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1.
A growing body of scholarship in teacher education has explored the historical, systemic, interactional, and individual factors that create possibilities and challenges in White teachers’ reconceptualization of their racial identity and of the purpose and nature of their work in a racialized society. However, there has been little attention to programs of teacher education as critical mediators of such learning and change. Through an analysis of in-depth interviews with four prospective White teachers in the United States, we develop a framework of White teachers’ racial identities as situated within racial ideologies and mediated by the context of teacher education programs. The framework helps elucidate how teachers’ racial identities are instantiated through interactions and available identities in a program space, which are in turn shaped both by ideology and program structure and culture. The framework and findings urge an insertion of our own agency, as teacher educators, into the analyses of White prospective teachers’ learning and change, by highlighting our role as individuals who co-construct the programmatic structure and culture that partially instantiates these teachers’ racial identities. 相似文献
2.
Karen Loman Nicole Nickens Natalie Tye Angela Danley Karrie Snider Ann McCoy 《Journal of Early Childhood Teacher Education》2020,41(1):85-99
ABSTRACTDesigning field embedded experiences for teacher candidates poses a unique challenge for large teacher education programs. Field experiences must include working with students, enhanced pedagogical coaching, and interaction within a professional community. Coursework coupled with field work should engage teacher candidates in a process of planning, implementing, analyzing and reflecting, and then modifying future teaching as evidence of reflective practice. Skilled coaching by the university based teacher educator or classroom mentor is one avenue for teaching novice educators how to analyze their classroom experiences. However, in large teacher education programs the ratio of candidates to UBTEs can make adequate coaching impossible. Thus, peer coaching can provide a feasible option for UBTE coaching. The purpose of this article is to describe the peer coaching experiences of teacher candidates and their university based teacher educators during junior level clinical block courses focused on developmentally appropriate practices for students in grades 1-3. Presented are a discussion of reflective practice, a rationale for peer coaching, and the application of peer coaching within three early childhood and elementary courses. Recommendations and challenges of peer coaching in a clinical pre-service teacher education program and implications for further studies are explored in the closing. 相似文献
3.
Ryan M. Crowley 《International journal of qualitative studies in education》2016,29(8):1016-1029
AbstractThis critical case study investigated the experiences of six White preservice teachers as they learned about race and racism during the first semester of an urban-focused teacher preparation program. The author identified two broad themes of transgressive White racial knowledge and negotiated White racial knowledge to capture the participants’ engagement with the topic of race. By detailing the complexities of the racial knowledge of a group of race-conscious White teachers, the project helps to de-homogenize conceptualizations of White teachers’ racial identities. The transgressive knowledge displayed by the participants largely occurred in their intellectual understandings of issues related to urban education. When the participants discussed their antiracist practice and their own complicity in racism, their negotiations with critical understandings of race emerged. These findings suggest that educators working with race-conscious White teachers should emphasize the messiness inherent in enacting an antiracist practice and think differently about the subtle distancing strategies White teachers often deploy to release themselves from complicity in racism. 相似文献
4.
This collaborative self-study examines the influence of engagement in the core practices movement on the course designs, instruction, and perspectives of three novice teacher educators at a large mid-Atlantic research university. Through core practices work, we integrated repeated cycles of analysis, practice, and reflection into our courses, ultimately becoming more deliberate and responsive in our planning. We engaged in more in-depth inquiry into our teaching as we inquired into the core practices with our teacher candidates and also noticed an enhanced use of shared language. Core practices work influenced our perspectives on the work of teacher educators by reaffirming our belief in the complexity of teaching and teacher education, raising important questions about the relationship between commitments and core practices and underscoring the value of learner-centered practices in teacher education. The finding of this self-study suggest that core practices present an opportunity to engage novice teacher educators in reflection, collaboration, and inquiry central to teacher education. 相似文献
5.
Kerri Ullucci 《Teaching Education》2013,24(1):89-107
A critical concern in preparing teachers for urban schools is helping them make sense of race, identity and racism in schools. Teacher education programs struggle with how to address these issues in classes of primarily White students. Through a document analysis, the present study highlights?how teacher educators can use narrative – particularly autobiographies – to help understand the racial and cultural consciousness of White teachers. Narrative construction?provides a method to highlight how White teachers understand their identities and how Whiteness functions in society. Places of resistance, and stories yet untold, are also explored as a teacher educator looks to refine her own practice. 相似文献
6.
