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Teacher education

2021

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Full-Text Articles in Education

Clarion Calls For Change: Editorial Remarks, Penny A. Bishop, James F. Nagle Dec 2021

Clarion Calls For Change: Editorial Remarks, Penny A. Bishop, James F. Nagle

Middle Grades Review

No abstract provided.

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Conceptions Of Adult Education Teachers-In-Training Regarding The Media Literacy Education Of Older People. A Phenomenographic Study To Inform A Course Design, Hanna Vuojärvi, Sirpa Purtilo-Nieminen, Päivi Rasi, Susanna Rivinen Dec 2021

Conceptions Of Adult Education Teachers-In-Training Regarding The Media Literacy Education Of Older People. A Phenomenographic Study To Inform A Course Design, Hanna Vuojärvi, Sirpa Purtilo-Nieminen, Päivi Rasi, Susanna Rivinen

Journal of Media Literacy Education

This phenomenographic study represents part of an ongoing design-based research initiative to inform the design of a new course on older people’s media literacy in the adult-education teacher-education context. The aim was to describe the conceptions of teachers-in-training regarding media literacy education for older people. The data consist of students’ written assignments in which they defined the concept of older people, their societal roles, and of the media literacy education targeting them. The participants included teachers-in-training (N = 22) from a Finnish university’s teacher education program. The data were analyzed qualitatively with the aim of exploring how these students …

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Justice Through Practice: Inquiry On The Development Of Preservice Teachers’ Teaching For Social Justice, Bethany Silva, Elyse L. Hambacher, Ruth Wharton-Mcdonald Dec 2021

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 …

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Comparing Special Education Teachers’ Personality Profile With Their Choice To Teach, Laron A. Scott, Lauren Bruno, Philip Gnilka, Lindsay Kozachuk, Katherine Brendli, Vivian Vitullo Dec 2021

Comparing Special Education Teachers’ Personality Profile With Their Choice To Teach, Laron A. Scott, Lauren Bruno, Philip Gnilka, Lindsay Kozachuk, Katherine Brendli, Vivian Vitullo

Excelsior: Leadership in Teaching and Learning

Researchers have yet to examine the association of Holland personality profiles as it relates to special education teachers. In response to this need, we report the personality and vocational profiles (Holland Codes) of 134 special education teachers across a special education training program. The purpose of this paper is to summarize findings from the Self-Directed Search measure commonly used to assess the personality of participants in an occupation and suggest implications for participants’ choice in becoming a special education teacher. Our focus was on personality match with vocational choice to include participants’ demographic (e.g., gender, race/ethnicity, and geographical location) profile. …

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Building Community Using Experiential Education With Elementary Preservice Teachers In A Social Studies Methodology Course, Stephanie Speicher Dec 2021

Building Community Using Experiential Education With Elementary Preservice Teachers In A Social Studies Methodology Course, Stephanie Speicher

Journal of Global Education and Research

There is urgency for teacher educators to instruct preservice teachers in the tenants of social justice education. This urgency is based upon the American demographic landscape and the responsibility of educators to teach for social justice. Preservice teachers report feeling inadequately prepared to educate for social justice when entering the classroom setting (citations from below). Feelings of incompetence in social justice teaching expressed among preservice teachers coupled with minimal examination in the literature of the effects of teacher education practices that aid in the readiness to teach for social justice provided the foundation for this study. This study examined experiential …

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Keeping The End In Mind: Re-Centering Jesuit Pedagogy For Preservice Teacher Preparation, Margaret Schauer Nov 2021

Keeping The End In Mind: Re-Centering Jesuit Pedagogy For Preservice Teacher Preparation, Margaret Schauer

Jesuit Higher Education: A Journal

Jesuit Universities embody a mission to prepare students to be men and women for and with others. Serving people on the margins and working with them to dismantle systems of oppression is infused in academic majors and core curricula. Jesuit pedagogy seeks to engage students in contexts, experiences, reflections, actions and evaluations that develop the whole person for the common good. Jesuit teacher education programs (TEP) are in a unique position where pedagogy is critical to the development of university students who then implement pedagogy with students in K-12 schools as preservice teachers. TEPs are charged with demonstrating ways program …

