Making Sense of Teacher Education in a Globalizing World: The Distinctive Contribution of a Sociocultural Approach

2021 ◽  
pp. 000-000
Author(s):  
Katharine Burn ◽  
Ian Menter
Keyword(s):  
Teacher Education ◽  
Making Sense ◽  
Globalizing World ◽  
Sociocultural Approach

scholarly journals Book Review: Language Learning and Teacher Education: A Sociocultural Approach, edited by Margaret Hawkings, Clevedon, UK: Multilingual Matters, 2004

2012 ◽  
Vol 1 ◽  
pp. 251-254
Author(s):  
Craig D. Howard
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Sociocultural Approach

Review of Language Learning and Teacher Education: A Sociocultural Approach, edited by Margaret Hawkings, Clevedon, UK: Multilingual Matters, 2004.

scholarly journals Room for Fear: Using Our Own Personal Stories in Teacher Education

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Mary Jane Harkins ◽  
Michelle Forrest ◽  
Terrah Keener
Keyword(s):  
Teacher Education ◽  
Early Years ◽  
Pedagogical Strategy ◽  
Making Sense ◽  
Personal Stories ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

In this paper, we explore how stories can serve as a pedagogical strategy in pre-service teacher education. Sharing concerns for students facing the complexities of today’s classrooms evoked memories of moments from our own early years as teachers. Making sense of our fears many years later, led to the recognition that our students are facing similar situations. Through the exploration of our stories we demonstrate how we have gained insights into teaching and begun to make meaning from our experiences. Key to these stories is a sense of beliefs being disrupted by a fear of teaching.

The Essay as a Pedagogical Form: Teacher Education and Stanley Cavell's Ordinary Language Philosophy

2011 ◽  
Vol 113 (8) ◽  
pp. 1733-1754
Author(s):  
Duck-Joo Kwak
Keyword(s):  
Teacher Education ◽  
Research Question ◽  
Ordinary Language ◽  
Pedagogical Practice ◽  
Ordinary Language Philosophy ◽  
Philosophical Practice ◽  
Language Philosophy ◽  
Globalizing World ◽  
Educational Environments ◽  
Humanistic Approach

Background/Context The view of philosophy of education as “practical philosophy” initiated by Wilfred Carr has been a focus of recent educational discourses. What “practical” means here is closely associated with the educative aspect of “philosophical practice” itself. This article attempts to explore another educative aspect of philosophical practice, as manifested in Stanley Cavell's ordinary language philosophy. This will enable us to refine the humanistic approach to teacher education proposed by David Hansen as a fruitful way of equipping would-be teachers with a humanistic sensibility. Such an approach is needed if teachers are to respond to the highly complex and unpredictable circumstances that they face in the rapidly changing educational environments of today's globalizing world. Purpose/Objective/Research Question/Focus of Study How can Stanley Cavell's practice of ordinary language philosophy, its underlying method and aspiration, be an exemplary case of “the essay form” of thinking and writing? “The essay form” here refers to a form of writing that Michael de Montaigne, the 16th-century Renaissance humanist, invented as a pedagogical practice for “trying oneself out” or “putting oneself to the test.” Research Design This article is an analytic essay that develops an argument based on textual evidence from relevant philosophical literature. Conclusion Cavell's practice of ordinary language philosophy can be described as a nonauthoritative pedagogical practice that pursues the transformation of one's sensibility by cultivating the first-person voice of self-knowledge. Thus, this can be a good source for our formulation of a humanistic approach to teacher education. But a more specific articulation of the constitutive structure of the essay form of writing needs to be made in order to have “philosophical reflection as the essay form” more adoptable by our educational program in teacher education and education in general.

Designing for Framing in Online Teacher Education: Supporting Teachers’ Attending to Student Thinking in Video Discussions of Classroom Engineering

2021 ◽  
pp. 002248712110565
Author(s):  
Jessica Watkins ◽  
Merredith Portsmore
Keyword(s):  
Teacher Education ◽  
Theory Development ◽  
Student Thinking ◽  
Online Course ◽  
Written Text ◽  
Making Sense ◽  
Online Teacher Education ◽  
Online Teacher ◽  
Engineering Pedagogy ◽  
Supporting Teachers

Participating in discussions of classroom video can support teachers to attend to student thinking. Central to the success of these discussions is how teachers interpret the activity they are engaged in—how teachers frame what they are doing. In asynchronous online environments, negotiating framing poses challenges, given that interactions are not in real time and often require written text. We present findings from an online course designed to support teachers to frame video discussions as making sense of student thinking. In an engineering pedagogy course designed to emphasize responsiveness to students’ thinking, we documented shifts in teachers’ framing, with teachers more frequently making sense of, rather than evaluating, student thinking later in the course. These findings show that it is possible to design an asynchronous online course to productively engage teachers in video discussions and inform theory development in online teacher education.

Making Sense of White Identity Development: The Implications for Teacher Education

2015 ◽  
Vol 10 (2) ◽  
pp. 211-230 ◽  
Author(s):  
Alicja Rieger
Keyword(s):  
Teacher Education ◽  
Racial Identity ◽  
Theoretical Model ◽  
Identity Development ◽  
Teacher Candidates ◽  
Life Experiences ◽  
White Identity ◽  
Multicultural Awareness ◽  
Individual Life ◽  
Making Sense

AbstractThis article discusses an individualized narrative on a contribution that a White educator can add to the field of teacher education, in particular multicultural teacher education. Through sharing my individual life experiences with a process of moving from an invisible Whiteness (Clark & O’Donnell, 1999; Giroux, 1997; Helms, 1992) toward more advanced levels of multiracial and multicultural awareness, followed by a review of a theoretical model of Helms’ (1992) White Racial Identity Theory, I provide a space and a structured forum for engaging in a dialogue on the complex issues of race and Whiteness among teacher candidates.

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