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1.
Opportunities for experiential learning in teacher education are increasingly important as the demographics of teachers and students diverge. I draw on place-conscious pedagogies, funds of knowledge, and teacher development theories to inquire into pre-service teachers' developing conceptions of community as they engaged in a project meant to introduce them to the local communities. Findings suggest that PSTs’ experiences with communities growing up limit their understanding of reciprocity between communities and schools as teachers. The findings have implications for the ways that teacher educators incorporate experiential learning into their programs.  相似文献   

2.
To prepare pre-service teachers to work with diverse student populations, many teacher educators have developed community-engaged projects. This study analyzes data collected from pre-service teachers in the U. S. South as they completed a community-engaged project, where they spent time learning about the community, created a virtual tour, and revised a lesson plan to align with the information gained. The project is offered as a mediational tool contributing to pre-service teachers’ conceptions of community and teaching. Findings suggest that pre-service teachers need explicit instruction about how to analyze communities and opportunities to learn with community members during teacher education.  相似文献   

3.
This report introduces an experiential learning project in a pre-service undergraduate teacher education programme at a major Hong Kong university in which 10 pre-service English language teachers and myself, their teacher educator, participated in a two-week overseas teaching experience in a primary school in Ningbo, China. I report on my experience as a novice teacher educator and the benefit I found in taking an active role in this project.  相似文献   

4.
This article explores pre-service and in-service science teachers’ perceptions on active learning, and examines the effectiveness of active learning by pre-service science teachers in the Irish second level classroom through a two-phase study. In the first phase, data on perceptions were gathered from final year pre-service teachers and in-service teachers in Irish post-primary schools. In the second phase, pre-service science teachers, working with teacher educators, designed a comparative test for students in lower secondary science classrooms. This tested achievement differences for students taught in traditional ways and students taught using active learning approaches. While the test results show a significant difference between traditional teaching and active learning, overall analysis indicates that the majority of teachers in the study were not convinced of the value of this way of teaching. The findings have implications for science teaching and the enactment of curriculum reform measures in compulsory education.  相似文献   

5.
University-based teacher education programs are criticized for being too theoretical, disconnected from the everyday realities of schools. To bridge this gap, teacher education programs give students year-long field experiences under the joint tutelage of mentor teachers and university faculty. However, this assumes that mentor teachers will not only be exemplary teachers, but skilled mentors as well. This article explores the tensions between the theoretical and practical work of teaching within mentoring relationships, specifically in spaces where teacher agency is limited by political, social, and cultural factors. The sociocultural, language approaches in many teacher education programs are seen as idealistic when pushed up against skills-based language approaches, advocated in classrooms. Using qualitative methods, this project follows three mentor/mentee pairs as they negotiate their relationships in an urban area in the Southwest United States. While all three pre-service teachers strongly believed that learning was a social practice, constructed through child inquiry and play, they struggled to maintain their ideologies and beliefs during their field experience. Pre-service teachers held firmly to their beliefs about teaching and learning, but holding onto these beliefs were wrought with personal and philosophical tensions. Pre-service teachers found limited agency in their practice and little support in implementing their own practices. Most importantly, unequal power dynamics and communication issues were obstacles towards mutually beneficial mentorship. Thus, preservice programs must address the importance of developing and cultivating the mentor/mentee relationship—a relationship that is pivotal in the construction of preservice teachers’ identities and practices.  相似文献   

6.
Learning to systematically analyze the relationship between teaching and student learning is an important but difficult skill to engender in teachers. In this study, we examine how pre-service teachers who were introduced to a framework for analyzing teaching in a video-based teacher education course drew on this tool to analyze their own practice after the conclusion of the course. We conceptualize the framework as a conceptual tool that scaffolds pre-service teachers to learn to attend to particular dimensions of teaching and learning and to analyze how their teaching influences student learning. Using the Portfolio Assessment for California Teachers-Teaching Event of 14 English language arts pre-service teachers, we conducted a qualitative analysis to examine the extent to which they applied this framework to analyze their own practice after the conclusion of the course, as well as different strategies they adopted as they analyzed their teaching practice. Findings suggest that pre-service teachers made progress in using the framework to study their teaching, but development of sub-skills for all four facets are needed to develop more productive analyses of teaching and student learning. This study has important implications for the design of teacher education that intends to support pre-service teachers in developing tools for learning to learn from their teaching practice.  相似文献   