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Changing Worlds, Changing Classrooms: Satellite Children And Their Teachers In The Transnational Era, Ming-Hsuan Wu, Sonna L. Opstad Nov 2021

Changing Worlds, Changing Classrooms: Satellite Children And Their Teachers In The Transnational Era, Ming-Hsuan Wu, Sonna L. Opstad

Journal of Multilingual Education Research

The challenges for immigrants in the US and Canada include the difficulties of making a living while raising their children. Due to the high cost of living and childcare in cities, along with the realities of low paying jobs and long working hours among many working-class immigrants, growing numbers of families send their infant children to their countries of origin to be raised by relatives for a few years. When the children reach school age, they are returned to their parents in the US. Prior research has focused on immigrant parents’ decision-making rationale and their reports of adjustments that children …

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Recognizing And Sustaining #Blackgirlmagic: Reimagining Justice-Oriented Approaches In Teacher Education, Tia C. Madkins Oct 2021

Recognizing And Sustaining #Blackgirlmagic: Reimagining Justice-Oriented Approaches In Teacher Education, Tia C. Madkins

Occasional Paper Series

As our global public health, race, and education crises continue to converge, PK-12 teachers must engage justice-oriented pedagogies. This historical moment highlights BIPOC children’s dehumanizing experiences, yet Black girls’ educational lives remain invisible. To address these issues within teacher education, scholars suggest teachers need to develop critical consciousness and reject deficit views of students, especially Black girls. Therefore, I discuss how we can support educators and teacher educators in recognizing and sustaining #BlackGirlMagic (i.e., Black girls’ and women’s universal awesomeness and brilliance). We can prepare educators to celebrate the diversity of Black girlhoods and disrupt monolithic views of who Black …

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Remote Portals: Enacting Black Feminisms And Humanization To Disrupt Isolation In Teacher Education, Mildred Boveda, Keisha M. Allen Oct 2021

Remote Portals: Enacting Black Feminisms And Humanization To Disrupt Isolation In Teacher Education, Mildred Boveda, Keisha M. Allen

Occasional Paper Series

As two Black women teacher educators who contend with the neoliberal expectations of the westernized academy and the material realities of preparing teachers for P-12 contexts, we face the pressures of performing productivity while attempting to ameliorate injustices for multiply-marginalized students (e.g., Black students with disabilities facing economic hardships). Working within predominantly white spaces, we were already socially and intellectually isolated prior to the 2020 pandemic. In this collaborative essay, we articulate how COVID-19 exasperated existing educational and social inequities, yet served as a portal to collective sense-making of our heightened intersectional consciousness, sense of duty to community, and enactments …

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Black Liberation In Teacher Education: (Re)Envisioning Educator Preparation To Defend Black Life And Possibility, Justin A. Coles, Darrius Stanley Sep 2021

Black Liberation In Teacher Education: (Re)Envisioning Educator Preparation To Defend Black Life And Possibility, Justin A. Coles, Darrius Stanley

Northwest Journal of Teacher Education

Current configurations of teacher education programs are insufficient in attracting and producing teachers equipped to teach through the permanence of antiblackness, instead still relying on race-neutral or color-evasive pedagogies that perpetuate the misrecognition of antiblackness. As evident by the sustained inequities experienced by Black children and the routine marginalization of Black (teacher) educators in the field, we recognize that teacher education programs, and subsequently P-12 classrooms, are not designed nor equipped to reduce the harm caused by persistent anti-Black racism. Despite the ways Blackness is derided and invisibilized in educator preparation, Black students, families, and communities have long countered anti-Black …

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Reflections On The Politics Of Professionalism: Critical Autoethnographies Of Anti-Blackness In The Ela Classroom, Stephanie P. Jones, Robert P. Robinson Sep 2021

