scholarly journals Lærerstudenters kommentatorkompetanse om flerkultur og undervisning av flerspråklige elever drøftet i lys av kritisk multikulturalisme

2016 ◽  
Vol 10 (1) ◽  
pp. 2 ◽  
Author(s):  
Wenche Elisabeth Thomassen
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Minority Language ◽  
Learning Opportunities ◽  
Initial Teacher Education ◽  
Critical Multiculturalism ◽  
Institutional Power ◽  
Field Practice ◽  
Group Interviews ◽  
Understanding Of Subject Matter

Grunnskolelærerutdanningen har som mål å utdanne studenter med både aktør- og kommentatorkompetanse. Kommentatorkompetanse innebærer evnen til kritisk refleksjon. Planer, forskrifter og retningslinjer for grunnskolelærer-utdanningene fastslår at studentene skal ha kunnskaper om flerkultur og undervisning av minoritetsspråklige elever. Slik kompetanse er fortsatt etterspurt, også blant nyutdannede lærere.I denne undersøkelsen er “kritisk multikulturalisme” brukt som teoretisk tilnærming for å analysere gruppeintervjuer med lærerstudenter. Drøftingen inkluderer også hvordan begreper fra denne teoretiske tilnærmingen fungerer for å forstå lærerstudentenes kommentatorkompetanse. Kritisk multikulturalisme er opptatt av å gi en analyse av undertrykking og institusjonalisering av ulike maktrelasjoner innen utdanning. Begreper som er særlig framtredende, er systemmakt, definisjonsmakt og avmakt. Empirien er en del av et større forskningsprosjekt ved UiS, som studerer praksis i grunnskolelærerutdanningen.Undersøkelsen viser at lærerstudentene viser oppmerksomhet og grad av kritisk kommentatorkompetanse når det gjelder systemnivå og pedagogiske praksiser, men ikke har nødvendigvis tilstrekkelig kunnskap om lover og regler for opplæringen. De savner mer oppmerksomhet på temaet innen lærerutdanningen, særlig konkret didaktikk. Funn i materialet indikerer at det ville være av betydning med en dypere forståelse og mer faglige begreper som grunnlag for refleksjon.Analysebegrepene fra kritisk multikulturalisme kan bidra til å sette studentenes utsagn inn i en større sammenheng og peke på potensielt diskriminerende diskurser, men fanger ikke alt studentene er opptatt av. Dette er et område som det ikke er mye forskning på i Norge, artikkelen er et bidrag til økt kunnskap om flerkultur i grunnskolelærerutdanningene.Nøkkelord: lærerstudenter, flerkultur, flerspråklige elever, kritisk multikulturalisme AbstractIncluded in the Norwegian government’s mandated Initial Teacher Education in Norway (ITE) curriculum and regulations is the aim that students should be able to both engage in teaching as a profession and to be able to reflect critically on their teaching practices. Moreover, students are expected to build knowledge about Norway as a multicultural country and to know how best to teach minority language pupils. There is still demand for these competencies, also amongst newly educated teachers.In this study, “Critical Multiculturalism” is used as a theoretical approach to analyze group interviews with student teachers. Critical Multiculturalism is concerned with analyzing suppression and institutionalization of different power relations in the education system. Central concepts are institutional power, systemic power, power of definition and not having power. Within the discussion, this approach will also be evaluated from a conceptual standpoint.The data is part of a larger research project at UiS, studying field practice in ITE. The study shows that student teachers pay attention to and critically reflect on multiculturalism and the education of minority language pupils within the framework of the school and pedagogic practice, but do not have sufficient knowledge about the rules and regulations which guide the ways the school at an institutional level organize these children’s learning opportunities. In addition, students report that they lack opportunities during their teacher education to focus on this topic, especially in didactics. Findings from the data indicate that in order for critical reflection to occur, students need to build a deeper understanding of subject matter concepts.Although concepts from “Critical Multiculturalism” may contribute to being able to place the students’ statements into a wider context, and to focus on potential discriminatory modes of discussion, they do not encapsulate some of the students’ concerns.There is not much research on this topic in Norway, and this article contributes to new knowledge about multiculture in teacher education.Keywords: Student teachers, multiculture, multilingual pupils, critical multiculturalism

scholarly journals Lesson Study og lærerstudenters fokus på elevers læring i veiledningssamtaler

2015 ◽  
Vol 9 (1) ◽  
pp. 3
Author(s):  
Raymond Bjuland ◽  
Nina Helgevold ◽  
Elaine Munthe
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Lesson Study ◽  
Initial Teacher Education ◽  
Learning Goals ◽  
Teacher Education Programs ◽  
Student Groups ◽  
Field Practice ◽  
Research Questions ◽  
Field Schools

