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1.
This paper examines critical literacy narratives of bi/multilingual preservice teachers across contexts in the United States. It draws upon empirical data from two studies—a narrative inquiry with Latino teacher candidates in the Midwest and a participatory action research project with bilingual preservice teachers in Hawaii—to examine participants’ identities and experience in academia. Preservice teachers in both studies resisted the labeling practice of “minority” and challenged simplistic notions of “bilingual teacher identity.” This cross-examination argues for further ways to explore how teacher preparation programs should create dialogic spaces for making the voices of diverse preservice teachers heard.  相似文献   

2.
In this article we explore the use of teacher professional standards in an initial teacher education programme and preservice teacher perceptions of their preparedness for teaching using a survey of 54 first- and second-year preservice teachers in a graduate-entry programme. The survey asked the preservice teachers to respond to 16 questions based on professional standards as well as their knowledge of student learning, professional identity and teaching as a career path. The preservice teachers’ responses were analysed using a mixed methods approach that relied on quantitative methods, but was supplemented by qualitative analysis of short-answer responses. Our analyses hypothesised about possible links between the preservice teachers’ responses and the extent to which they perceived they were classroom and career ready. The themes of teachers, teaching and student learning are used to present and discuss the results, while the notion of agency as achievement is used to deepen possible understanding about their meaning and implications. We conclude that the preservice teachers appeared to benefit from learning about professional standards throughout their programme but appeared to lack confidence in: engaging professionally with others such as parents/carers; setting objectives for all students with different backgrounds; and implementing lesson sequences that engage students and promote learning. Most doubted teaching as their future career. Finally, we discuss implications for: adopting standards-integrated initial teacher education programme approaches; preservice and early-career teacher professional learning needs; and future research opportunities, which include using innovative methodologies and conceptual frameworks.  相似文献   

3.
Abstract

This article explains several reasons why multicultural preservice teacher education is important and suggests some ways it can be better accomplished. The authors make a strong case for teacher education programs to be more deliberate about preparing European Americans to teach ethnically diverse students of color. They argue that this explicit professional preparation is needed because of the increasing racial, cultural, and linguistic divide between teachers (predominately European American) and K–12 students (increasingly from ethnic groups of color). Two other factors underscore the need for more multicultural teacher education: the fear of diversity and the resistance to dealing with race and racism frequently expressed by students enrolled in teacher education programs. To overcome these problems and better prepare preservice teachers to work effectively with ethnically diverse students the authors suggest a two‐part program of professional development.  相似文献   

4.
Abstract

This article addresses questions raised in the past decade regarding the role of child development knowledge for teaching and teacher preparation. Missing from the dialogue on this issue have been the voices of the students enrolled in teacher preparation programs. Accordingly, 77 preservice teachers were surveyed at the conclusion of a child development theory course. The results were examined for themes regarding how preservice teachers come to understand the changing nature of child development, the strengths and limitations of generalized theories of development, and the applicability of child development theory to their future practice.  相似文献   

5.
Abstract

The author presents a case for expanding the philosophical literacy of preservice teachers. It is argued here that increasing the philosophical literacy in teacher education programs will enable teachers to think deliberatively and, consequently, reflectively on the exigencies of their practice. For example, through guided experience with philosophy of education, preservice teachers can gain familiarity with the hermeneutics of inter‐subjectivity, thus making them better able to communicate and understand their own students and their families. The author uses John Dewey's pragmatic ideas about reflection, hermeneutics, and equity as examples of how philosophical literacy can guide preservice teachers’ professional contemplation.  相似文献   

6.
Abstract

In this analysis, events from a preservice teacher’s internship in a seventh-grade literacy classroom are explored using theories of deconstruction. Deconstruction is activated as both a lens through which to observe and a framework for understanding moments when binaries and other linguistic structures and shortcomings are illuminated as inadequate. In the discussion of deconstruction events and new understandings, the author explains the participant’s pushback on the expectation of dividing the personal and professional, her inclusion of voices and perspectives from outside the traditional literary canon, and her rejection of the expectation that preservice teachers will maintain the predetermined limits of the classroom. The paper concludes with implications for future research and teacher education, including a reconsideration of preservice teaching as an opportunity to destabilize inequitable power structures.  相似文献   

7.
ABSTRACT

What do teacher educators need to know and do in order to move from espousing to enacting social justice in their own teacher educating practice? This article addresses this question by examining scholarship that focuses on the preparation of preservice teachers for social justice. Using five knowledge domains for teaching (personal, contextual, pedagogical, sociological, social) as an analytic lens, the authors examined teacher education literature published between 2010 and 2016 in three international journals from Australia, the U.K. and the U.S. The study reveals that teacher educators in different contexts seem to highlight personal and contextual knowledge in their preparation of equity-minded preservice teachers and provides insight into how they conceptualise educational equity and social justice. The study illuminates what is likely in place in initial teacher education programmes, and what may be needed or missing if teacher educators are to prepare teachers for today’s diverse classrooms.

Abbreviation ITE: Initial Teacher Education ITE  相似文献   

8.

