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1.
This study, situated in the United States, is set in a context where large and growing numbers of children from non-dominant backgrounds populate American public schools while the vast majority of teachers teaching in US schools are White, monolingual women who may not have the requisite expertise to teach children from non-dominant backgrounds. This work focuses on the learning of three White teachers enrolled in a literacy course designed to foster teachers’ understandings of racial, linguistic, and cultural diversity. Results revealed that the three focus teachers, all members of a small online Book Club within the focus course, assumed different dispositional stances towards learning about diversity. Moreover, their overall dispositional stances shaped the ways they positioned themselves as learners in the course as well as what they learned in the course. 相似文献
2.
沈玲玲 《黑龙江教育学院学报》2009,28(1)
印度是我国的邻邦,两国山水相连,印度自古以来就非常重视对教师的培养,独立后教师教育体系愈加完善。研究印度基础教育阶段教师教育的发展历程和现状,以期为我国教师教育改革提供借鉴。 相似文献
3.
《Studying Teacher Education》2013,9(2):115-116
This article reports a study of literacy instruction in our own elementary preservice program. It examines the views and practices of both the preservice faculty who teach literacy and a sample of graduates of the program during their first three years of teaching. The new teachers reported learning many things from their preservice program, including the importance of engaging learners, strategies for developing an inclusive class community, the names of high-quality works of children's literature, and a variety of general teaching strategies. However, there were gaps between what was taught and what the new teachers wanted to learn. The new teachers struggled with program planning, desired more direct instruction on developing a literacy program, and wanted closer links between theory and practice. The teacher educators tried to cover so much material that the new teachers were unable to develop a focused, coherent pedagogy. The authors describe how they are revising their courses in light of these findings, modifying their approach to preservice instruction, and giving priority to certain key aspects of teaching. 相似文献
4.
Marie Tejero Hughes Michelle Parker-Katz Anita Balasubramanian 《Teachers and Teaching》2013,19(5):543-558
Despite the high numbers of students with disabilities struggling with literacy, few teachers report feeling well prepared to address it. Most students with disabilities encounter challenges in reading and professional development can help teachers learn a range of ways to address those. In this article, we discuss a professional development project in which prospective teachers work collaboratively with practicing teachers throughout their university preparation. The professional development provided builds on the idea of ‘literacy artifacts’, which are samples of students’ and teachers’ work. Using guided discussions, teachers across the career continuum construct understandings and practices in which they learn how to infuse literacy instruction into all teaching and learning. By conjoining the literacy artifact with instructional resources teachers use, participants make visible the complexity of literacy instruction and how literacy could be embedded in teaching content for students with disabilities especially in general education classrooms. 相似文献
5.
Brian D. McInnes 《Teaching Education》2017,28(2):145-161
The study explores relationship building and improvements in knowledge, skills, and dispositions of pre-service teachers enrolled in an Indigenous education content and pedagogy methods course. The Teaching American Indian Students in the Elementary Classroom course stands alone from other diversity education offerings at the University of Minnesota Duluth and is a required learning experience. Pre-service teachers are provided with essential knowledge and learning opportunities that facilitate success in working with Indigenous students, and helping mainstream students learn about Native history, peoples, and communities. The evaluation study was conducted by an Indigenous faculty member interested in learning how non-Native teacher education students felt they were achieving target knowledge, skills, and dispositional goals. Three separate groups of teacher education students completed both pre and post online surveys as a part of a three-year mixed methods evaluation study. The study shows significant gains made by pre-service teachers in each of the target areas, and affirms that methods coursework in American Indian education can lead to more interculturally competent teacher candidates. Helping teacher education students develop the requisite abilities and dispositions to fulfill Native American education objectives is contributory to developing future teachers as competent professionals and allies in Indigenous and diversity education. 相似文献
6.
Melissa Mosley 《Teaching Education》2013,24(4):403-426
The new literacy studies (NLS) is a tradition of research that includes ethnographic work on literacy that has many applications for classroom teachers. The NLS include explorations of local literacies and critical literacy as well as the notion of literacy itself. When teachers draw on the NLS, students are able to draw on their practices in critical and transformative ways. However, NLS perspectives have not been used to examine how teachers are prepared in pre‐service programs and the ways critical literacy practices develop. This paper examines how two pre‐service teachers learn to take up definitions of local literacies in their work with students from racially, linguistically, and culturally diverse backgrounds in practicum settings. They use approximations in literacy teaching to design practices with students, demonstrating the process of becoming a teacher of literacy. I conclude with recommendations for teacher educators who are interested in supporting such approximations. 相似文献
7.
美国教师教育面临的诸多问题既为教师培养方案改革带来了新的挑战,也创造了新的机遇。美国教育部最新发布的《我们的未来,我们的教师：奥巴马政府教师教育改革与提高计划》,旨在通过建立制度报告与各州问责、总统教学激励以及少数民族服务机构的目标性投资,来遴选、培养、补充、支持、留任、发展教师,以将教师的资质提升到与教学这一伟大专业相匹配的水平和高度。 相似文献
8.
