nihlen, 2007; Cochran-Smith & Lytle, 2009), posing the question, “What happens when preservice teachers use justice-oriented children’s literature to facilitate discussions about inequity with young children?” We used inductive analysis (Miles, Huberman, & Saldaña, 2014) to observe themes across 17 PSTs’ written and videotaped reflections, collected over two semesters. Reflections pointed to a fear of the unknown …
Are Student Teachers Ready To Teach? What Do Different Stakeholders Think?, Erdem Aksoy, Belgin Aydin
Are Student Teachers Ready To Teach? What Do Different Stakeholders Think?, Erdem Aksoy, Belgin Aydin
University of South Florida (USF) M3 Publishing
Teaching practice is one of the most important components of teacher education programs, yet (it) has been frequently criticized for including various problems. The curriculum change in 2018 included significant changes improving the applications in Turkey. These changes - ranging from limiting the number of student teachers to having a centralized evaluation system - had significant effects. Yet, how the system change impacted the applications and how this is perceived by the stakeholders have not been studied much. This study aims to identify the perspectives of three stakeholders. Opinions of 63 academics, 24 mentor teachers and 56 student teachers stated …
Exploring Implicit Bias To Evaluate Teacher Candidates' Ethical Practice In The Internship, Jamie Silverman, Jessica Shiller
Exploring Implicit Bias To Evaluate Teacher Candidates' Ethical Practice In The Internship, Jamie Silverman, Jessica Shiller
Journal of Practitioner Research
To create an equitable and ethical learning environment in the classroom requires teacher candidates (TCs) to develop positive relationships with students and to reflect on who they are. Using the elements of Richard Milner’s (2007) Framework of Researcher Racial and Cultural Positionality, this article presents an account of an innovative practice in how to engage secondary education TCs in a reflection of implicit biases, and how to interrupt them to become more ethical professionals. This article takes InTASC 9: Professional Learning and Ethical Practice as a point of departure and describes how a new teacher mentor piloted a series of …
Syncing Our Cycles: An Inquiry-Based Coaching Model For Distant Supervision, Stephanie Schroeder, Elizabeth Currin
Syncing Our Cycles: An Inquiry-Based Coaching Model For Distant Supervision, Stephanie Schroeder, Elizabeth Currin
Journal of Practitioner Research
In response to calls for a reconceptualized approach to pre-service teacher supervision, we propose a model of distant supervision for teacher candidates that blends two evidence-based professional development practices--instructional coaching and practitioner inquiry. The fusion of these frameworks can foster inquiry communities that may ease the transition from teacher candidate to teacher of record. Citing the dilemmas inherent in distant supervision, we argue that this hybrid coaching/inquiry model of student teaching supervision is more suitable to supervision at a distance than coaching or inquiry alone. We invite both comment and critique, hoping to begin a dialogue about how practitioner research …
Networking Practitioner Research: Leveraging Digital Tools As Conduits For Collaborative Work, Nicholas E. Husbye, Julie Rust, Christy Wessel Powell, Sarah Vander Zanden, Beth Buchholz
Networking Practitioner Research: Leveraging Digital Tools As Conduits For Collaborative Work, Nicholas E. Husbye, Julie Rust, Christy Wessel Powell, Sarah Vander Zanden, Beth Buchholz
Journal of Practitioner Research
Practitioner research is a powerful stance for understanding one’s own practice and reporting out to other practitioners for adaptations within their own contexts. This article focuses on how engagement in a longitudinal, digitally-mediated community of practice supports essential work in practitioner research in regards to collective work as teacher educators. Drawing upon our own experiences, we explore the affordances of four digitally mediated communication channels (video meetings, shared file systems, text messaging, and collaborative writing) and share a series of recommendations for teacher educators interested in sustaining long-term collaborations across digital spaces. When considering the transformative possibilities of digital networks, …
Practitioner Research In A Changing Educator Preparation Landscape: Exploring Tensions And Reimagining Possibilities, Ellen Ballock
Practitioner Research In A Changing Educator Preparation Landscape: Exploring Tensions And Reimagining Possibilities, Ellen Ballock
Journal of Practitioner Research
In this opening article, Guest Editor Ellen Ballock highlights the purpose of this special themed issue of the Journal of Practitioner Research, introduces the six manuscripts selected for inclusion, and highlights how each piece contributes to building a culture of inquiry within educator preparation.
Clinical Field Experiences Of Nontraditional Pre-Service Teachers: Issues And Beliefs, Melanie Diloreto
Clinical Field Experiences Of Nontraditional Pre-Service Teachers: Issues And Beliefs, Melanie Diloreto
Journal of Practitioner Research
According to the American Association for Colleges of Teacher Education (AACTE, 2010), effective teaching practices and good clinical experiences share a mutually beneficial relationship. Additionally, according to research reported by AACTE (2010), an important link exists between future P–12 student-achievement and effective clinical practices experienced by pre-service teachers. This case study sought to determine experiences deemed effective or important by nontraditional pre-service teachers while engaged in fieldwork completed in an elementary and/or middle school classroom setting. Four themes were derived from the qualitative data obtained through semi-structured interviews of four junior or senior teacher education students engaged in clinical field …
Quantitative Reasoning For Teachers: Explorations In Foundational Ideas And Pedagogy, Sheryl Stump
Quantitative Reasoning For Teachers: Explorations In Foundational Ideas And Pedagogy, Sheryl Stump
Numeracy
This note describes a course designed to prepare community college instructors and K-12 teachers for teaching foundational aspects of quantitative reasoning. A body of literature on quantitative reasoning and quantitative literacy informed the course design. The note describes the course content, which includes engaging in case studies, reading and discussion, writing assignments, group problem solving, and news-of-the-day presentations. Details of these assignments are provided. The capstone assignment for the course is for participants to design a set of case studies for their own students. Details of this assignment are also provided as well as specific examples of participants’ learning.