Dealing with multiple representations and their connections plays a key role for learners to build up conceptual knowledge in the mathematics classroom. Hence, professional knowledge and views of mathematics teachers regarding the use of multiple representations certainly merit attention. In particular, investigating such views of preservice teachers affords identifying corresponding needs for teacher education. However, specific empirical research is scarce. Taking into account the possible role of culture, this study consequently focuses on views about using multiple representations held by more than 100 English and more than 200 German preservice teachers. The results indicate that there are culture-dependent aspects of preservice teachers’ views, but also that there are common needs for professional development.

  相似文献   

9.
ABSTRACT

Teacher attrition is a perennial problem in many countries around the globe. With attrition especially pronounced amongst early career teachers, efforts to retain and sustain these teachers have highlighted the importance of effective mentoring and support programs within schools. However, less is known about the perceptions and experiences of graduates of initial teacher education (ITE) programs who choose not to enter the teacher profession, therefore not benefiting from such mentoring and support, and subsequently being lost to the profession, potentially forever. Therefore, this paper reports on a qualitative case study that investigated the reasons why one group of graduates from an ITE program in Hong Kong chose not to teach. Using in-depth interviews and grounded in a theory of teacher identity construction, the results reveal how the participants struggled to construct their preferred professional identities, in particular during a teaching practicum, and the role this played in their decision not to enter the teaching profession. Implications for how teacher educators can better support preservice teachers as they struggle to construct their professional identities are considered and suggestions for future research are discussed.  相似文献   

10.
Abstract

Dialogic pedagogy is being promoted in science teacher education but the literature on dialogic pedagogy tends to focus on explicit voices, and so runs the risk of overlooking the important role that material objects often play in science education. In this paper we use the findings of a teacher survey and classroom case study to argue that there is a gap in the way that science teachers think about the role of materials and that this could be addressed by changes in the theory base of teacher training, augmenting the current constructivist and dialogic theory with the addition of new materialism in the form of Barad’s ‘Agential Realism’. Our findings suggests that science teachers do not regularly explicitly consider the relationship between the material resources they deploy and the dialogic learning taking place. We argue that science teacher training and professional development should pay more attention to the material-dialogic relationships in the learning that emerges in science classrooms.  相似文献   

11.
This research project aimed to introduce WebQuests to train special education preservice teachers in Singapore. The following research questions were posed: (1) Does the use of WebQuests in teacher preparation promote special education teacher understanding on Universal Design for Learning in accommodating students with diverse learning needs? (2) Are WebQuests useful tools that can enhance teacher’s higher-order thinking, engagement, creativity, and collaborative learning skills? (3) Does the use of WebQuests in teacher preparation foster stronger desires for teachers to integrate Information and Communication Technology in teaching and learning? Seventy-five preservice special education teachers responded to a survey questionnaire after experiencing WebQuest developed by the course instructor in teacher preparation program in Singapore. The majority of teachers indicated strong preference for WebQuest activities over traditional teacher-directed learning methods.  相似文献   

12.
Within many preservice teacher education programs in Australia, mentoring is used as the overarching methodology for the professional placement. The professional placement is considered to be a key component of learning to teach, and typically a dyad mentoring model is utilized. However, it is reported that many preservice teachers experience a less than successful placement when a dyad model is used. This research explored an alternative mentoring model that placed two preservice teachers with a classroom teacher and investigated the mentoring that transpired. The research examined the interactions that occurred between the triad members, in particular those that took place between the two preservice teachers as peers. A theoretical framework that focused on a holistic mentoring model was utilized to frame the research and analyze the data. It was found that the use of a mentoring triad extended the scope of mentor support that can be provided to preservice teachers.  相似文献   

13.

Research reports prepared by three Australian preservice teachers--Paula Shaw, Chris Sharp and Scott McDonald--undertaking their teacher education practicum in Canada, form the basis of this paper. The reports provide critical insights into three aspects of education for young people in both Canada and Australia. They also provide critical insight into the ways in which a practicum research project, along with the opportunities afforded through an international experience, enabled the preservice teachers to broaden their understanding of the curriculum for young people, of issues relevant to the diverse needs of young people, and of themselves and their priorities as teachers. The preservice teachers investigated three topics: attempts to reduce homophobia in schools; the presence or absence of Aboriginal content in the school curricula in British Columbia and Queensland; and "schools-within-schools" as a means to meet the needs of diverse student populations. Linda Farr Darling from the University of British Columbia provides a response to the three reports.  相似文献   

14.
Practicum experiences in preservice teacher education are often characterised by disconnection. Preservice teachers are typically disconnected from university faculty and from their peers. Traditionally, university-based supervisors work to bridge the school and university contexts of preservice teacher education and facilitate learning to teach by visiting preservice teachers in their schools. This situation places high importance on the value of face-to-face interaction. The research reported in this paper explores the possibilities of utilising information and communication technologies (ICT) in the practicum component of preservice teacher education. It investigated the use of electronic discussion groups by preservice teachers and university lecturers while the preservice teachers were completing an internship towards the end of their teacher preparation programme. The paper discusses the benefits and challenges as reported by the participants in interviews, draws on the actual text of the electronic communication, analyses the findings, and draws implications for all participants in the preservice teacher education practicum. The study highlights the potential of ICT in providing new learning spaces that enable personal and professional networking and support, and points to reconceptualised notions of university supervision focussing on facilitating learning to teach and promoting reflective practice within the context of a professional learning community rather than as 'check-up' trips to schools.  相似文献   