This article traces the experiences of two veteran elementary school teachers in the urban Southwest, who are positioned by district and state policy ‘texts’ as insubordinate and failing, and who employ critical literacy practices to reconstruct and redesign these texts as they seek to create more equitable and humane conditions in schools. Stemming from a larger phenomenological study, this article explores how teachers in a ‘failing’ elementary school in the Southwestern US understand and negotiate district, state, and federal policies and examines how these policies shape and inform their identities as professionals. This research has important implications concerning the potential of critical literacy as a mode of resistance, the promise inherent in school/university partnerships for promoting change, and the ways in which the practice of deconstructing/reconstructing dehumanizing texts can foster a re-professionalization of teaching. 相似文献
9.
Jori S. Beck Joseph John Morgan Nancy Brown Heather Whitesides Derek R. Riddle 《The Educational forum》2020,84(2):150-165
AbstractThe current study explored preservice and inservice teachers’ perspectives on data literacy for teaching. Semi-structured interviews were employed with 12 teacher candidates in elementary and special education. The findings revealed participants’ misconceptions regarding formative and summative data; their understanding of the value of formative data; perceptions of challenges related to data literacy for teaching including time, making sense of data, and reliability and validity; and candidates’ preferences for authentic data literacy instruction. 相似文献
10.
In recent years, educators in the USA have emphasized disciplinary literacy as an essential path forward in cultivating adolescents’ understanding of subject matter in tandem with literacy practices. Yet, this agenda poses challenges to teachers who have been tasked with its implementation. Here, we examine two expert US history teachers’ efforts to implement curriculum that integrates reading, writing and thinking in history with academically diverse eighth graders. We conduct qualitative analyses of teacher observations and interviews as well as student work. This analysis provides insight into several issues that emerge in efforts to teach disciplinary literacy in history classrooms: the nuances of teachers’ use of curriculum materials created by people other than themselves, teachers’ appropriation and adaptation of curriculum materials and teachers’ understanding of curriculum materials and disciplinary literacy goals. We find that teachers’ knowledge of the discipline and attention to students’ ideas allowed them to skillfully adapt the curriculum to better meet students’ needs and push students’ thinking. Orienting teachers toward disciplinary learning, ensuring a foundational understanding of their discipline and providing teachers with tools to teach disciplinary literacy are important steps to help students meet the demands of the disciplinary literacy agenda. 相似文献
11.
This three-year study focuses on 42 pre-service teachers’ perspectives on integrating literacy into their content area teaching. Pre-service teachers described time as an influential factor shaping their teaching practices, and, we found, that perceptions of time influenced pre-service teachers’ reported ability and willingness to plan for and enact the implementation of literacy strategies as part of content area lessons. While we noted a number of factors related to time, we were particularly drawn to three time-related factors that signified for pre-service teacher participants’ active roles and agency in how they were enacted in the classroom. Identifying temporal concerns about curriculum, learner response to literacy practices, and use of classroom time to scaffold learning allowed us to specify aspects of participants’ pedagogical content knowledge (PCK) development as well as facets of limited PCK growth. Using time as a theoretical lens to view pre-service teachers’ accounts of literacy practices, we suggest, provides insights into their PCK, specifically indicators of stasis and growth, and understanding about pre-service teacher resistance or acceptance to the infusion of literacy into content area teaching. 相似文献
12.
The purpose of this qualitative case study was to examine ways that a multicultural perspective using critical literacy practices engaged practicing teachers to rethink and re-vision oppressive hegemonic structures and attitudes regarding immigrant students and their families and helped them to develop as critical educators. In the context of a professional development master’s program, 57 teachers experienced a curriculum strand focused on immigration issues and provided extensive feedback responding to the curriculum. The data were analyzed to assess in what ways using current and controversial issues helped teachers to develop their capacities to understand and critique the world in more complex ways and what impact these experiences had on their teaching practice. Evidence suggests that the majority of teachers were receptive to the curriculum although some teachers exhibited resistance. Resistance appeared to be minimized and teachers’ development supported using curricular experiences that “put a face to the issue,” that put learners “in others’ shoes,” that engaged teachers’ emotions, and that made clear how policies, practices, and attitudes directly and indirectly impact the lives of children and their families. 相似文献
13.
张利远 《新乡师范高等专科学校学报》2007,21(5):107-108
分析了我国信息化教育教学中存在的问题,讨论了提高教师信息素养对于在教育信息化环境下开展教育教学活动的重要意义,进一步讨论了培训教师教育信息技术的方法和途径。 相似文献
14.
Amy Johnson 《Teachers and Teaching》2013,19(1):97-109
While teacher educators agree that teaching is a profoundly moral activity, little attention has been placed on the moral perspectives about teaching and learning of those entering the teaching workforce. As a way of illustrating the importance of helping both future teachers become aware of their own moral compasses and teacher educators to understand ways in which such knowledge can support their students, I use methods of qualitative inquiry to explore the life history of one European American preservice elementary teacher in the USA. In recounting the events of her life, Rachel Rosenberg demonstrates how she uses her own life experiences to frame the moral aspects of her future role as a teacher and especially her perspectives on literacy teaching and learning. The methods used here to elicit and analyse Rachel’s story can be useful to teacher educators who want to understand how the moral perspectives embedded in teachers’ stories influence the ways in which teachers approach and enact the work of teaching. 相似文献
15.
