Question Development in Two Online Graduate Teacher Education Courses

2013 ◽  
Vol 3 (4) ◽  
pp. 68-84
Author(s):  
Lynda R. Wiest ◽  
Eleni Oikonomidoy
Keyword(s):  
Teacher Education ◽  
Course Content ◽  
Sociocultural Perspectives ◽  
Self Study ◽  
Decision Making Processes ◽  
Course Material ◽  
Graduate Teacher Education ◽  
Question Development ◽  
Student Discussion ◽  
Education Courses

The authors conducted a self-study of the questions they developed for student discussion in their respective fully online graduate teacher education courses. Through individual and joint analyses of their decision-making processes and the resulting question content, the authors found that they had used both similar and different approaches to question development, influenced in part by their differing course content. Their deliberate decisions in developing questions for student discussion at times served, but in some cases constrained, course goals to have students address equity/diversity content candidly and in sufficient complexity. The authors found participating in a self-study with a colleague who had similar sociocultural perspectives useful for helping them undertake more exacting self-analyses that could lead to greater change in future development of course material.

scholarly journals EUROPEAN INSPIRATIONS FOR POST-GRADUATE TEACHER EDUCATION FOR INCLUSION IN GREECE

2020 ◽  
Vol 7 (8) ◽  
Author(s):  
Charis-Olga Papadopoulou
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Graduate Education ◽  
Inclusive Education ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Language Teacher Education ◽  
Post Graduate ◽  
Self Study ◽  
Graduate Teacher Education

<p>The present paper explores the extent to and the ways in which European mandates for teacher education for inclusion can inspire post-graduate teacher education for inclusion in the context of Greek higher education. With means of a longitudinal self-study on such a course for language teachers the empowering effects of teacher education for inclusion are identified, barriers to it are looked into and suggestions for improvement, as exemplified by the Greek context, are made. The present research aims to contribute to our thinking on inclusive education in that the Profile of Inclusive Teachers, so far related mainly to initial teacher education, is related to post-graduate education and language teacher education, so far minimally explored in self-studies, is explored.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0628/a.php" alt="Hit counter" /></p>

scholarly journals Inquiring into the Assessment Education of Preservice Teachers: A Collaborative Self-Study of Teacher Educators

in education ◽  
2015 ◽  
Vol 21 (2) ◽  
pp. 110-126
Author(s):  
Elizabeth Ann Munroe ◽  
Jennifer Mitton-Kükner ◽  
Deborah Graham
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Protective Factors ◽  
Education Program ◽  
Teacher Educators ◽  
Classroom Assessment ◽  
Preservice Teacher Education ◽  
Course Content ◽  
Self Study ◽  
Bachelor Of Education

As professors teaching courses in classroom assessment in a Bachelor of Education program, we engage in collaborative self-study as a means to understand the complexity of our preservice teachers’ learning. Here we describe two of the strategies we use in our teaching: purposefully introducing competing philosophies early in our courses, and guiding our preservice teachers’ to inquire deeply into their assessment histories. We examine our preservice teachers’ differing responses, which range from misunderstanding or resisting to thinking deeply about the course content. We conclude by identifying three protective factors that support us as we work with preservice teachers in the area of assessment education.Keywords: assessment education; preservice teacher education; self-study

Using Action Research to Promote Meaningful E-Service-Learning Experience for Preservice Teachers

2021 ◽  
pp. 49-67
Author(s):  
Svetlana Chesser ◽  
Kate Durham ◽  
Elena Aydarova
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
Action Research ◽  
Service Learning ◽  
Social Isolation ◽  
Research Methodology ◽  
Learning Experience ◽  
Course Content ◽  
Education Courses

Research on service-learning has documented the importance of relationships and meaningful community connections for preservice teachers' development. What remains less explored is the opportunities and challenges provided by e-service learning integrated into teacher preparation coursework. In this study, the authors utilize action research methodology to explore how preservice teachers engaged in e-service learning during the move towards remote instruction in the summer of 2020. Drawing on the analysis of students' weekly journals, final reflections, and the survey of stakeholders, they examine how e-service-learning created opportunities for students to feel connected to the community during the time of social isolation and be motivated by their ability to make an impact on children's interest in learning STEM content. The challenges emerged out of a disconnect between course content and some of the e-service learning assignments. This study's implications include better integration of e-service learning into teacher education courses.

scholarly journals Exploring culturally sustaining practice for indigenous learners in initial teacher education in Aotearoa New Zealand

2021 ◽  
Author(s):  
Robin Averill ◽  
Hiria McRae
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Ease Of Use ◽  
Initial Teacher Education ◽  
Course Content ◽  
Teacher Understanding ◽  
Aotearoa New Zealand ◽  
Education Courses ◽  
Indigenous Learners

Culturally sustaining practices are advocated for enhancing learning experiences of Indigenous learners. Developing the use of culturally sustaining practice is challenging, in part as many educators do not have Indigenous heritage and have not themselves experienced such teaching. Here we discuss an investigation into how we develop student teacher understanding of practice culturally sustaining for Indigenous Māori learners in our initial mathematics teacher education courses. We show how a four-dimension framework (accommodation, reformation, transformation, and representation) can expose strengths and opportunities for improvement in course content and approaches towards developing culturally sustaining practices. Factors considered include education policy, resources, course development and content. Affordances (e.g., ease of use) and challenges (e.g., contextal factors) of using the framework are discussed. We demonstrate that the framework can be a useful tool for teacher educators working to strengthen their focus on developing culturally sustaining teacher practice to enhance educational opportunities of Indigenous learners.