This collaborative self-study details the experiences of an Australian teacher educator and a Canadian teacher educator, who led teacher candidates on international practicum placements to the Cook Islands and Kenya respectively. Focusing on critical incidents, they collaboratively analyzed dilemmas that occurred when providing professional development sessions for local teachers during these placements. These dilemmas required the teacher educators to think deeply about their beliefs and practices in these contexts. Findings from the study included the teacher educator’s tendency to make assumptions about good teaching and learning practices that were reflective of their personal pedagogical values and beliefs; their discomfort with their perceptions of some neo‐colonial practices within these international practicum sites and uncertainty about how to navigate the resultant tensions; and, the need to view the work of teacher educators though a new cultural lens when working in transnational contexts. Implications for teacher educators working with local hosting teachers during international placements include the need to understand and acknowledge the complexity of this dimension of teacher educators’ work, and for teacher educators to engage in parallel learning journeys with the teacher candidates they accompany. This involves critically reflecting on the experiences, assumptions, and beliefs that they bring to their new contexts, as well as adopting a global perspective and a deep consciousness of how one is perceived by others who are culturally, racially, or linguistically different. 相似文献
7.
Penny B. Howell Margaret Rintamaa Shawn Faulkner Mike DiCicco 《The Teacher Educator》2019,54(2):91-104
Utilizing technology to connect three geographically separate institutions within the same state and drawing on Bhabba, and Zeichner’s notions of third space, four teacher educators developed an opportunity for the middle-level teacher candidates from each university to simultaneously observe a live classroom teaching event virtually while participating in a backchannel conversation about the lesson. Upon completion of the live teaching event, candidates engaged in a debriefing session with the classroom teacher. This promising practice allowed candidates to discuss a lesson from multiple perspectives, broadening their views of teaching and learning at the middle level and enabling middle-level teacher educators an opportunity to scaffold (co)construction of knowledge about young adolescents and effective classroom practices. 相似文献
8.
Michael A. Neel 《Teaching Education》2017,28(3):257-278
Recently, scholars have called for a practice-based framework for teacher education and some have argued more narrowly for a framework built around ‘core practices of teaching.’ These efforts, in part, are intended to make teacher education practice public and available for collective improvement. The purpose of this paper is to highlight challenges and possibilities that arose during a core practice-oriented course redesign. Despite attention to the literature, the teacher educators faced dozens of inherent tensions and contextual challenges that distinguish their understanding of core practices from other teacher educators operating with common principles. Based on lessons learned, the author argues for greater attention to the details of core practice redesigns, rationales explaining redesign decisions, and empirical investigation of teacher candidate outcomes of such redesigned courses and programs. 相似文献
9.
Utilizing a critical whiteness studies framework, the authors analyzed the experiences of a cohort of predominantly White pre-service social studies teachers discussing race and Whiteness in relation to education. The pre-service teachers resisted identifying White privilege as a form of structural racism, instead preferring individualized understandings of racism. The participants also utilized their personal biographies to accept or reject aspects of race privilege. The authors highlighted three tensions for teacher educators to consider when engaging pre-service teachers in discussions about race privilege, including recognizing the unfamiliar nature of structural thinking, appreciating the limitations of personal experience, and acknowledging the challenges of structural considerations within individual classrooms. The authors’ findings – and the tensions they highlight– depart from previous literature on White teachers and race by paying specific attention to pedagogical issues related to developing a critical racial consciousness in White teachers and by attending to the ways in which Whiteness, as a structural force, limits the ability of White teachers to engage in conversations about race. The authors attempt to trouble the assumption that the pedagogical practices in teacher education adequately create an environment in which White teachers can thoroughly engage in the problematics of race, racism, and Whiteness. 相似文献
10.
In this article, two teacher educators reflect on their experiences teaching a diversity course for preservice middle-school teachers. The first author is an African American male teacher educator, and the second author is a White female teacher educator. While the authors bring distinct experiences, backgrounds, and epistemologies to this work, both seek to prepare preservice teachers with the skills and dispositions needed to meet the needs of culturally diverse students. Including their narratives in their own words, the authors share their experiences teaching this course and make recommendations for those doing this work in their respective spaces. 相似文献
11.