Rebecca Rogers Melissa Mosley Wetzel Katherine O’Daniels 《Pedagogies: An International Journal》2016,11(4):292-310
Critical literacy requires an exploration of privilege and social justice. This includes an exploration of power and action in one’s “inner” and “outer” lives. This qualitative case study illustrates the ways in which Jonah, a preservice teacher, navigates social practices and actions in his roles as a student, activist, and literacy teacher. Through critical discourse analysis, we conceptualize social action in relation to critical literacy teaching, using a framework of discourses of, discourses as, and discourses in action to construct a nuanced understanding of social action in relation to critical literacy. Given the demands of a standardized curriculum on teachers’ autonomy, this is an important illustration of how social action can be enacted and embodied through the act of teaching. 相似文献
16.
胡涤花 《南昌教育学院学报》2010,25(6):132-132
加强师范生教育素养,必须从五方面进行教师教育改革：优化课程结构、转变教学理念和评价标准、提高实习效率、加强大中小学教师合作及理论联系实践。 相似文献
17.
Effective literacy teaching behaviours 总被引：1，自引：0，他引：1
There is much current interest in the identification of effective programmes for raising literacy standards. However, the effectiveness of such programmes might vary greatly according to implementation integrity and the preferred teaching styles or behaviours of teachers. This research explored whether highly effective teachers of literacy used teaching behaviours that were independent of any specific programme, whether these were consistent between teachers and different literacy teaching contexts, and whether teacher perceptions corresponded with observations of their behaviour. Five teachers were selected on the basis of high pupil literacy attainment and expert nomination, and observed during shared reading and general literacy teaching contexts. These highly effective literacy teachers tended to utilise similar teaching behaviours, but they did not utilise all behaviours thought to be associated with pupil achievement. Additionally, they utilised effective behaviours more in shared reading sessions than in general literacy sessions. Thus even these highly effective literacy teachers had room for improvement. To some extent the teachers were actually using more complex behaviours than they reported perceiving. They did not appear to perceive their behavioural variation between contexts, nor any under‐use of other effective teaching behaviours. The implications for professional practice, professional development and future research are explored. 相似文献
18.
Case studies of successful place-based education that involve international partnerships are rare. This article reports on an inclusive educational collaboration between pre-service teachers at an Australian university and primary and secondary school-aged children in a slum area of Delhi, India. Encouraged to undertake teaching that affirmed and extended the children's existing linguistic and cultural knowledge, the six teacher candidates collaboratively planned and implemented exemplary programmes geared to the children's interests and needs. This highly inclusive teaching and learning took various forms: a photographic project in the community, the collection of family portraits and stories, a dance and drama performance, and rich conversations on topics ranging from popular culture to politics. Using data drawn from observations of teaching, teacher candidate interviews and written reflections, and artefacts of student learning, this article analyses the processes and outcomes of this highly successful teaching. Essential to the success of this initiative was focused preparation that stressed cross-cultural awareness and sensitivity, a rejection of deficit notions about children and families living in slums, knowledge of Indian socio-political complexities, and a commitment to the building of equitable and ethical relationships with the Indian children and NGO staff. It is anticipated that this analysis will inform further attempts at place-based collaboration in the service of quality education. 相似文献
19.
Sarah Clark 《Asia-Pacific Journal of Teacher Education》2016,44(2):125-141
Teacher education programmes (TEPs) are left with limited research on how the coursework they provide influences the perceptions teachers have about their ability to teach young children how to read – especially over the long term. The purpose of this study was to compare how teacher candidates rate their ability to teach reading at the conclusion of their TEP, and then again after a year of teaching. The matched participants (N = 126) were elementary education teachers representing five TEPs in one US state. Results revealed that the number of reading methods courses provided does influence the perceptions of pre-service and in-service teachers. Teachers who had two reading methods courses compared with teachers who had only one reading methods course reported statistically significant higher scores at the pre-service stage and were able to maintain higher scores at the in-service stage. Implications of these findings are discussed. 相似文献
20.
Grace Oakley 《Technology, Pedagogy and Education》2020,29(2):163-175
ABSTRACTThis article reports on an investigation of pre-service teachers’ views on creating digital storybooks for use in early childhood classrooms, and how this activity helped them develop technological, pedagogical and content knowledge for teaching literacy. Cohorts of Master of Teaching PSTs (n = 67) participated in the study over five years. This article also presents a rationale for the creation of digital storybooks as a resource for teaching early literacy. Data for this mixed-methods study came from an online survey, focus group discussions, and PSTs’ reflective comments and analysis of their digital storybooks and rationales. This article focuses primarily on the survey data. The majority of PSTs reported that the process of creating digital storybooks and using them during professional practice was useful in helping them develop their technological, pedagogical and content knowledge for teaching literacy in the early years, as well as their knowledge about students. 相似文献