Reflections On The Politics Of Professionalism: Critical Autoethnographies Of Anti-Blackness In The Ela Classroom, Stephanie P. Jones, Robert P. Robinson

Northwest Journal of Teacher Education

As Black educators, we are implanted with testimonies of how our pedagogies remained in close proximity to whiteness. We employ antiblackness and critical race theory frameworks. Through what we call vignettes of repair we address ourselves and our students to first, repair the harm we caused and second, to engage in collective witnessing that makes room for (re)claiming and (re)membering our own knowledge. From our critical reflection, we propose that teacher educators engage in a similar practice for their prospective teachers.

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If You Are Not Ready, Then Step Aside: Intentionally Centering The Black Male Body In Teacher Education, Cherrel Miller Dyce, Julius Davis Sep 2021

If You Are Not Ready, Then Step Aside: Intentionally Centering The Black Male Body In Teacher Education, Cherrel Miller Dyce, Julius Davis

Northwest Journal of Teacher Education

The conditions of Black male students in K-12 schools have been well-documented by scholars and clearly illustrate institutionalized anti-Black maleness that continues to go unaddressed or, in some cases, never addressed in most educator preparation programs and school systems in the U.S. We call for the centering of Black male bodies in teacher education and offer Afrocentric Assessment Mattering Pathways (AAMP) for guidance for intentionally centering the Black male body in teacher education: 1) critical anti-black self-reflection, 2) Afrocentric curricular change using Black history, and 3) engaging in off-campus Afrocentric environments.

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Critical Awareness For Literacy Teachers And Educators In Troubling Times, Patriann Smith, S. Joel Warrican Aug 2021

Critical Awareness For Literacy Teachers And Educators In Troubling Times, Patriann Smith, S. Joel Warrican

Literacy Practice and Research

The field of literacy remains assailed by a persisting discrepancy between an increasing body of literacy research that honors the diversity in students’ practices juxtaposed against a persistent system of schooling and high-stakes assessment that has not been designed to draw from underrepresented students’ literate assets. This discrepancy has created a situation where teachers often receive well-intentioned instruction from literacy educators about how to address diverse literacy needs, but then, struggle to enact this instruction in the high-stakes testing environment of classrooms and schools where they have little autonomy. We argue in this essay that critical multilingual, critical multicultural and …

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Admitting Smarter: Refining The Admission Process Through Professional Dispositions, Catherine Snyder Aug 2021

Admitting Smarter: Refining The Admission Process Through Professional Dispositions, Catherine Snyder

University of South Florida (USF) M3 Publishing

Since 2018, news agencies have shifted from reporting teacher layoffs to teacher shortages. This swift shift in the industry left many floundering to recruit enough teachers to fill classrooms. Even in the midst of the Covid-19 crisis, there is still a demand for teachers, now with added online teaching skills. This article addresses one program’s admissions improvement process: an analysis of the acceptance process, improvements and changes in the process with the goal of reducing attrition, and improving the quality of candidates admitted. Several improvements were made, specifically related to introducing dispositional tools and standardizing the acceptance process across the …

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Are Student Teachers Ready To Teach? What Do Different Stakeholders Think?, Erdem Aksoy, Belgin Aydin Aug 2021

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 …

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"It Opened My Eyes...": The Potential Of An Embedded Clinical Experience In Teacher Preparation, Danielle M. Hilaski, Nicole Maxwell, Jennie Jones Aug 2021

"It Opened My Eyes...": The Potential Of An Embedded Clinical Experience In Teacher Preparation, Danielle M. Hilaski, Nicole Maxwell, Jennie Jones

Reading Horizons: A Journal of Literacy and Language Arts

Teacher candidates (TCs) often feel underprepared for their first teaching positions. Teacher education programs are, at least partially, responsible for the level of readiness of their graduating TCs. Fortunately, teacher educators have the capacity to positively change teacher education, creating a more effective, better prepared teaching force. Embedded clinical experiences connected to university literacy courses are one innovative approach to create more purposeful and engaging learning opportunities for TCs. TCs in an early childhood and special education program participated in an embedded clinical experience focused on reading and assessment, which allowed them to implement course content directly with elementary students, …

