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Full-Text Articles in Education
Opening The Door To The Whirlwind” Of British Gothic Literature: Exploring Risk-Taking Practices In The Preservice Classroom, Syndie Allen
Opening The Door To The Whirlwind” Of British Gothic Literature: Exploring Risk-Taking Practices In The Preservice Classroom, Syndie Allen
Northwest Journal of Teacher Education
This study explores the connections, reflections, and risk-taking practices of elementary preservice teachers (n=15) enrolled in a Teaching Writing/Language Arts Methods course at a Pacific Northwest University as they engaged in a 4-week thematic unit focused on British Gothic Literature. The big questions asked about the connections and moves made both as student and beginning teacher. The study then looked at how new knowledge was infused into teaching practices. Inductive, phenomenological analysis of reading responses, informal quickwriting, narratives, lesson plans, reflections, and field notes reveal that the preservice teachers participated in the unit with enthusiasm and curiosity as students, arrived …
A Portrait Of Hope: A Beginning Teacher Learns About Community, Kathleen Cowin
A Portrait Of Hope: A Beginning Teacher Learns About Community, Kathleen Cowin
Northwest Journal of Teacher Education
A question listed in the call for this issue was: What are the sources and examples of hope for teachers, school leaders, and students as experienced and gained through learning,…, [and] community connections? This portrait of a beginning teacher’s experiences learning about community as she navigates her first year of teaching provides a way for readers to think about how to develop community within a classroom and school, the roles members of a school community play in community development, and how mentoring may influence community building. Through portraiture methodology (Lawrence-Lightfoot & Davis, 1997) the reader will glimpse a deeper view …
A Case Study In Teacher Education: The University Of Canterbury, Nelson Campus, Nelson, New Zealand, Jan Byres, Nicole Day, Jim Parsons
A Case Study In Teacher Education: The University Of Canterbury, Nelson Campus, Nelson, New Zealand, Jan Byres, Nicole Day, Jim Parsons
Northwest Journal of Teacher Education
Teaching is far from straightforward. People argue over its classification - is it science or art? Educators and experts often palaver with certitude, but no definitive answer exists. This case study explores the complexity of teacher education programs in terms of epistemology.
Idaho Teacher’S Attitudes About Child Abuse And/Or Neglect: Trends And Implications Of Reporting, Leah Meredith Huff
Idaho Teacher’S Attitudes About Child Abuse And/Or Neglect: Trends And Implications Of Reporting, Leah Meredith Huff
Northwest Journal of Teacher Education
This mixed-methods study investigated problems impeding teachers and, in particular, Idaho elementary teachers in fulfilling their responsibility to report child abuse and neglect (CAN) as mandated by law. Teachers were asked about their desires to know more about child protective services (CPS) and its court process. Quantitative data was gathered from a sample of 25 teachers using an adapted version of Teachers and Child Abuse Questionnaire (ECAQ). Qualitative data was obtained from teacher interviews. Both sets of data were analyzed separately and compared providing triangulation. Teachers reported uncertainty about education adequacy pertaining to CAN. Teachers wanted to know more about …
Images Of Exclusion: A Phenomenological Examination Of Teacher Dress Codes, Alan Jeans
Images Of Exclusion: A Phenomenological Examination Of Teacher Dress Codes, Alan Jeans
Northwest Journal of Teacher Education
The article explores dress codes and social norms in the classroom.
