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Full-Text Articles in Scholarship of Teaching and Learning
Looking Back In Order To Move Forward: Lessons From Covid-19 For Teacher Education, Kiersten Greene, Lizabeth Cain, Elizabeth Brennan, Brianna Vaughan
Looking Back In Order To Move Forward: Lessons From Covid-19 For Teacher Education, Kiersten Greene, Lizabeth Cain, Elizabeth Brennan, Brianna Vaughan
Excelsior: Leadership in Teaching and Learning
This article provides critical perspectives on education technology integration in a teacher education context in a post-pandemic world. The authors—two early career teachers, one in a pre-school and one in an elementary school, and two elementary teacher education faculty members at a mid-sized public university—use the U.S. Department of Education’s 2016 guiding principles for educational technology in teacher education for analysis. The commentary evolves directly from and reflects the authors’ collective experience across the P-20 spectrum in education technology, with close attention paid to what was learned during the onset of the COVID-19 pandemic and subsequent pivot to remote learning …
Teachers’ Stories Of Autonomy, Competence, And Relatedness In Becoming An Innovative Teacher Facilitator With Ubiquitous Computing, Beth R. Sockman, Doreen Lwanga
Teachers’ Stories Of Autonomy, Competence, And Relatedness In Becoming An Innovative Teacher Facilitator With Ubiquitous Computing, Beth R. Sockman, Doreen Lwanga
Excelsior: Leadership in Teaching and Learning
Many classrooms have access to ubiquitous information communications technology (ICT), and teachers have been trained on the way to use it. However, few teachers use technology in what many consider the most powerful ways to learn. This study investigates four teachers who have developed from traditional teaching into facilitative–innovative teaching with ubiquitous ICT. As an instrumental case study, we used self-determination theory’s interaction of autonomy, competence, and relatedness to analyze their stories to understand better why and how they developed. Participants taught in middle and high schools representing a range of school sizes and sociocultural populations. Findings reveal that all …
Community Asset Inquiry: A Model For Esol Teacher Praxis In Family And Community Engagement, Felice Atesoglu Russell, Amanda Richey
Community Asset Inquiry: A Model For Esol Teacher Praxis In Family And Community Engagement, Felice Atesoglu Russell, Amanda Richey
Excelsior: Leadership in Teaching and Learning
In this article, we present findings from our qualitative, self-study research on the development and implementation of two course assignments (community asset maps and oral histories) designed to support practicing teachers’ praxis in working with English learner (EL) students within the context of family and community engagement. Providing an example of how English to Speakers of Other Languages (ESOL) teacher praxis might be developed, findings are framed by our Community Asset Inquiry model. This model, grounded in equity literacy and transformative family and community engagement supports teachers’ development of praxis in support of an asset-based approach, deep knowledge of …