Søkelyset settes her på norsk lærerutdanning og på grunnskolelærerstudenters veiledningssamtaler i praksisopplæring hvor Lesson Study ble innført som arbeidsmetode. Analysen fra studentenes veiledningssamtaler forsøker å identifisere muligheter og begrensninger ved innføring av Lesson Study der samtalefokus er elevers læring knyttet til et bestemt tema i en forskningstime. Et teoretisk og analytisk rammeverk benyttes (Bransford, Brown, & Cocking, 2000) for å identifisere elevsentrerte, kunnskapssentrerte, vurderingssentrerte og felleskapssentrerte ytringer i veiledningssamtalene. Slike ytringer blir knyttet til tre sentrale aspekter ved planlegging og gjennomføring av en forskningstime i en Lesson Study syklus: Elevobservasjon, prediksjon og forskningsspørsmål. Resultater fra analysene av veiledningssamtaler fra to studentgrupper tilknyttet naturfag og matematikk viste store forskjeller med tanke på gruppenes planlegging av en Lesson Study syklus. Studentene i matematikk valgte å legge opp undervisningen ut ifra lærebokens nivåinndeling av lærestoffet, noe som ser ut til å virke hemmende med tanke på elevobservasjon og prediksjon knyttet til det faglige emnet. Studentene i naturfag var mye mer opptatt av å formulere gode læringsmål og forskningsspørsmål. I denne veiledningssamtalen var det også et tydelig fokus på prediksjon samt aktiv elevobservasjon under gjennomføringen av undervisningsøkten. Resultater fra denne studien påpeker behov for et grundig forarbeid på campus av faglærere ved utdanningsinstitusjonen slik at studentene får muligheten til å forberede en Lesson Study syklus der forskningsspørsmål, elevobservasjon og prediksjon er sentrale hovedmomenter som løftes fram. Videre er det behov for et godt samarbeid mellom faglærere og praksislærere ved skolene for at implementering av Lesson Study skal være vellykket.Abstract In this article, we present a study of field practice during Initial Teacher Education in Norway where Lesson Study was implemented. Mentoring sessions in mathematics and science were analyzed based on a theoretical framework that highlights pupils’ learning (Bransford, Brown, & Cocking, 2000). This framework was used as an analytical tool to identify pupil-oriented, knowledge-oriented and assessment-oriented utterances. Such utterances were also related to three crucial aspects of planning and carrying out a research lesson in a Lesson Study cycle: the student teachers’ research questions, their predictions of possible difficulties that might arise in relation to the learning goal and how they intend to observe pupils’ learning. The analyses of the mentoring sessions show interesting differences between the student groups across the two subjects. The students in mathematics based their teaching on the textbook’s division of task levels, something that seems to have a restraining effect on pupil observation and prediction related to mathematical goals and content. The students in science were more concerned with formulating adequate learning goals and research questions. The mentoring sessions in the science groups also had a clear focus on prediction and pupil observation during the research lesson. Results of this study are discussed in relation to how faculty teachers and mentoring teachers in field schools contribute to student teachers’ developing the competence needed to work in research-based ways in schools. The results also show the importance of following up the implementation of new working methods in Initial Teacher Education programs. Key words: Field practice, studeteachers, Lesson Study

scholarly journals “This is why students feel lost when they go into teaching practice”: English Language Teachers’ Views on their Initial Teacher Education

2020 ◽  
Vol 19 (10) ◽  
pp. 371-387
Author(s):  
Sue Garton
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Native Speaker ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Significant Shift ◽  
Snowball Sampling ◽  
Quantitative And Qualitative Research

The last 20-25 years have seen a significant shift in the views about what teachers need to know to be able to teach. This shift has led to new developments in the theory of second language teacher education (SLTE) and a growth in research in this area. One area of research concerns the attitudes and expectations of those learning to become teachers. While most studies in this area focus on teacher education programmes in BANA countries, this article looks at data from student teachers studying in Russia and Uzbekistan. The study employed a quantitative and qualitative research design, using a researcher-designed on-line questionnaire. Through snowball sampling, data from 161 students and recent graduates in the two countries were collected, analysed, and compared to investigate the content of SLTE programmes. The study identified what the novice teachers felt were the strengths and weaknesses of their programme, and what changes they would like to see. Results showed that while the respondents were mainly satisfied with their methodology, and theoretical linguistics courses, they felt the need for more practice, both teaching and language practice. The data also revealed that, in Uzbekistan in particular, the idea of global English struggles to take hold as native-speaker models remain the norm. The implications of the study underline the need for SLTE to explicitly link theory to practice and to promote the idea of varieties of English, rather than focus on native-speaker norms.

scholarly journals Practice-Focused Research in Initial Teacher Education

2019 ◽  
Author(s):  
Jane Abbiss ◽  
Eline Vanassche
Keyword(s):  
Qualitative Research ◽  
Teacher Education ◽  
Student Teachers ◽  
Case Studies ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Initial Teacher Education ◽  
Small Scale ◽  
Educational Systems ◽  
Theoretical Contribution

