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Teacher Education and Professional Development Commons™
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- Teacher education (4)
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Articles 1 - 9 of 9
Full-Text Articles in Teacher Education and Professional Development
Meeting The Needs Of Multilingual Students: Using Teacher-Reported Challenges And Successes For Teacher Preparation, Vanessa Z. Mari, Steve Hayden
Meeting The Needs Of Multilingual Students: Using Teacher-Reported Challenges And Successes For Teacher Preparation, Vanessa Z. Mari, Steve Hayden
Northwest Journal of Teacher Education
Preparing teachers to meet the needs of multilingual students is the goal of TESOL and Bilingual education programs in higher education. What these programs use to determine what these needs are can vary by location, faculty, and population of learners. This qualitative study surveyed in-service teachers applying for their TESOL or Bilingual endorsements in a college in the southwest United States. Research questions asked about the challenges and successes teachers face in meeting the needs of multilingual students and used this data to determine themes. The data showed that teachers encounter challenges meeting the needs of multilingual students in the …
An Equity Framework To Engage Community College Preservice Teachers In Black Liberatory Practices, Denise Farrelly, Joanna Maulbeck, Laura Scheiber
An Equity Framework To Engage Community College Preservice Teachers In Black Liberatory Practices, Denise Farrelly, Joanna Maulbeck, Laura Scheiber
Northwest Journal of Teacher Education
While representation of teachers of color remains startlingly low nationwide, it is critical to recognize that increasing diversity is not enough to increase access to an inequitable system. Centering the strengths of Black students, on both an individual and institutional level, through culturally and historically-responsive pedagogical and curricular practices is a crucial step toward equitizing the teaching workforce. Using a culturally and historically-responsive literacy (HRL) framework, we discuss and reflect upon practical classroom-based approaches to engage community college preservice teachers in responsive pedagogical practices that are aligned with the legacy of Black literary societies. The paper is divided into four …
Linguistically Inclusive Tesol Course Design And Its Effect On Pre-Service Teacher Education, Dylan Thibaut, Irina Mclaughlin
Linguistically Inclusive Tesol Course Design And Its Effect On Pre-Service Teacher Education, Dylan Thibaut, Irina Mclaughlin
Northwest Journal of Teacher Education
Lack of linguistic awareness prevents teachers from catering to English learners. This study proposed a new linguistically inclusive course and compared pre-service teacher knowledge of the linguistic features of five frequently spoken languages in the course versus standard courses. Odds of a correct answer on linguistic questions increased significantly in 28% of the areas tested. The inclusive course showed increased linguistic awareness compared to standard courses.
Reflections On The Politics Of Professionalism: Critical Autoethnographies Of Anti-Blackness In The Ela Classroom, Stephanie P. Jones, Robert P. Robinson
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.
Content Area Literacy: The Effects Of Focusing On Preservice Teachers’ Literacy Identities, Heather Pule
Content Area Literacy: The Effects Of Focusing On Preservice Teachers’ Literacy Identities, Heather Pule
Northwest Journal of Teacher Education
While secondary preservice content area teachers are passionate about their content areas, many are still resistant to learning about and using literacy in their future classrooms (Moje, 2010; O’Brien & Stewart, 1990, Spitler, 2011). This could be due to a struggle with high level literacy skills (American Institute for Research, 2006; NAEP, 2015) or a lack of literacy in their personal lives. This study examines a university content area literacy course that focused on preservice teachers’ literacy identities and on providing a community that offered positive interactions with literacy through authentic and purposeful reading experiences. A study of survey data …
Field Experiences In Literacy Teacher Preparation: A Snapshot Of Current Practices, Laurie A. Sharp, Rebekah Piper, Roberta D. Raymond
Field Experiences In Literacy Teacher Preparation: A Snapshot Of Current Practices, Laurie A. Sharp, Rebekah Piper, Roberta D. Raymond
Northwest Journal of Teacher Education
This qualitative study used social constructivism as a theoretical lens to examine ways in which literacy teacher educators incorporate field experiences during literacy coursework. A cross-sectional survey was distributed among literacy teacher educators affiliated with teacher preparation programs located in a single Southern state. Responses related to field experiences were retrieved from 42 surveys and analyzed with two cycles of coding. Findings indicated that preservice teachers completed a range of field experiences prior to student teaching that involved observing literacy instruction and leading literacy instruction with individual students and small groups of students. Incongruences between reported field experiences and recommendations …
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.
Pre-Service Educators' Understanding And Perceptions Of Asd Before And After Reading Asd Narrative Fiction, Brenda L. Barrio, Jane E. Kelley, Teresa Cardon
Pre-Service Educators' Understanding And Perceptions Of Asd Before And After Reading Asd Narrative Fiction, Brenda L. Barrio, Jane E. Kelley, Teresa Cardon
Northwest Journal of Teacher Education
Pre-service teachers and other educators are expected to understand and teach students from diverse backgrounds and varying abilities. One group that is growing in all classrooms across the U.S. are students with autism spectrum disorder (ASD). As such, it is essential that teacher preparation programs prepare pre-service teachers and educators to teach students with ASD. The purpose of the research was to examine the effects of pre-service teachers understanding and perceptions about ASD before and after reading young adult literature about characters with ASD. Results of parallel mixed-method research showed an increase of positive attitudes of pre-service teachers and educators' …
Book Review: Information Literacy In The Workplace, Lore Guilmartin
Book Review: Information Literacy In The Workplace, Lore Guilmartin
Communications in Information Literacy
No abstract provided.