Negotiating Place, Identity, And Role; First Experiences As A Teacher Leader (What Is The Experience Of A Teacher Moving Into A Teacher Leadership Role?), Jeff Kuntz
Northwest Journal of Teacher Education
In their respective positions as instructional coach, lead teacher, and consultant, teacher leaders are to implement and in many cases, lead educational reforms by modeling and encouraging changes in pedagogy and practice. This complex leadership role necessitates constant negotiation as teacher leaders gauge when and how they may encourage, direct, and support the teachers they work with. Further complicating this role is its non-supervisory nature; teacher leaders are not to evaluate their colleagues for employment purposes nor can they discipline or reprimand them. Instead, teacher leaders must rely on their credibility as experienced educators and their ability to encourage and …
The Standards Made Me Do It: Reculturing Teacher Education To Redeem The Curriculum, Kevin M. Talbert, Terah R. Moore
The Standards Made Me Do It: Reculturing Teacher Education To Redeem The Curriculum, Kevin M. Talbert, Terah R. Moore
Northwest Journal of Teacher Education
This article discusses a common lament heard from education students: “But that’s what the standards say we have to do!” This paper will address the need to create teacher education pedagogies that help teachers disentangle standards from curriculum. Our students exemplify a technical mindset, one that supposes teaching is primarily the selection and implementation of best practices, therefore reducing curriculum to a synonym for standards. We believe that education pedagogies rooted in the spirit of the liberal arts are needed, instead of those rooted in professional studies. Teacher education must be reimagined, a movement away from training and toward education …
What Is A “Good Teacher”? Does “Good” Resonate With The Edtpa?, Dia Gary
What Is A “Good Teacher”? Does “Good” Resonate With The Edtpa?, Dia Gary
Northwest Journal of Teacher Education
This study is multi-faceted. The research evolves from the perspective of eight individuals involved in educational settings as either parents or educators. These individuals represent cultural diversity with educational backgrounds from seven different countries. Participants responded to two questions based on what constitutes “good” in “good teacher” and a third question focused on the components of teachercandidate training. Primarily, the study foci are on the identifying characteristics of an effective teacher. Second, it establishes the components necessary in training programs to produce the effective teacher. Third, an analysis is conducted on the components of the Teacher Performance Assessment (edTPA), to …
The Importance Of Managing Expectations: A Challenge For Teacher Preparation Programs, Jeremy Delamarter
The Importance Of Managing Expectations: A Challenge For Teacher Preparation Programs, Jeremy Delamarter
Northwest Journal of Teacher Education
Pre-service teachers often enter teacher preparation programs with rigid expectations of what teaching will be like. Unfortunately, these expectations are often misaligned with reality, and pre-service teachers often imagine a world in which the emotional or affective outcomes of their work will take precedence over content-based student learning outcomes. Unfortunately, this inspiration/content dichotomy is often reinforced by popular representations of teachers. If unchecked, these misaligned expectations can lead to practice shock, the disorienting, disillusioning, and sometimes traumatic identity crisis that often accompanies the first year of teaching. The challenge for teacher preparation programs is to create intentional and structured reflective …
Empowering Learners As Teachers, Teresa Day Walker
Empowering Learners As Teachers, Teresa Day Walker
Northwest Journal of Teacher Education
A letter of recognition, a professional reflection from a former student, provided a heartwarming prompt for another reflective experience. Beyond trophy, together we celebrated our learning and teaching. It is a pleasure to empower learners as teachers, especially when they serve in-kind. Learning the art of reflective practice is a gift for the soul; using it serves society. Once novice teachers graduate, we hope they continue to learn and grow. We also hope that we have truly incited a passion for learning. It is a profound opportunity to be invited to share in their continued journey and to, yet again, …
Trauma-Sensitive Classrooms, Georgia Davies
Trauma-Sensitive Classrooms, Georgia Davies
Northwest Journal of Teacher Education
The article explores trauma-sensitive teaching practices.
Preservice Teachers’ Attitudes And Beliefs Towards Different Types Of Bullying And The Likelihood They Will Intervene, Jennifer R. Banas
Preservice Teachers’ Attitudes And Beliefs Towards Different Types Of Bullying And The Likelihood They Will Intervene, Jennifer R. Banas
Northwest Journal of Teacher Education
To increase the likelihood a preservice teacher would intervene into a bullying situation, it is necessary to understand their attitudes towards and beliefs about different types of bullying. Results from this study indicate preservice teachers respond to different types of bullying in different ways. They are more likely to rate bullying directed towards one’s sexual orientation as serious and important in which to intervene; however, compared to other types, they are more likely to intervene into physical bullying. The attitudes and beliefs that most greatly predicted the likelihood of intervention included empathy towards the victim, believing it was important to …
Dispositions And Applications For Classroom Management: Pre-Service Teachers Build A Community Of Learners, Jan Byers-Kirsch, Kimberlee Bartel
Dispositions And Applications For Classroom Management: Pre-Service Teachers Build A Community Of Learners, Jan Byers-Kirsch, Kimberlee Bartel
Northwest Journal of Teacher Education
This empirical study discerns whether candidates’ dispositions and applications of classroom management strategies change after completing the university classroom management course and whether their views are aligned with current research on effective techniques. A voluntary, confidential, ongoing survey was offered to candidates completing the course over a period of two years at least one quarter after they completed the course. Beginning with the second year, candidates will given a short survey the first week of the course to more clearly ascertain dispositional changes from the beginning of the course to the end, as well as after they have teaching opportunities …
Engaging Asset-Based Education: Practicing What We Preach In Multicultural Education Course, James Hollar
Engaging Asset-Based Education: Practicing What We Preach In Multicultural Education Course, James Hollar
Northwest Journal of Teacher Education
This article centers on one teacher educator’s experiences and observations in teaching a Multicultural Education course to pre-service teachers at a teacher preparation program in the Northwest. The author asserts that, although the course intends to convey the positives of asset-based teaching and the negatives of deficit-based thinking, it is possible both the teacher educator and implicit messages within the course structure itself send the opposite message to pre-service teachers. One example of this contradiction lies in the language of the course description. In centering the course on “the development of cultural competence,” the implied assumption is that pre-service teachers …