15.
This research project began as an effort to redesign a learning theory course as transitional space and evolved into an analysis of how unresolved conflict from younger learning selves influence graduate preservice teachers’ acquisition of teacher identity. The study draws upon work by Elizabeth Ellsworth on transitional space and Deborah P. Britzman’s work that deconstructs teacher education development. The data for the study were collected throughout a three‐semester graduate teacher education program and include narrative and formal writing using theoretical discourses. Foucauldian concepts of discourse analysis were used to interpret the initial data set; discourse analysis maps were then employed to further develop data interpretation. Two case study illustrations of preservice teachers resulted from this work. These illustrations demonstrate how transitional space is troubled space and the unevenness of teacher development. The study raises the question, ‘What will teacher education do with uncertainty?’  相似文献   

16.
Abstract

Teachers and teacher educators are faced with an urgent responsibility to support the learning of an increasingly diverse population of young children. Based on the sociocultural perspective of reading, a literature‐based approach is outlined for early reading teachers. The implications of this approach to teacher education programs are further discussed from the author's own experiences of transmitting multicultural visions to preservice teachers in a multicultural course and a literacy method course she taught. The author maintains that teacher educators are in a unique position to help early childhood teacher candidates nurture multicultural visions in their teacher education programs today, and carry these visions to their future early reading classrooms tomorrow. © 2005 Elsevier Inc. All rights reserved.  相似文献   

17.
Abstract

Preservice teachers enter professional teacher education programs with personally constructed (but often implicit and unexamined) knowledge of what good teaching is and what kind of teachers they wish to become. If they are unable to connect new and/or expanded professional knowledge of teaching with their own unexamined narrative knowledge of teaching, professional knowledge presented in courses remains decontextualized theory; their personal narrative knowledge of teaching remains implicit and unexamined; and they teach as they believe they were taught. Here the use of four versions of narrative inquiry with preservice teachers are examined. Each one—Response to Practicum Experiences, Responses to Readings, Small and Large Group Discussions, and Reflection Papers—is intended to enable students to explore narrative assumptions that contribute to their images of teaching. Each form of narrative inquiry enables students to explore unexamined parts of their personal and professional knowledge of teaching and link these in explicit ways.  相似文献   

18.
ABSTRACT

This paper reports on teachers as change agents to implement inclusive education in some rural secondary schools in South Africa. The study followed a qualitative case study research methodology. Eight teachers were recruited to form part of the study through a purposive sampling strategy. Data were collected through interviews, observations and document analysis. The study found that: (a) teachers were resilient in the face of lack of resources to implement inclusive education, (b) teachers did their best despite lack of capacity to implement inclusive education, (c) teachers showed the willingness to effect change, and (d) when they collaborated with others, they achieved more. These findings have at least four implications for teacher education: One that institutions should train teachers to survive with meagre resources. Two, professional development initiatives should be planned to capacitate teachers on inclusive education. Three, teacher education institutions should develop programmes that include models of teacher agency such as the one displayed by these teachers. Four, teacher education should develop programmes that teach teachers how to collaborate with parents and other stakeholders to make inclusive education possible.  相似文献   

19.
Abstract

The purpose of this study is to describe early childhood preservice teachers’ beliefs about the inclusion of children with special needs in early childhood settings. Nineteen female undergraduate early childhood education preservice teachers participated in one of five focus groups. Students were divided into three groups based on the courses they were enrolled in or had completed: Beginner (sophomore and junior courses), Intermediate (senior courses), and Advanced (student teaching). Additionally, 6 of the 19 students participated in individual interviews. Data analysis resulted in themes related to students’ beliefs and philosophies of inclusion, as well as their thoughts concerning practice in inclusive programs. This paper describes students’ beliefs within each group and compares responses across the different groups. Implications are discussed in relation to teacher education programs and directions for future research.  相似文献   

20.
Abstract

How to prepare teachers to work with culturally and linguistically diverse students and families is an important aspect of teacher education as classrooms continue to diversify. Community-based approaches to teaching offer promising strategies for addressing this need. This article offers one example of an English as a Second Language literacy methods course that built preservice teachers’ understanding of and experiences with diverse language communities. Tara Yosso’s Community Cultural Wealth (CCW) framework provided a theoretical lens for the course and guided the preservice teachers’ teaching and reflections. The preservice teachers engaged in various activities that included literacy teaching, visiting places in their students’ communities, learning their students’ language, and creating narrative videos with the students and their families. The findings from this course show how the CCW framework can be a constructive method for identifying community assets when combined with a variety of activities for preservice teachers to engage with students and their families.  相似文献   

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