scholarly journals Exploring culturally sustaining practice for indigenous learners in initial teacher education in Aotearoa New Zealand

2020 ◽  
Vol 1 ◽  
pp. e202014
Author(s):  
Robin Averill ◽  
Hiria McRae
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Ease Of Use ◽  
Initial Teacher Education ◽  
Course Content ◽  
Teacher Understanding ◽  
Aotearoa New Zealand ◽  
Education Courses ◽  
Indigenous Learners

Culturally sustaining practices are advocated for enhancing learning experiences of Indigenous learners. Developing the use of culturally sustaining practice is challenging, in part as many educators do not have Indigenous heritage and have not themselves experienced such teaching. Here we discuss an investigation into how we develop student teacher understanding of practice culturally sustaining for Indigenous Māori learners in our initial mathematics teacher education courses. We show how a four-dimension framework (accommodation, reformation, transformation, and representation) can expose strengths and opportunities for improvement in course content and approaches towards developing culturally sustaining practices. Factors considered include education policy, resources, course development and content. Affordances (e.g., ease of use) and challenges (e.g., contextal factors) of using the framework are discussed. We demonstrate that the framework can be a useful tool for teacher educators working to strengthen their focus on developing culturally sustaining teacher practice to enhance educational opportunities of Indigenous learners.

Putting Multiliteracies into Practice in Teacher Education

2013 ◽  
pp. 244-263 ◽  
Author(s):  
D. Bruce Taylor ◽  
Lindsay Sheronick Yearta
Keyword(s):  
Teacher Education ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Web 2.0 Tools ◽  
Graduate Teacher Education ◽  
Education Courses ◽  
New London

While technology has always played a role in teaching and learning, with the advent of Information Communication Technologies (ICTs), schools have struggled to keep pace with Web 2.0 tools available for teaching and learning. Multiliteracies, a term coined by scholars who published under the name The New London Group in 1996, has helped provide a theoretical foundation for applying new texts and tools to teaching and learning; however, much of the scholarship around Multiliteracies remains in the academic and theoretical domain. The authors suggest a pedagogic framework or metastructure for applying Multiliteracies to teacher education and by extension to P-12 classrooms. They document Web 2.0 tools and discuss how they have used them in undergraduate and graduate teacher education courses.

scholarly journals Digital Badging in CANVAS

2019 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Megan Lea Clune
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Driving Forces ◽  
Teaching Experience ◽  
Digital Badges ◽  
School Contexts ◽  
Course Content ◽  
Education Courses ◽  
Digital Badging ◽  
Primary And Secondary School

‘Badging’ is the awarding of a digital badge that represents an accomplishment, interest or affiliation (Gibson, Ostashewski, Flintoff, Grant, & Knight, 2013). Such badges are awarded and stored online, and may contain metadata to clarify the context and criteria of the awarded badge. Badging is generally argued to be a considerable motivator in learning (Gibson et al., 2015; Mah, 2016), not only in the formal educational environment but particularly in the gamification movement (Nah, Zeng, Telaprolu, Ayyappa, & Eschenbrenner, 2014; Glover, 2013). Current issues with digital badging systems suggest limitations in adapting to the needs of both tauira and teachers. The driving forces behind this study were two-fold. Firstly, as digital badging is used increasingly in schools world-wide as a motivator for learning in both primary and secondary school contexts, how might the use of digital badges be modelled in teacher education courses; and secondly, are digital badges of similar value to tauira in the tertiary space? The third driver was to explore ways to engage both undergraduate and postgraduate tauira in meaningful synthesis of their course readings, course content and teaching experience. This study developed and trialled the incorporation of an existing ‘badging’ platform, Badgr, into tasks delivered through CANVAS in the context of teacher education. The primary aims of the study were: to determine how motivated tertiary tauira were by digital badges; to establish a digital badging process that was both engaging for tauira and manageable for the lecturer; and to design online tasks that scaffolded tauira through their synthesis of course readings, content and experience. The badged tasks were administered via the Discussion and Quizzes features within CANVAS, with all tauira submissions being moderated by the lecturer before any badges were awarded. An overview of the structure, key elements, findings and implications of the trialled approach will be presented.

scholarly journals Exploring culturally sustaining practice for indigenous learners in initial teacher education in Aotearoa New Zealand

2021 ◽  
Author(s):  
Robin Averill ◽  
Hiria McRae
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Ease Of Use ◽  
Initial Teacher Education ◽  
Course Content ◽  
Teacher Understanding ◽  
Aotearoa New Zealand ◽  
Education Courses ◽  
Indigenous Learners

Culturally sustaining practices are advocated for enhancing learning experiences of Indigenous learners. Developing the use of culturally sustaining practice is challenging, in part as many educators do not have Indigenous heritage and have not themselves experienced such teaching. Here we discuss an investigation into how we develop student teacher understanding of practice culturally sustaining for Indigenous Māori learners in our initial mathematics teacher education courses. We show how a four-dimension framework (accommodation, reformation, transformation, and representation) can expose strengths and opportunities for improvement in course content and approaches towards developing culturally sustaining practices. Factors considered include education policy, resources, course development and content. Affordances (e.g., ease of use) and challenges (e.g., contextal factors) of using the framework are discussed. We demonstrate that the framework can be a useful tool for teacher educators working to strengthen their focus on developing culturally sustaining teacher practice to enhance educational opportunities of Indigenous learners.

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