7.
This study examines collaboration between English for Speakers of Other Languages (ESOL) teachers and content-area elementary school teachers, and makes the case for conceptualising teacher collaboration as an opportunity for shared teacher learning. Using a sociocultural theoretical lens, this study examines how three pairs of elementary teachers and ESOL specialists used and constructed tools for collaboration, which mediated and made visible teachers’ learning processes. Employing interpretive enquiry and cross-case analysis, we examined data from classroom observations, teacher co-planning sessions and interviews with teachers. Findings demonstrated that collaborating teachers used tools to articulate and reconceptualise teaching goals, co-construct knowledge and ultimately transform teaching practices to meet the needs of culturally and linguistically diverse students. This study has implications for teacher education and ongoing professional development, by shedding light on the potential affordances of collaborative tools for teacher learning. Findings suggest that teacher education could harness these opportunities for learning by incorporating collaboration between ESOL specialists and content-area teachers as an integral part of preparing more qualified teachers to work with culturally and linguistically diverse students.  相似文献   

8.
I present a two-year case study of one pre-service teacher (PST), Johnny, as he moved through his education-based coursework at a large, public university in the US Southeast. In his final year of college, Johnny chose to forego the remainder of student teaching and not to receive a teaching certificate. To better understand Johnny’s choice to leave teaching, as well as the tension between Johnny’s developing conceptions of care and teaching and those of his Mentor Teacher, I draw on sociocultural approaches to teacher identity development and literature on care in teaching. Findings from this study could inform the ways that school-based experiences preceding and during teacher education are structured to encourage PSTs to develop identities as caring teachers and to become members of communities of practice.  相似文献   

9.
ABSTRACT

Although more nuanced understandings of assessment have been proposed in the physical education literature, assessment practices remain relatively underdeveloped, and when used, tend to focus on traditional, summative evaluations of learning. However, physical education teacher education programs can be used as an intervention to help pre-service teachers develop assessment knowledge and skill. Toward this end, the purpose of this article is to propose an evidence-based framework for helping pre-service teachers develop assessment literacy that is rooted in occupational socialization theory. The framework provides a four-phase approach to integrating assessment into teacher education, and includes suggestions for how physical education teacher educators can progressively help build pre-service teachers’ assessment knowledge in line with the focus given to instruction and planning. These suggestions acknowledge the technical and sociocultural aspects of learning to use assessment. Implications are discussed along with the need to help graduating pre-service teachers transfer lessons learned into the workplace.  相似文献   

10.
This report introduces the experiential learning initiative at a major university in Hong Kong that prepares pre-service teachers with experience of engaging with social and cultural issues in teaching. It calls on teacher educators in different contexts to work together on similar initiatives that help pre-service teachers grow professionally through designing, developing, managing and promoting their experiential learning projects to enhance human development and improve human conditions.  相似文献   

11.
This study investigated the ability of students in a pre-service teacher education course to deploy pattern language (or professional lexicon) related to specific inclusive teaching strategies. The study sought to determine whether there were differential effects of two approaches to learning, one based on a field-based placement (Applied Experience) and the other employing an embedded course design approach (Embedded Design). The results indicate that pattern language frequency and sophistication increased significantly over time. Results also indicate that pre-service teachers’ use and sophistication of pattern language differed according to the structure of the university learning approach employed. The findings are discussed within the context of Embedded Design theory and the role of Applied Experience in pre-service inclusive education, as well as within the context of building more rigorous teacher preparation programmes.  相似文献   

12.
In an era of international multimedia exposure and a global economy, there is no question that global education (GE) must be part of the school curriculum. Effective delivery of GE is reliant on adequate teacher preparation. A group of teacher educators at one University sought to raise the profile of GE with pre-service teachers through the integration of global perspectives in various courses. This paper explores pre-service teacher perceptions of the importance of GE and their learning as a result of this emphasis. Additionally, pre-service teacher preferences for further learning about GE are examined. It is apparent that pre-service teachers are interested in GE, especially in terms of how they can incorporate it in their teaching and, with exposure over a number of semesters student understandings develop, creating better prepared teachers of GE. Not surprisingly, these students were primarily focused on their future classroom practices rather than their role in the world more generally. Additionally, it was clearly evident that unique GE approaches were linked to specific teaching disciplines, an indication that GE continues to be a difficult concept to incorporate without explicit guidance for integration, something not always easy in a university setting.  相似文献   

13.
我国教师教育课程的突出问题是理论与实践的割裂,为促进信息技术教育专业的师范生实践性知识的发展,作者尝试在高师信息技术教学法课程中实施全新的课程设计,将"真实问题"、"可操作的"项目、"大学-中小学合作"的学习环境和"反思性行动"四要素融入课程教学,完成信息技术教育专业师范生实践性知识的发展。  相似文献   