A review of the field of practice-focused research in Initial Teacher Education (ITE) reveals four broad genres of qualitative research: case studies of teacher education programs and developments; research into student teacher experience and learning; inquiry into teacher educators’ own learning, identity, and beliefs; and conceptual or theory-building research. This is an eclectic field that is defined by variation in methodologies rather than by a few clearly identifiable research approaches. What practice-focused research in ITE has in common, though, is a desire on the behalf of teacher educator researchers to understand the complexity of teacher education and contribute to shifts in practice, for the benefit of student teachers and, ultimately, for learners in schools and early childhood education. In this endeavor, teacher educator researchers are presented with a challenge to achieve a balance between goals of local relevance and making a theoretical contribution to the broader field. This is a persistent tension. Notwithstanding the capacity for practice-focused research to achieve a stronger balance and greater relevance beyond the local, key contributions of practice-focused research in ITE include: highlighting the importance of context, questioning what might be understood by “improvement” in teacher education and schooling, and pushing back against research power structures that undervalue practice-focused research. Drawing on a painting metaphor, each genre represents a collection of sketches of practice-focused research in ITE that together provide the viewer with an overview of the field. However, these genres are not mutually exclusive categories as any particular research study (or sketch) might be placed within one or more groupings; for example, inquiry into teacher educators’ own learning often also includes attention to student teachers’ experiences and case studies of teacher education initiatives inevitably draw on theory to frame the research and make sense of findings. Also, overviewing the field and identifying relevant research is not as simple as it might first appear, given challenges in identifying research undertaken by teacher educators, differences in the positioning of teacher educators within different educational systems, and privileging of American (US) views of teacher education in published research, which was counteracted in a small way in this review by explicitly including voices located outside this dominant setting. Examples of different types of qualitative research projects illustrate issues in teacher education that matter to teacher educator researchers globally and locally and how they have sought to use a variety of methodologies to understand them. The examples also show how teacher educators themselves define what is important in teacher education research, often through small-scale studies of context-specific teacher education problems and practices, and how there is value in “smaller story” research that supports understanding of both universals and particularities along with the grand narratives of teacher education.

iTE

2018 ◽  
pp. 2104-2118
Author(s):  
Brendan Mac Mahon ◽  
Seán Ó Grádaigh ◽  
Sinéad Ní Ghuidhir
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Learning ◽  
Resource Sharing ◽  
Collaborative Design ◽  
Education Programme ◽  
Pedagogical Knowledge ◽  
Initial Teacher Education ◽  
Knowledge Development ◽  
Teaching Learning

Research on the use of iPad in initial teacher education is limited. This paper outlines a study to examine how the professional learning and pedagogical knowledge development of student teachers could be supported following 1:1 iPad deployment on a second level initial teacher education programme in Ireland. Findings show that iPad can be utilised both as an effective pedagogical tool and as a medium for the creation of new learning spaces where student teachers' professional and pedagogical knowledge development is supported through feedback, peer-learning, resource sharing and critical reflection. Creating resources with and for iPad as part of a collaborative design process can also support student teachers in developing and integrating technological, pedagogical and content knowledge (TPACK) within their approaches to teaching, learning and assessment. Implications for initial teacher education providers and the integration of technology within schools are outlined.

How ePortfolios Support Development in Early Teacher Education

2011 ◽  
pp. 2130-2137
Author(s):  
Victor McNair ◽  
Kevin Marshall
Keyword(s):  
Teacher Education ◽  
Northern Ireland ◽  
Beginning Teachers ◽  
Student Teachers ◽  
Critical Reflection ◽  
Technology Policy ◽  
Initial Teacher Education ◽  
Qualified Teachers ◽  
One Year ◽  
Graduate Certificate

This chapter reports on a pilot study which examined how student teachers of a one-year Post Graduate Certificate in Education course in Northern Ireland developed reflective ePortfolios and then used them to embed ICT in their first (Induction) year as qualified teachers. Two central themes emerged. First, the process of constructing the ePortfolio developed confidence among the beginning teachers which supported them when faced with the challenges of starting teaching. Second, the ePortfolio was used to ease the transition from Initial Teacher Education to Induction, but where there is a lack of critical reflection, barriers to professional development can emerge. These issues are discussed within the context of technology policy, teacher training, and emerging technology in Northern Ireland.

How ePortfolios Support Development in Early Teacher Education

2011 ◽  
pp. 474-485 ◽  
Author(s):  
Victor McNair ◽  
Kevin Marshall
Keyword(s):  
Teacher Education ◽  
Northern Ireland ◽  
Beginning Teachers ◽  
Student Teachers ◽  
Critical Reflection ◽  
Technology Policy ◽  
Initial Teacher Education ◽  
Qualified Teachers ◽  
One Year ◽  
Graduate Certificate

This chapter reports on a pilot study which examined how student teachers of a one-year Post Graduate Certificate in Education course in Northern Ireland developed reflective ePortfolios and then used them to embed ICT in their first (Induction) year as qualified teachers. Two central themes emerged. First, the process of constructing the ePortfolio developed confidence among the beginning teachers which supported them when faced with the challenges of starting teaching. Second, the ePortfolio was used to ease the transition from Initial Teacher Education to Induction, but where there is a lack of critical reflection, barriers to professional development can emerge. These issues are discussed within the context of technology policy, teacher training, and emerging technology in Northern Ireland.

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