Christopher P. Brown Joanna Englehardt 《Journal of Early Childhood Teacher Education》2017,38(1):19-38
The increased use of and demand for technology in early childhood education classrooms and programs creates new challenges for practicing and preservice early educators being asked to employ such technology within their teaching. Early childhood teacher education programs have struggled to meet these demands for teaching their students how to integrate such technology into their instruction with young children. Preservice teachers who do receive such training often fail to develop the skills and/or beliefs required to implement technology effectively into their own classrooms. The study reported on in this article addresses this issue by providing insight into how a sample of early childhood preservice teachers who used iPads and their apps in their coursework and high-stakes early learning field placements made sense of using these devices as teachers. Such findings illuminate instructional opportunities for teacher educators to consider as they seek to assist their students in making sense about how to implement as well as adopt appropriate and effective instructional strategies into their own classrooms. 相似文献
12.
This study explored the perceptions of preservice teacher candidates who participated in a pilot partnership between a public teacher education preparation program and Junior Achievement (JA). The partnership was grounded in the premise that providing early field experiences to preservice teacher candidates was a necessary requirement of quality teacher education. In an introductory pedagogy course, preservice teacher candidates in their junior year participated in a five-week field experience where they taught JA lessons in partnership schools. The results suggested that preservice teacher candidates perceived an expanded sense of comfort with teaching strategies, classroom management, and diversity during the actual teaching of the lessons in the field experience. Additionally, participants reported increased confidence levels with their own preparation to teach. The partnership with JA that provided a quality, early field experience may have enhanced the general pedagogical proficiencies needed for preservice teachers to succeed as practicing educators. Suggestions for creating a partnership with JA are provided. 相似文献
13.
Hilary Dack 《The Teacher Educator》2019,54(1):22-45
While teacher education programs are expected to teach effective methods of differentiating instruction, limited research to date has examined the meaning-making processes through which candidates build an understanding of this complex philosophy of teaching and learning. Drawing upon activity theory, this interpretive qualitative study examined how candidates’ understandings of differentiation's conceptual and practical tools—and their concerns about its implementation–changed as they encountered accurate, in-depth information about the model in a course on differentiation. Data sources included interviews, assignments, and observations. Findings suggested candidates entered the course with common misconceptions about differentiation's conceptual tools. Although many candidates originally conceptualized differentiation as a set of practical tools, they later viewed it as a conceptual framework that guides practice. As candidates appropriated practical tools of differentiation, common concerns about implementing differentiation diminished. Implications include questions teacher educators who teach candidates about differentiation should pose to guide their own instruction. 相似文献
14.
High-need urban districts face many challenges in their efforts to overcome the large gaps in achievement demonstrated by their students. This study focuses on a strategy to overcome these challenges by better preparing future teachers for service in urban schools through quality field experiences at these sites. Teacher educators and urban school teachers who host teacher candidates during field experiences completed a questionnaire regarding their views about placements in high-need urban districts. A thematic analysis of their responses summarizes their beliefs about the most and least beneficial forms of field experiences, the most prevalent challenges in establishing quality field experiences, and the most successful strategies that facilitate the development of quality field experiences. The discussion compares the views of teacher educators with practicing teachers and recommends strategies to enhance field experiences in high-need, urban schools. 相似文献
15.
Julie L. Pennington Cynthia H. Brock 《International journal of qualitative studies in education》2013,26(3):225-250
Autoethnography was used as a tool for white in‐service elementary teachers to examine their racial identity from a Critical White Studies (CWS) perspective. Two white in‐service teachers participated in two yearlong university courses focused on teaching linguistically and culturally diverse students. Each teacher collected their own data at their school site and used autoethnographic methods to critically analyze their own teaching experiences and personal reflections. Results from the study illustrate the ways in which autoethnographic study can be used as an instrument for white teachers to frame their own critique of their white racial identity, as it relates to their classroom instruction. 相似文献
16.