14.
Today people from a wide range of socio-cultural backgrounds are entering the teaching profession. The changing profile of pre-service teachers prompted inquiry into personal and professional influences in understanding diversity and inclusive practices. Two teacher educators collaborated across Australian universities to explore reflexive practices in preparing pre-service teachers for their complex teaching roles in the twenty-first century. Modes of delivery were an on-campus Inclusive Education unit with situated learning opportunities in community settings and a fully online Inclusive Education unit. Findings revealed that reflexive learning was a key mediating strategy in expanding the participants' consciousness. Participants engaged in confronting assumptions, raising awareness of diverse learning needs and critiquing social justice principles and equity issues. By creating a supportive learning environment, teacher educators were able to shift pre-service teachers from mere acceptance of diversity to a commitment to ethical decision-making and quality inclusive education.  相似文献   

15.
Through self-study I believe I can gain a better understanding of myself, of my students, and of the process of teacher education. Exploring the ways in which I respond in writing to pre-service teachers helps me to better understand my practice and the learning-to-teach experiences of pre-service teachers. This paper reports on my written responses to 160 stories of learning to teach at four different intervals across an 8-month teacher education program. Importantly, writing about my learning through self-study has challenged me to represent the ways in which I plan to apply my newfound knowledge to my practice.  相似文献   

16.
Many science educators, in the US and elsewhere, suppport the idea that all students should have fair and equal opportunities to become scientifically literate through authentic, real problem-based science education. However, this challenge requires teachers to find ways to help all students feel comfortable with, and connected to, science. Despite the general consensus around the ideal of science for all, science teacher education programmes have had little or no impact on preservice teachers' philosophies of teaching and learning, especially as it relates to serving underserved populations in science. In this paper, I explore community service-learning as one way of addressing the multicultural dimension of preservice education with the following three questions: In what ways does involving pre-service science teachers in community service-learning influence their views on multicultural science education, in theory and practice? What qualities of community service-learning make multicultural science education a realistic objective? How might service-learning be used to push our collective understanding of what an inclusive and liberatory multicultural science teaching practice could be? I explore these questions and propose further areas of research by using a case study involving service-learning from my own teaching-research with preservice students.  相似文献   

17.
It is expected that that pre-service teachers are adequately equipped to meet the needs of diverse students. This article discusses the choices that teacher educators must make in designing inclusive education courses. The first choice is whether inclusive education will be infused into the curriculum or presented as a stand-alone course. If the latter, the second decision is what determines the content of courses – teacher need, policy directives or the authority of the field where knowledge is produced. If teacher educators look to the field of knowledge production, they might choose among inclusive education as an issue of student diversity; teaching competence; and schools and societies. We animate these choices as we describe an inclusive education course taught in a South African university. Our conclusion suggests that pre-service teacher education for inclusive education would be strengthened by more critical appraisal of the assumptions and orientations informing the design of courses.  相似文献   

18.
Since the introduction of anti-discrimination legislation including Australian Disability Discrimination Act, 1992 and the Disability Standards of Education, 2005, there is an increasing demand on all schools to cater effectively for more students with disabilities within an inclusive school community context. This investigation explored a proactive partnership model designed to equip pre-service teachers with deeper role understandings in teaching students with disabilities. This collaborative model involved sustained professional experiences in schools on four mornings each week over 38 weeks, offered in conjunction with their final-year teacher education studies in Diversity and Inclusive Education. A unique emphasis of this qualitative study was a focus on identifying conducive real-life experiences and ideal teacher qualities for undertaking challenging inclusive practitioner roles. Findings highlighted the perspectives of school leaders, special education mentors and pre-service teachers in improving inclusive learning outcomes for all students while developing an effective collaborative partnership model for teacher education.  相似文献   

19.
周成海 《教育科学》2020,36(2):64-70
职前教师教育项目所进行的教学改革,多是针对传统的“传递取向教学法”的不足而设计的,“用电影教”即为改革举措之一。“用电影教”能使教学适应职前教师的认知特点,促进教育理论与实践的联结,为职前教师的思考和讨论提供“催化剂”,并发展其技术品性。在职前教师教育中,“用电影教”可用于教授诸多学习主题,在教学过程上具有一定的灵活性,但也遵循一些共性的要求。对职前教师教育中的“用电影教”进行研究,能够为职前教师教育的教学法改革提供参考。  相似文献   

20.
This article reports on a mixed-method inquiry into pre-service and in-service secondary school teachers’ knowledge about Attention-deficit Hyperactivity Disorder (ADHD) and attitudes toward students with this disorder in Hong Kong. The inquiry revealed no differences between pre-service and in-service secondary school teachers concerning their knowledge of ADHD and attitudes toward students with ADHD. It also identified possible sources of participants’ knowledge and a variety of factors underlying their attitudes toward students with ADHD including sociocultural beliefs and working conditions. The findings call for teacher educators to develop better education programmes to support both pre-service and in-service teachers in undertaking the challenging task of teaching students with ADHD.  相似文献   

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