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Policies, Practices, Places, And People: How Elementary Preservice Teachers Learned Literacy Teaching, Chad H. Waldron Jul 2021

Policies, Practices, Places, And People: How Elementary Preservice Teachers Learned Literacy Teaching, Chad H. Waldron

Michigan Reading Journal

This article features cases of how elementary education preservice teachers made sense of teaching literacy. Their contexts for teaching varied in policies, curricula, and demands for their literacy teaching, shaped their learning and understanding of literacy instruction and assessment as beginning teachers. The research featured in this article pushes upon conceptualizations of "good" literacy teaching and how mentor teachers serve a critical role in preparing the next generation of elementary literacy teachers. Recommendations are made on how to best support elementary preservice teachers in literacy instruction and assessment.

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The Impact Of Attending Second Language Teaching Conferences, Jay Tanaka, María Díez-Ortega Jul 2021

The Impact Of Attending Second Language Teaching Conferences, Jay Tanaka, María Díez-Ortega

MITESOL Journal: An Online Publication of MITESOL

Attending a second language (L2) teaching conference is assumed to have a positive impact on teaching practice. Currently, however, there are very few studies that examine empirical evidence of such impacts. Given the substantial cost and effort involved in attending a conference, it is important to clarify the nature of conference impacts, so that both language teachers and conference administrators can reflect on how to best generate meaningful improvements in L2 teaching. Questionnaire and interview data were used to examine L2 teaching conference attendees’ perceived impacts on their teaching practice and beliefs. Results reveal generally positive impacts, in the form …

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Preservice Teachers' Attitudes And Knowledge Towards Assistive Technology: Exploring And In-Class Workshop Approach, Stacey Keown, Moriah Smothers, Tori Colson Jul 2021

Preservice Teachers' Attitudes And Knowledge Towards Assistive Technology: Exploring And In-Class Workshop Approach, Stacey Keown, Moriah Smothers, Tori Colson

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

The Individuals with Disabilities Education Improvement Act (2004) mandates that all students receiving special education services should be considered for assistive technology; therefore, it is imperative that teacher preparation programs prepare preservice teachers to select, implement, and evaluate assistive technology for their future students. This mixed-methods study explored the influence an in-class workshop had on preservice teachers’ feelings of preparedness to use assistive technology in their future classrooms. The participants were all enrolled in a 400-level special education methods course, and their perceptions were assessed by administering a pre- and post- survey. The workshop consisted of an independent online training …

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Training Adaptive Teachers, Emily Wender Jun 2021

Training Adaptive Teachers, Emily Wender

New Jersey English Journal

This article discusses how to develop adaptability in teacher candidates. The author required teacher candidates to adapt a face to face lesson plan for a virtual setting and concludes that candidates need more opportunities in their coursework to identify reasons to change instruction and reflect on adaptability.

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A Local Historic Village Goes Online: Transforming English And Social Studies Methods Courses For A Virtual Setting, Helen Michelle Kreamer, Toby Daspit Jun 2021

A Local Historic Village Goes Online: Transforming English And Social Studies Methods Courses For A Virtual Setting, Helen Michelle Kreamer, Toby Daspit

New Jersey English Journal

In this article, two teacher-educators share their experience of navigating the shift of a service learning project from being an in-person project to an entirely remote learning experience caused by the COVID-19 pandemic. We discuss instructional adjustments, provide student samples, and consider lessons learned.