Megan Madigan Peercy 《Studying Teacher Education》2014,10(2):146-162
In this study, I explore my practices as a teacher educator in one course both before and after returning to the K–12 classroom to teach secondary language learners for one academic year. By examining the intersection of self-study and practice-based teacher education, I illustrate how I used self-study as a mechanism for innovation and change and focus on the challenges I encountered in implementing the use of practice-based education in my work as a teacher educator. Qualitative data analysis revealed that in redesigning my approach to my course, I stopped short of my goals to make the course more practice-centered. Although I provided students with many opportunities to practice planning, I did not provide enough focused opportunities to practice implementation and to participate in giving and receiving feedback. I learned that engaging teachers in practice-based teaching requires teacher educators to be both specific and deliberate in setting their own purposes for establishing the centrality of practice in their courses and to explain these clearly to teacher candidates. Further work in which teacher educators study their use of practice-based pedagogy would benefit from using a self-study lens. Other researchers are urged to add to the limited body of research about the use of practice-based pedagogy with teachers of language learners, particularly English language learners. 相似文献
17.
《Studying Teacher Education》2013,9(2):160-178
ABSTRACTOnline teacher education is experiencing significant growth worldwide. One of the major challenges accompanying this growth is that many teacher educators find themselves underprepared and under pressure to design online teacher education courses that reflect their beliefs about what constitutes high-quality teacher preparation practice. Further, teacher educators in disciplines such as special education face additional challenges in developing understandings about the legalities of writing and implementing disability service plans and performing additional testing. In this self-study of online special education teacher education practice, two collaborators worked to identify strategies and practices for professional community building in a class about teaching reading to students with disabilities. The findings highlight issues of teacher educator authority and presence online against other needs to model collegiality and promote scholarly thinking. Researchers in online teaching may find insight into both the cognitive and contextual concerns as they work to enhance online teacher education while they plan their own investigations. 相似文献
18.
Offering an analysis of our multifaceted experiences as three Korean immigrant early childhood teacher educators in the United States, this critical collaborative self-study examines how positions as immigrant mothers and teacher educators interplay with each other. This study also explores ways in which the intersectional experiences influence our teaching pedagogy and practices. We found that we as immigrant mothers have challenges pertaining to parental involvement and maintaining our heritage language, meet tensions when advocating for diversity, and experience role-model pressure as teacher educators. Keeping these challenges in mind, the interactions between our two roles benefitted our students as our teaching became more critical and deeper. This collaborative self-study unpacks the intersecting positions of immigrant mother and teacher educator insightfully and reveals the development of pedagogical practices. It also suggests directions for classroom teachers and future researchers in relation to immigrant children and families. 相似文献
19.
Policymakers’ demands for standardization and improved student achievement increasingly define what early childhood educators working in publicly funded programs teach. Doing so has made it difficult for educators to engage in practices with children that incorporate their sociocultural worlds into their instruction. To begin to address this challenge, this article examines the experiences of one pre-kindergarten teacher who participated in a professional development course that asked her and her colleagues to implement culturally relevant lessons with their students in their high-stakes urban teaching context. She took up this challenge by examining the issue of parental incarceration with her culturally and linguistically talented students. Analyzing her and her students’ experiences in this investigation provides insight into how early educators can begin to address their students’ sociocultural worlds through culturally relevant pedagogical practices within their standardized teaching contexts. 相似文献
20.
Eileen G. Merritt Jennie Chiu Erin Peters-Burton Randy Bell 《Research in Science Education》2018,48(6):1321-1337
The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This cross-case analysis of a multiple case study examined teacher practices in the context of a semester-long professional development course for elementary teachers. We reviewed lessons and teacher reflections, examining how kindergarten and first grade teachers incorporated NGSS scientific and engineering practices during inquiry-based instruction. We found that most of the teachers worked with their students on asking questions; planning and carrying out investigations; analyzing and interpreting data, using mathematics and computational thinking; and obtaining, evaluating and communicating information. Teachers faced challenges in supporting students in developing their own questions that could be investigated and using data collection strategies that aligned with students’ development of number sense concepts. Also, some teachers overemphasized the scientific method and lacked clarity in how they elicited and responded to student predictions. Discussion focuses on teacher supports that will be needed as states transition to NGSS. 相似文献