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Investigating The Enactment Of Core Teaching Practices For Multilingual Learners Across Teaching Contexts: A Case Study, Nancy Dubetz, Jennifer Collett May 2021

Investigating The Enactment Of Core Teaching Practices For Multilingual Learners Across Teaching Contexts: A Case Study, Nancy Dubetz, Jennifer Collett

Journal of Multilingual Education Research

Scholarship in language education has produced a specialized knowledge base for educating multilingual learners (MLs) that encompasses what teachers should know, i.e., the knowledge of learning a new language, and what teachers should be able to do with this knowledge in the classroom, i.e., effective pedagogical practices. In this article, we argue that it is important to identify pedagogy that has been proven to be effective in educating MLs and explore ways to engage pre-service and practicing teachers in using it in the classroom. We present examples of two specific core-teaching practices derived from research in language education and explore …

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Supervision And Teacher Wellness: An Essential Component For Improving Classroom Practice, Carl Glickman, Rebecca West Burns May 2021

Supervision And Teacher Wellness: An Essential Component For Improving Classroom Practice, Carl Glickman, Rebecca West Burns

Journal of Educational Supervision

Teaching has always been a stressful profession, but the additions of high-stakes accountability coupled with a global pandemic have increased stress to unprecedented levels. Thus, supervision must attend to teacher wellness to improve instructional practice. This article offers practical suggestions educational leaders can implement in their supervision to support teachers’ emotional well-being. Those strategies include being humble, giving statements of affirmation and practice, using data to drive inquiry, focusing on strengths, offering concrete suggestions, thinking aloud, re-energizing teachers intellectually, leveraging community resources, and developing teacher leaders. More information about these strategies and other practical ways to support teacher learning can …

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Rethinking The Policies For Nurturing Teacher Identity Development In Indonesia, Jarjani Usman, Teuku Zulfikar, Dorine Lugendo May 2021

Rethinking The Policies For Nurturing Teacher Identity Development In Indonesia, Jarjani Usman, Teuku Zulfikar, Dorine Lugendo

The Qualitative Report

This study explored supports given by in-service teachers to student-teachers for professional identity development in Indonesia. In this qualitative study, sixteen student teachers taking the course of Curriculum Development at an Islamic higher education institution in Aceh were grouped into six and assigned to six schools (primary to senior high) in two districts in Aceh, Indonesia, to communicate with classroom teachers regarding lesson plan and teaching materials. We also expected them to observe classroom practices if possible. In this way, student teachers gain real experiences on how the teachers develop their lesson plans and implement them in actual lessons, as …

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Neutrality And Narratives: Situating Middle Grades Preservice Teachers In Broader Educational Discourses, Rachel Ranschaert Apr 2021

Neutrality And Narratives: Situating Middle Grades Preservice Teachers In Broader Educational Discourses, Rachel Ranschaert

Middle Grades Review

This paper forwards discourse analysis as a productive way to consider the ways in which the possibilities available for middle grades preservice teachers in justice-oriented teacher education programs are complicated by larger discourses relating to teacher neutrality and teacher education as a transformational narrative. To illustrate this, written journals from twelve preservice teachers in a justice-oriented teacher education program are analyzed and discussed.

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Teacher Educators Learning With Prospective Teachers: Finding Relevant Mathematics In Our (Their) Lives, Lindsay M. Keazer, Eryn M. Maher Apr 2021

Teacher Educators Learning With Prospective Teachers: Finding Relevant Mathematics In Our (Their) Lives, Lindsay M. Keazer, Eryn M. Maher

Networks: An Online Journal for Teacher Research

Two mathematics teacher educators (MTEs) discuss the mathematical contexts generated by prospective teachers (PTs) when pushed to look for relevant mathematics in their lives and communities. Through collaborative teacher action research focused on iterations of collecting, categorizing, and discussing PTs’ mathematical contexts, and posing selected examples for PTs’ own examination, layers of learning occurred for both PTs and MTEs. PTs began to craft more personalized, story-like contexts, seemingly noticing more mathematics in their lives. MTEs were unexpectedly pushed to clarify their thinking about what it means to develop contexts that are authentic and relevant, and to contemplate how their actions …

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You Want Me To Teach Engineering? Impacts Of Recurring Experiences On K-12 Teachers’ Engineering Design Self-Efficacy, Familiarity With Engineering, And Confidence To Teach With Design-Based Learning Pedagogy, Shaunna Smith, Kimberly Talley, Araceli Ortiz, Vedaraman Sriraman Apr 2021

You Want Me To Teach Engineering? Impacts Of Recurring Experiences On K-12 Teachers’ Engineering Design Self-Efficacy, Familiarity With Engineering, And Confidence To Teach With Design-Based Learning Pedagogy, Shaunna Smith, Kimberly Talley, Araceli Ortiz, Vedaraman Sriraman

Journal of Pre-College Engineering Education Research (J-PEER)

This paper reports on findings from a group of ten teachers who were enrolled in a semester-long, graduate-level educational technology course that used design-based learning to explore the integration of making and the engineering design process into a variety of K-12 educational contexts. Using convergent mixed methods, this study examines how the course impacted teachers’ familiarity and confidence in teaching the engineering design process, as viewed through their pre- and post-semester engineering design self-efficacy scores and their weekly reflective journal entries. These measures are important factors for developing teacher experience and confidence in integrating engineering and design-based learning strategies within …

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Foregrounding The Margins: A Dialogue About Literacy, Learning, And Social Annotation, Lauren Zucker, Jeremiah H. Kalir, Michelle L. Sprouse, Jeremy Dean Mar 2021

Foregrounding The Margins: A Dialogue About Literacy, Learning, And Social Annotation, Lauren Zucker, Jeremiah H. Kalir, Michelle L. Sprouse, Jeremy Dean

Teaching/Writing: The Journal of Writing Teacher Education

Annotation, or the addition of a note to a text, enables readers-as-writers to make their thinking visible. This article, which is structured as a dialogue among four literacy educators, discusses the potential for social annotation to transform literacy learning, assessment, and teacher education. Collectively, the authors argue for social annotation as a vital and transformative practice in hybrid and post-pandemic education. The authors reflect on their personal and pedagogical uses of annotation, sharing related resources for educators across K-12 and higher education contexts.

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Decentering The Book(Room) And (Re)Centering Students’ Interest In Contemporary Issues: Theories, Questions, And Relevance, Annamary Consalvo, Katharine Covino, Natalie Chase Mar 2021

Decentering The Book(Room) And (Re)Centering Students’ Interest In Contemporary Issues: Theories, Questions, And Relevance, Annamary Consalvo, Katharine Covino, Natalie Chase

Teaching/Writing: The Journal of Writing Teacher Education

This article offers a framework by which teacher educators can offer novice teachers of English a way to open up the teaching of literature away from book-centric practices and toward those of inquiry. A six-step process, accompanied by a detailed example, is offered that acknowledges the traditional bookroom options and connects to the wide array of literary theories that can generate essential questions and move teaching away from atomized, right-wrong kinds of instruction and toward addressing issues of interest and importance to youth.

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Covid-19 Modifications To A Service-Learning Project Designed To Prepare Special Education Students To Be Effective Participants In Transdisciplinary Collaborations, Kathy R. Doody, Katrina Fulcher-Rood, Pamela Schuetze Mar 2021

Covid-19 Modifications To A Service-Learning Project Designed To Prepare Special Education Students To Be Effective Participants In Transdisciplinary Collaborations, Kathy R. Doody, Katrina Fulcher-Rood, Pamela Schuetze

Excelsior: Leadership in Teaching and Learning

This research study examined the impact of COVID-19 on university students’ perceptions about the effectiveness of a community-based service-learning project designed to prepare graduate students in special education and undergraduate students in psychology and speech-language pathology to work in transdisciplinary teams in early childhood settings. Students were placed into transdisciplinary teams and assigned to one of two community-based early childhood programs to administer a universal screening tool that assessed young children in several domains. The project was in its sixth year when the country stood still because of the COVID-19 pandemic. The project was re-envisioned, mid-course, to provide an equitable …

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